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What exactly is Google Classroom? What are its benefits?

Critical Evaluation of Google ClassroomPreliminary Project AnalysisThe conventional education system is subjected to severe challenges faced by both the students and the teachers. The primary problem between the two is the lack of resources and a vital communication mode between the two. In situations such as the pandemic, unpredicted weather, on-campus power failures, or an absent teacher can potentially cause them to suffer academically. (Richardson, 2012) Hence, there is an increasing need for digital education tools that address these issues and potentially improve the overall status of the educational system. However, to study the role played by Googleclassroom in revolutionizing the educational system, it is also crucial to perform a thorough evaluation of the popular program so that its strengths, weaknesses, and overall impact could be studied.The modern days are all about digital equipment. Everything is primarily controlled and organized by digital tools such as mobile phones and computers, from day-to-day activities to educational and business matters. Therefore, it has been nothing less than a need to use the modern digital revolution to benefit most educational departments.Education is used to shape the minds of individuals who are to run the world in the future. While doing so, the teachers ought to be trained to the best of their capacity to impart their knowledge to the students effectively. (Iftikhar, 2016)The primary purpose of the imparted knowledge is for the students to use that information by learning it and implementing it in their routine affairs.The digital tools tend to modernize the education system and make it more interactive, efficient, and quick. Therefore, to understand the effectiveness of one of the most popular digital teaching tools, the Google classroom, it is inevitable to evaluate it for all the impact it so far has and the purpose behind introducing it to the educational system. (Al-Maroof, 2018) The undertaken evaluation can help establish a general understanding and importance of Google Classroom in society. Still, it aims to provide insight to the parent company, Google, the students, teachers, and the educational administrators to learn how significant Google Classroom is in its fundamental purpose. For the parent company, it can help it understand the strengths and weaknesses of their program and, hence, help them work on its shortcomings to provide the best possible experience for the users. The teachers and the administrators can learn how the introduction of Google Classroom can improve the quality of education for the student and what possible challenges it could rise during the implementation period (Ramdhani, 2019). Lastly, the students can use the information to establish ways to benefit from the program to speed up their educational process and make it more efficient.The program has been launched under Zach Yeskel, who has been a teacher back in the 2000s. The teachers in the middle of the to late 2000s were the ones who first handled experience the bloom of technology in the society, and quite a few of them came with an idea to direct it for the educational revolution. However, Yeskel had been one of them who wanted to speed up the educational system and make it more convenient for the students and teachers. Therefore, under the initiative by Google to provide free educational tools, Zach Yeskel and his team created the Google Classroom application to help the students and teachers worldwide go paperless and have a higher degree of connection with each other. The purpose was to engage students in the learning process by introducing something different than the conventional educational system and simultaneously, helping them stay up to date with their work (Azhar, 2018). Along with that, the Google Classroom was made to help teachers organize the student grades and tasks at one forum where they could easily access it themselves but could also share it anytime with the students.The thorough evaluation of this program will not only help all the stakeholders understand the positive and negative effects it can have on the overall education system, but can also be sued to evaluate the benefits or drawbacks it holds for factors other than education such as the environment, natural resources and time. Each stakeholder, after this evaluation, will be able to quickly identify the pros and cons of the program in their institute and hence, could conveniently make a decision if they want to implement it or not.Both faculty and staff have access to the Google Classroom app, which can act as a district-wide, free, web-based Learning Management System. Unfortunately, not many are aware of it and are neither willing to have the set up for the application in their institutes. Simultaneously some faculty members are still interested in having strong Learning Management Systems in their institute. If every single teacher familiarize themselves with the Google Classroom application, a greater harmony will be established in which the student learning will discussed, facilitated, and monitored online by educational institutions.In the world of education today, computers and technology continue to play essential roles than ever before. Educators are continually trying to integrate technology into the classroom and student lessons in innovative and exciting ways. The capacity to incorporate this technology into the classroom environment has become simpler for many schools with the growing prevalence, availability of laptop computers, tablets, and WiFi in an affordable price. There has been so much more education-based technology available today that was once only used by students for word processing, online gaming, WebQuests, and surfing videos. The first available Learning Management System was by the name of FirstClass in 1990 (David, 2013) to help monitor students' success with the online content. The technology kept evolving, and finally, more interfaces such as Moodle (2002) and Eucalyptus (2008) were introduced, which grew to become open-source platforms for learning (Sharma, n.d.). A Learning Management System contains a wide variety of characteristics that range from document management to posting, submitting, and marking assignments to the connectivity of various devices, remote involvement, announcements, and a calendar to integrate all the valid dates, including exam dates as well as due dates. (Sharma, 2010)These channels, such as a parallel email system, can also provide communication between the faculty, students, and administrators. Due to the maturity and ease of using these components, Learning Management Systems have become very common in recent years.A Learning Management System will enable students and teachers to make the best use of digital media and environments to effectively interact with each other and function collaboratively, even at a distance, to encourage individual learning and to contribute to others' understanding as a class (International Society for Technology in Education, 2007). A survey by the name of BrightBytes Clarity was conducted in January through June. (BrightBytes, 2016) As much as fifty-three percent of the teachers claimed to have never posted their study material online while sixty-four percent of the teachers had never posted any homework on line. The student results must improve drastically when assignments and material are posted online (Richardson, 2012) as it enables learners to access content and learn at their own pace and convenience.There are several options available for Learning Management Systems that include Moodle, Canvas, Brightspace, and Google Classroom. The application under discussion is Google Classroom. Google Classroom is typically useful for those familiar with other Google apps. It is efficient, easier to use, and quicker than other Learning Management Systems. Many Google applications are already incorporated into the classroom, such as Docs, Forms, Boards, Slides, Calendar, Gmail, Drive. It is available on computers as well as mobile phones. Document processing is streamlined in the Google Classroom, and all records submitted by teachers and students are retained. Inside Google Classroom, all class-related documents are stored in a single thread, and the teachers no longer need to receive emails to access student work (Asnawi, 2018). Teachers and students can quickly write back and forth comments and even participate in online discussions inside the Google Classroom with classmates. Not only the teachers and the students, but the parents can also collaborate using their Chromebooks and the class IDs issued by the schools. Due to this close collaboration between teachers and parents, the students can be monitored and made to excel in their lives.Some features found in other Learning Management Systems are not to be found in Google Classroom. There is currently no testing module available to cater for assessments, and hence, Google Forms must be used to record students' responses. Another problem is that the teacher becomes the owner when a student posts a document; a student can only input on a Google Doc, to make edit what the teacher has entered and then return the task. Despite these challenges, some features make Google Classroom a possible positive change in the classroom's daily experience (Kumar, 2019). Google also works continuously to make the user interface interactive and hence, continually asks for input from educators to continue making changes and change it into a better platform.The Google classroom's primary purpose is to provide vital, collaborative tools to the field of education as a user will contribute to improving the worldwide literacy rate. Not only this but with the introduction of Google Classroom, the parent company aimed at providing educational tools that are meant to enhance the learning process in general and also, to provide learning opportunities to people in the far-flung areas.This Learning Management System by Google was created in early 2014 and made available to specific G suite members for education only. Later in the same year, Google Classroom was made available to the public. On its launch, it was announced along with a share button for websites that would make sure that the class developers and the educational institutes' administrators can collaborate with Google and further improve the system. In the following year, Google Calendar was incorporated in the classroom so that the instructors and students could add important class dates to the calendar. Furthermore, different activities were also to be added in the Google Classroom to stay in the loop along with teachers and the administrators. The application kept evolving, and it was not until 2017 that the application was made available to all people regardless of having G suite (Kumar, 2019). As a result, the application was accessible to everyone. Later next year, significant design changes were introduced that enabled the teachers to have new sections for classes, made drastic improvements to the grading system, and made the content's organization the way they like very convenient. Next year, new themes were added to the Learning Management System, making it easier for the teachers to "decorate" their class the way they liked. Simultaneously, they could also change the assignments' sequence and easily add or drop units in the classwork section. In 2020, Google Classroom collaborated with Google Meet, which was a need of time due to the pandemic. In collaboration with Google Classroom, Google Meet made it possible for educators to interact with the students while they delivered lectures virtually. (Teasley, 2009)The students were required to attend a class by using a unique meet link available at all levels. The same year, several new features were also added alongside which included the following:Smart correct for Google DocsAuto compose for Google DocsMultiple languagesTo-do widgetBetter integration with Learning Management SystemProgram Evaluation:To effectively understand the role of the Google Classroom, it is essential to analyze if Google has succeeded in meeting its goal, connecting the educators with the students. To do so, we can perform an outcome evaluation. While doing an outcome evaluation, it would be essential to ask the stakeholders, the students, parents, and teachers about how successful Google and its policies have introduced the Google Classroom. The evaluation is supposed to be a two-step process that will first have a questionnaire survey being conducted with the students and the teachers to record their opinion on using Google Classroom as a means of education instead of the conventional, offline teaching methods (Jamil, 2016). Once the survey is completed, the results will be analyzed and recorded in the form of a chart or spreadsheet. Then, an evaluation report will be written with the review of existing literature and the survey results for Google Classroom. The final report will be made available publicly to all the potential educators, students, and Google to review the application. It will change all the stakeholders' attitudes as they learn first-hand information from those who would be learning or teaching using Google Classroom. It will not only help them decide to incorporate Google Classroom as the official Learning Management System in their organizations or not. Most importantly, the students will realize how they can use their gadgets such as mobile phones and laptops as a learning tool with the Google application.The evaluation needs to be performed immediately due to the pandemic; there has been an increasing popularity of e-learning. (Smet, 2012) With people being homebound, there has been a potential increase in people switching to the online learning platforms to effectively communicate with each other as they did in conventional classrooms. Google classroom is a relatively newer application as compared to apps like Brightspace and Moodle. Hence, it is inevitable to evaluate the current situation to learn about using such software in the learning system.There are many resources available to evaluate, including the quantitative data collected from the survey participants. Several online libraries can analyze the research paper and then incorporate that information into the evaluation. Not only this, but news reports can be used to learn authentic details about Google classroom. The survey results, which will provide first-hand experience of the people, can also be used to evaluate the google classroom's effect.Questions to be addressed:The evaluation for Google Classroom will be paramount to various real-life problems that could conventionally arise in a learning system powered by the internet and the differences between e-learning and conventional learning. The questions that are to be addressed in the evaluation include:How does e-learning vary from traditional education?What is an interactive Learning Management System?What features of Google Classroom make it a success?How can educators incorporate Google Classroom in their teaching regime?What benefits do students get by using Google Classroom for studying?What were the goals behind the introduction of Google Classroom, and how successful have they been achieved?Is Google Classroom an effective, long-term solution to the learning gap between the students and the teachers?Accessing the evaluability:The e-learning programs have become typically very popular over time. As the world was hit by the pandemic earlier this year, the educational institutes have been closed until further notice. However, this vast gap could not afford the loss of the educational process as it will deprive the world of fresh graduates to work, and hence, the world will be pushed deeper into recession. Therefore, it is crucial to analyze the Google Classroom application to learn the overall impact of e-learning on the teachers, students, and administrators. (Education, 2007)Google Classroom is a young invention that has set its feet deep into the educational system through the close collaborative attempts with the educationists. The developers of the application are all set to understand their users' needs and, hence, update the application accordingly, which makes it users' number one choice.Therefore, by performing an evaluation, a thorough report can be made that will discuss the pros and cons of using Google Classroom in the learning process. Moreover, the assessment will indirectly also analyze if the modernized digital world holds a potential future for applications like these (Yogantara, 2019). This application's impact on the learning process will be closely looked at so that the final comment could be made if these tools are useful or just an extra burden on the educational system.However, there are potential barriers in evaluating this program, as there are plenty of Learning Management Systems available that have been used for years. People who have already been using digital mediums might not be using Google Classroom and would have their reservations while switching to another system such as google classroom. Moreover, there are not much researches done precisely to target the Google Classroom alone. Most of them are generic dealing with online platforms in general, which can, to some extent, be used in the evaluator report, but they would not be sufficient. However, most of the information will be relied on a larger scale survey performed. Along with that, maximum possible reviews on the Google Classroom will be explored. Then, about the other Learning Management System, a formal evaluation will be performed.As mentioned earlier, the stakeholders are the teachers, students, administrative staff, and parents. They all will be benefitting from this evaluation as they will figure out if Google Classroom is a successful program or not. Hence, based on the evaluation report, many people could be convinced of incorporating Google Classroom as the Learning Management System in their institute. (Fenton, 2016)They could consider switching another program that will cover up for the shortfall of Google Classroom. Moreover, the teachers and parents who are convinced about learning the conventional way can be possibly convinced by this evaluation to switch to digital methods. Likewise, the students can understand what they could gain from having the program implemented in their educational institute. Another critical stakeholder that could benefit from this evaluation is the parent company, Google. Google is all about improving the application. Since it was first made, it has gone through several assessment steps to enhance the users' experience and make the application even more in line with their initial goals and the overall objectives. The evaluation can serve as a thorough reflection on the application's current performance with all its strengths and weaknesses to make the application better and improve the users' experience.Ethics of evaluation:Evaluation is a complicated procedure, especially one like this. It includes several stakeholders, out of which, one, the students, is a relatively younger group. (Pynoo, 2011) There could be possible reservations of the participants while taking part in the survey about how their information will be handled. There is also a chance for breach of privacy while answering a particular program in their institute. Therefore, the participants might not be comfortable answering such questions. Some specific teachers or students were in would not be okay with their internal affairs being discussed. Most importantly, Google would have its reservations for performing such an evaluation as it could, possibly, point out internal glitches or any other information about the program that was not made public by the company.It is crucial to understand that anyone involved in gathering people's data is bound by ethical responsibility to value each participant's integrity and all the stakeholders. Any survey should be done in a proper way and one that is aligned with best practices.Confidentiality and informed consent are two critical ethical concerns to adhere to while performing a survey. The respondent's right to privacy should always be protected at all steps of a study, and any legal data security provisions adhered to. The participant should be adequately informed about the survey's purposes clearly and should be asked if they are participating without any pressure or not, and then the participant's consent to participate in the survey must be obtained and registered in the written form.Survey research needs the same research procedure standards as any other approach to study. A survey research report with the same degree of rigor as any other research report would be. It should be judged by multiple editors and the wider research community before making it available to the public. The point to be stressed is that researchers should be informed of the steps involved in survey research and should be systematic and thoughtful in preparing, implementing, and reporting the project. This is not to suggest that survey research needs to be extraordinarily daunting or complicated. Above all, survey research should not be seen as a simple, fast, and dirty option; such work can meet local needs adequately (e.g., a brief survey of the satisfaction of the teaching staff with Google Classroom), but will not stand up to academic scrutiny and will not be seen as contributing to information as having much value (Mann, 2020). Moreover, the party against the use of Google Classroom might not be pleased with stating opinions learned from a survey but would like to see more detailed information from research journals to reshape their views or let go of their previous belief.To address the ethical issues in the evaluation, the following things should be considered:Eliminate bias in the findingsSupport survey results with backup literatureKeep the details of the participants confidentialDo not force any participant to share any information which they are not comfortable with.Sign a Non-Disclosure Act with the participants to win their trust.Get email confirmation from all the stakeholders about the evaluationGet the final evaluator report approved by a senior researcher.There are several adverse effects of this evaluation. A strong retaliation from the other Learning Manage Systems fans would remain on top of the review favors Google Classroom. However, if the study does not turn in favor of Google Classroom, the Google Classroom fans and the company would not be happy with the results. They would see potential problems in the evaluation. Moreover, the educational institutes working on other Learning Management Systems might be confused if they switch to Google Classroom. Simultaneously, a negative report would mean that the schools with a Google Classroom integrated Learning Management System will consider switching to other programs. Likewise, the teachers and the students would also be confused if their education is being sabotaged when they do not use the Google Classroom or vice versa.Another imperative for this research is the fact that the participants could be from different cultural groups. However, learning about their castes or sub-castes might be offensive for the participants but simultaneously, not asking such questions would not standardize the evaluation. People from different cultures have different social values, as well. Likewise, the difference in social values can affect their acceptance towards various programs and, hence, affect the evaluation results (Keeler, 2015). Not only this, but people from different educational institutes could also possibly cause deviance in the product as they could potentially be working under diverse faculty, their mode of teaching would be different, and even the Learning Management System in their institute could be different from the other participants. Along with that, the Learning Management systems can be useful for some subjects but could slow down the learning process in other matters.To ensure standardization in the evaluation, it is essential to realize that these differences should least impact the results. Hence, first of all, the two groups should be made. The first group should be from the institutes that have Google Classroom integrated into their institutes, and the second group should be of those that do not have Google Classroom in their institute. Then, groups should be based on each group based on the subject. Moreover, for additional requirements, the participants could be asked about their racial identity to understand the results better or avoid anomalies at work.Critical Evaluation of Google ClassroomEvaluation proposalPresented by: (enter names)ProfessorUniversityDateThis proposal has been submitted as partial fulfillment of requirements for this program evaluation course.ContentsDescription of the program and problem:17Program description:17Problem:17Solution:17Services offered:18Goals and objectives of the program:18Evaluation questions:18Literature Review:19Similar program evaluations in the literature:20Method used in similar evaluation:21Methodology:21Research design:21Population and samples:22Quantitative Instruments:22Data Collection:22Data Analysis:22Conveying results to the stakeholders:22Feedback:23References:24Appendix.27Description of the program and problem:Program description:Over years, several Learning Management Systems have been introduced to educational institutes to enhance the learning process as well as improve the collaboration between the teachers, students and the parents. During the pandemic, Google classroom has become increasingly popular to meet the off-campus academic needs. Therefore, an evaluation needs to be performed so that a thorough analysis of the application along with its implications could be performed.Problem:The availability of different digital learning tools has complicated the thinking process for individuals as there are several programs available to facilitate the teachers and learners today. The Blackboard, Brightspace, Canvas and Eucalyptus are relatively older while the Google Classroom is relatively new. Many institutes have already implemented it as their teaching medium while there are many that are yet to decide.Solution:This evaluation will help make a clear decision to all the stakeholders about how efficient Google Classroom is in contrast to its other competitors that have been implemented in the educational institutes for a longer time. A survey will be conducted to learn from the first-hand experience of the users of this program to see how it has helped shape the educational system, its potential future and the limitations due to any functions it lacks.Services offered:The Google Classroom is made by the integration of several Google applications which include Google Docs, Google drive, calendar, Google Sheets and Google Forms. It helps the teachers to manage all their tasks at one place by having students in the thread. There is higher flexibility of organization within the application as more options are available to customize a class. The student can also stay in touch with their teachers right on the assignment without having to email the teacher. Not only this, but the students can interact with other students of their class as well to reflect or discuss an assignment. The testing system is not available yet, so the instructors make use of the Google Forms to test the students.Goals and objectives of the program:The basic objective of Google behind having such a program was to integrate teaching tools on a single platform and then use it to connect the teachers with their students at a single place. Moreover, it is a part of the Google’s organizational efforts to increase the overall rate of literacy and make education accessible to everyone.Evaluation questions:1.How does e-learning vary from conventional learning?2.What is an interactive Learning Management System?3.What features of Google Classroom make it a success?4.How can the educators incorporate Google Classroom in their teaching regime?5.What benefits do students get by using Google Classroom for studying?6.What were the goals behind the introduction of Google Classroom and how successfully have they been achieved?7.Is Google Classroom an effective, long-term solution to the learning gap between the students and the teachers?Literature Review:The conventional education system is subjected to severe challenges faced by both the students and the teachers. The primary problem between the two is the lack of resources and a vital communication mode between the two. In situations such as the pandemic, unpredicted weather, on-campus power failures, or an absent teacher can potentially cause them to suffer academically (Richardson, 2012). Hence, there is an increasing need for digital education tools that address these issues and potentially improve the overall status of the educational system. However, to study the role played by Google Classroom, it is essential to analyze the role played by the application in promoting the educational efforts on whole enhancing the learning process. Both faculty and staff have access to the Google Classroom app, which can act as a district-wide, free, web-based Learning Management System. Unfortunately, not many are aware of it and are neither willing to ask to set up (Sharma, 2010). Simultaneously there is still interest in the use of Learning Management Systems by a handful of teachers. If all teachers know about the Google Classroom platform and use it, it would build greater harmony in how student learning is discussed, facilitated, and monitored online by educational institutions. The digitalization of the world has been a quick process and since the introduction of the first Learning Management Systems, the process evolved at a faster pace to ensure that there are more tools available for the institutions. They are typically aimed at facilitating the teachers while easing the learning process for the students. Many Google applications are already incorporated into the classroom, such as Docs, Forms, Boards, Slides, Calendar, Gmail, Drive. It is available on the computers as well as mobile phones. Document processing is streamlined in the Google Classroom and all records submitted by teachers and students are retained. Inside Google Classroom, all class-related documents are stored in a single thread and the teachers no longer needs to receive emails to access student work. Teachers and students can easily write back and forth comments to each other and even participate in online discussions inside the Google Classroom with classmates. Not only the teachers and the students but the parents can also collaborate using their Chromebooks and the class IDs issued by the schools. Due to this close collaboration between teachers and the parents, the students can be monitored and made to excel in their lives.Some features found in other Learning Management Systems are not to be found in Google Classroom. There is currently no testing module available to cater for assessments and hence, Google Forms must be used for the purpose of recording students’ responses. Another problem is that the teacher becomes the owner when a student posts a document; the only way a student can see input on a Google Doc, for example, is to make edits for the teacher and then return the task. With this misunderstanding of "ownership," teachers need to be careful to ensure that documents exchanged with students are "view only" and that students make a copy for themselves, or that they can easily alter and edit the original teacher. Despite these challenges, there are workarounds that make Google Classroom a feasible change in the daily experience of the classroom. Google also works continuously to make the user interface interactive and hence, constantly asks for input from educators so that they can continue making changes and change it into a better platform.Similar program evaluations in the literature:There have been several program analysis done on Google Classroom. The basic purpose of most of these evaluations was to provide the basis for having Google Classroom as the Learning Management System in the institute.Method used in similar evaluation:A qualitative analysis of the existing researches have been done in similar evaluation and the data collected is included in the literature review to understand the benefits of implementing a digital system in a learning institute. In a few papers, Google Classroom has been directly analyzed with a literature review while in some, generic digitalization tools for institutes are analyzed.Methodology:Research design:A survey will be performed to learn from the first hand experience of the users who have Learning Management Systems within their institutions. A survey will be performed at first asking questions to each participant after having them segregated in groups on the basis of presence or absence of Learning Management Systems in the institutes. Then, subgroups should be formed on the basis of the subjects that they learn (for students) and teach (for teachers). After carrying out the survey, a rough report shall be made to gather survey results at a single place.Then, a qualitative analysis of the existing literature will be performed to analyze the facts proven by research papers. The relevant facts for the evaluation will be secluded and then added to the literature review section of the paper. The literature review section will be followed by the findings which will be the section where the results from the survey will be mentioned. In the next section, the discussion section, the findings from the literature review as well as the survey results would be discussed in detail and a critical evaluation will be presented in that section. The final section will be the results section which will confirm if the findings are in line with the initially presented hypothesis or if it refutes it. Then, the final conclusion section will discuss all the information in the paper in a concise way.Population and samples:The targeted population will be the teachers and students from different colleges and universities who have been working or learning using digital mediums as well as those who have not been working with the digital mediums.Quantitative Instruments:Questionnaires will be handed out to the participants that they will be required to fill as a part of the evaluation process. No hateful or hurtful information will be inquired from the participants.Data Collection:To collect data, the survey forms will be filled out by all the participants that will then later be analyzed for their answers and then will eb analyzed.Data Analysis:A pilot research will be done to understand the topic as well as the general overview. Then, data from the survey would eb organized and thoroughly studied and recorded in one place. Then, online databases will be reviewed for gathering relevant data about the program. Both sets of data will then be correlated, compared and analyzed. The critical evaluation will help us form the final part of the research which will be the results.Conveying results to the stakeholders:To convey the evaluation results to the stakeholders, a report will be published online and the link will be shared via email to all the participants in the research. They will be allowed to review the research as well as, if they will have any reservations, those would be discussed in detail as well.Feedback:Feedback in an integral part of a research that helps the researchers understand their shortcomings as well as the strongest part. Moreover, the feedback helps the researchers get an idea as in how many people agree to the results and how many disagree. Therefore, the stakeholders will be allowed to provide feedback on the research to ensure the results are correct.References:Al-Maroof, R.A.S. and Al-Emran, M., 2018. Students acceptance of Google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (iJET), 13(06), pp.112-123.Asnawi, N., 2018. Pengukuran Usability Aplikasi Google Classroom Sebagai E-learning Menggunakan USE Questionnaire (Studi Kasus: Prodi Sistem Informasi UNIPMA). RESEARCH: Computer, Information System & Technology Management, 1(1), pp.17-21.Azhar, K.A. and Iqbal, N., 2018. Effectiveness of Google classroom: Teachers’ perceptions. Prizren Social Science Journal, 2(2), pp.52-66.BrightBytes. (2016). Clarity. Retrieved from https://clarity.brightbytes.netDavid, S. A. (2013). A Critical Understanding of Learning Management System. Retrieved from http://s3.amazonaws.com/academia.edu.documents/31179027/A_Critical_Understanding _of_Learning_management_system.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNP EA&Expires=1469380057&Signature=G%2BSo7AL7oif5XuOQ3IuxWeVTs04%3D&re sponse-contentdisposition=inline%3B%20filename%3DA_Critical_Understanding_of_Learning_Man.p dfDe Smet, C., Bourgonjon, J., De Wever, B., Schellens, T., & Valcke, M. (2012). Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education, 58(2), 688-696.Fenton, W. (2016). The Best LMS (Learning Management Systems) for 2016. PC Magazine. Retrieved from http://www.pcmag.com/article2/0,2817,2488347,00.aspHEAD, D., Haigh, M.A. and Mann, M.C., 2020. Google Classroom.Iftakhar, S., 2016. Google classroom: what works and how. Journal of Education and Social Sciences, 3(1), pp.12-18.International Society for Technology in Education (2007). ISTE Standards for Students. Retrieved from http://www.iste.org/standards/standards/standards-for-studentsKeeler, A. and Miller, L., 2015. 50 Things You Can Do with Google Classroom. Dave Burgess Consulting.Kumar, J.A. and Bervell, B., 2019. Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), pp.1793-1817.Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems.Computers & Education, 53(3), 686-694Mohd Shaharanee, I.N., Jamil, J. and Mohamad Rodzi, S.S., 2016. The application of Google Classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), pp.5-8.Pynoo, B., Devolder, P., Tondeur, J., Van Braak, J., Duyck, W., & Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A crosssectional study. Computers in Human Behavior, 27(1), 568-575.Ramadhani, R., Umam, R., Abdurrahman, A. and Syazali, M., 2019. The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), pp.137-158.Richardson, W. (2012). Preparing students to learn without us. Educational leadership, 69(5), 22-26.Shaharanee, I.N.M., Jamil, J.M. and Rodzi, S.S.M., 2016, August. Google classroom as a tool for active learning. In AIP Conference Proceedings (Vol. 1761, No. 1, p. 020069). AIP Publishing LLC.Sharma(2010), A. (n.d.). The History of Distance Learning and the LMS. eLearn Hub. Retrieved from http://www.elearnhub.org/the-history-of-distance-learning-and-the-lms/Sudarsana, I.K., Putra, I.B.M.A., Astawa, I.N.T. and Yogantara, I.W.L., 2019, March. The use of Google classroom in the learning process. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012165). IOP Publishing.AppendixSurvey QuestionnaireName:Cultural Identity(specify your country of birth/origin):Are you a student or a teacher?StudentTeacherHave you ever used Google ClassroomYESNOOn a scale of 1 to 10 how effective has Google Classroom been in helping you learn? (0 indicates no usefulness while (10 indicates max usefulness)12345678910Do you have experience with another LMS?YEsNoWhat did Google Classroom do for you? (select all options that apply)oHelped you organize your tasksoHelped you connect with your teachers/studentsoSpeed up the learning processoSpeed up the teaching processoImprove your learning skillsHave you ever used any other LMS?YesNoIf you were to rate Google Classroom for your experience, how many stars will you give to it?✩✩✩✩✩Did you have any difficulty using Google Classroom?YES (If yes please specify here: ­­­_____________)NOThe best feature of Google Classroom:The worst feature of Google Classroom✩

How has Christianity improved or made society/the world a better place?

The positive cultural influence of the Christian Church is too vast to enumerate in detail in less than a series of books. Its influence is not limited to the West, as it spread beyond the Western Empire in the days of Rome, in its first centuries, and has continued to spread around the world in the centuries since. For the most part, its influence has been more good than not wherever it has gone, and attempting to even list it all would be a very long list indeed.However, in answer to this question, I have chosen to limit a sampling of examples to the West, and to the limited time period of Early Christianity up to the Middle Ages. I have picked a few examples of influence I see as the paradigm altering, watershed, kind.The Christian church has continued, to this day, to be a cultural influence for good all around the world, but the history from the 1400s on is even more extensive—and complex—than what preceded it, so please accept—these limitations I have imposed are my limitations—and not the limitations of the church.Christianity altered the paradigm concerning:SexWomenCharityPreservation of literacyMonks and NunsBenedict’s RuleSkills and EducationSocial StructureCharles Martel Stopped IslamScienceArts and HumanitiesPainting, sculpture and architectureMusicLawHuman ValueHuman RightsSlaveryDemocracyFirst to Fourth Century (30–500)Sex — Let’s talk about sex—not just because it’s fun—but because changes here are among the most powerful, yet most overlooked, of all the many positive changes Christianity brought.“The gradual transformation of the Roman world from polytheistic to Christian marks one of the most sweeping ideological changes of premodern history. At the center of it all was sex.”[1]Historian Kyle Harper says:"...the triumph of Christianity not only drove profound cultural change, it created a new relationship between sexual morality and society...The legacy of Christianity lies in the dissolution of an ancient system where social and political status, power, and social reproduction (passing on social inequality to the next generation) scripted the terms of sexual morality."That ancient system was built on status and used shame to enforce itself. Shame was not personal guilt so much as a social concept: breaking the rules had profound and far-reaching social consequences. Aristocratic men had status; women had little, and slaves had no status at all, therefore, as far as the Romans were concerned, slaves had no internal ethical life and were incapable of shame. This permitted Roman society to find both a husband's control of a wife's sexual behavior as a matter of intense importance, and at the same time, see his live-in mistress and sex with young slave boys as of little concern.Paul wrote that the body was a consecrated space, a point of mediation between the individual and the divine. His over-riding sense that gender—rather than status or power or wealth or position—was the prime determinant in the propriety of the sex act was momentous. It was a transformation in the deep logic of sexual morality.The Greeks and Romans said our morality depends upon our social position which is given to us by fate; that there is inequity in that is not a moral issue that concerned them. Christianity "preached a liberating message of freedom.” It was a revolution in the very image of the human being as a sexual being, free to choose, and personally responsible for that choice to God alone. It created a revolution between society and the individual, limiting society’s rights and claims on the individual as a moral agent.Whether or not Paul’s particular teaching on gender is still agreed with or not, the historical facts show that the Christian view that the powerful should be held to the same standards of sexual accountability as those without power has since become the norm of a just society.Appearance of Jesus Christ to Maria Magdalena (1835) by Alexander Andreyevich Ivanov.Women [2]Early Christianity — Some historians hold that the Church played a considerable part in fostering the inferior status of women by providing a "moral justification" for male superiority. However, the Church has also made enough positive contributions toward women that, on balance, I am going to say the overall impact has been more positive than negative.Understanding that involves understanding context—what was there before, and without, Christianity.In antiquity, there were no Near Eastern societies that were not patriarchal, so patriarchalism and male superiority were not unique to the Old Testament. All around the Mediterranean, patriarchy was established as the norm in all of the multiple different societies before 3000 BC and they did not change for millennia—until Christianity.[3]Women were seen as intellectually and physically inferior to men and as "naturally dependent" by Sumerians, and Babylonians, by the Hittites, the Greeks and the Romans—all of them. Some philosophers speculated that women were a different race not fully human like men. Athenian women were legally classified as children regardless of age and were the "legal property of a man at all stages in her life." Women everywhere, including the Roman Empire, had limited legal rights and could not enter professions.It was common in the Greco-Roman world to expose female infants because of the low status of women in society. Many exposed children died, but many were taken by speculators who raised them to be slaves or prostitutes. Female infanticide and abortion were practiced by all classes. The church forbade these practices to its members.Christians did not believe in cohabitation, so if a Christian man wanted to live with a woman, the church required marriage; the pagan double standard of allowing married men to have extramarital sex and mistresses was forbidden. This gave women far greater security.It was not rare for pagan women to be married before the age of puberty and then forced to consummate the marriage with her often much older husband. Christianity established a minimum age for marriage.Husbands could divorce their wives at any time simply by telling the wife to leave; wives could not. In the code of Hammurabi, a woman could sue for divorce, but if she couldn’t prove she had been an exemplary wife, she was drowned for making the request.Roman law required a widow to remarry; 1 Timothy says a woman is better off if she remains unmarried. Widows in Greco-Roman society could not inherit their husband's estate and could find themselves in desperate circumstances, but almost from the beginning the church offered widows support.Women were an important part of Jesus’ inner circle, and there is no record of him ever treating a woman with less than respect. He spoke to women in public, assumed they had responsibility for their own choices, taught Mary of Bethany, admired, forgave, accepted and approved them. Christianity never fully lost sight of this as a fulfillment of God creating humans in His image as both “male and female.” Along with Paul declaring a Christian is a Christian, male or female, in Galatians 3:28, this produced a kind of “metaphysical” equality found only in Christianity at this point in history. [4]The church started out trying to practice this at first. The extra-biblical evidence is strong that women played vital roles in Christianity’s beginnings. Many women began choosing to stay single and celibate, and they spread the word, but this “female initiative” stirred up vehement opposition from the Romans.According to Margaret MacDonald, accusations that Christianity undermined the Roman family, which was built upon male authority, were used to stir up hatred of Christianity. Along with many other rumors and accusations, this led to the persecution of the early church.[5]Some of the later New Testament texts reasserting traditional roles for women are seen by many scholars as an accommodation to the danger involved with this Roman response.Within the church of the second and third century, tensions between the existing fact of women's leadership in Christian communities, and traditional Greco-Roman and patriarchal biblical views about gender roles, combined with persecution, produced controversy and challenges to women’s roles within the new church. Several apocryphal and gnostic texts provide evidence of such a controversy.Middle Ages — Once the early days of Christianity were past, the status of women declined. Women were routinely excluded from scholastic, political and mercantile life in society, however, women were not fully excluded from service in the church. [6]Medieval abbesses and female superiors of female monastic houses were powerful figures whose influence could rival that of male bishops and abbots: “They treated with kings, bishops, and the greatest lords on terms of perfect equality;... they were present at all great religious and national solemnities, at the dedication of churches, and even, like the queens, took part in the deliberation of the national assemblies...” Such powers had never been, as a rule, available to ordinary women in previous Roman or Germanic societies.[7]There was a rite for the ordination of women deacons in the Roman Pontifical, (a liturgical book), up through the 12th century. (But by the 13th-century Roman Pontifical, the prayer for ordaining women was removed, and ordination was redefined as applicable only to male Priests.) [8]The popularity of the Virgin Mary secured maternal virtue as a central cultural theme of Europe in the middle ages and helped form the concept of chivalry. Kenneth Clarke wrote that the 'Cult of the Virgin' in the early 12th century "taught a race of tough and ruthless barbarians the virtues of tenderness and compassion".Woman-as-witch became a stereotype in the 1400s until it was codified in 1487 by Pope Innocent VIII who declared "most witches are female."The European witch stereotype embodies two apparent paradoxes: first, it was not produced by the "barbaric Dark Ages," but during the progressive Renaissance and the early modern period; secondly, Western Christianity did not recognize the reality of witches for centuries, or criminalize them until around 1400. Sociologist Don Swenson says the explanation for this may lay in the nature of Medieval society as heirocratic which led to violence and the use of coercion to force conformity."There has been much debate ...as to how many women were executed...[and estimates vary wildly, but numbers] small and large do little to portray the horror and dishonor inflicted upon these women. This treatment provides [dramatic] contrast to the respect given to women during the early era of Christianity..."Women under the Law —Church teaching heavily influenced the legal concept of marriage. In a departure from societal norms, Church law required the consent of both parties before a marriage could be performed. No more kidnapping and forced marriages.The elevation of marriage to a sacrament made the union a binding contract. The Church abandoned established tradition by allowing women the same rights as men to dissolve a marriage. (However, in practice, men have been granted dissolutions more frequently than women.)Women, in Conclusion[9]The church’s behavior toward women has been both positive and negative, but all in all, Christianity’s contribution has been more positive than negative.If nothing else could ever be said, Christianity’s treatment of women was a big improvement over what existed before it, and its belief in the spiritual equality of both genders before God, altered the paradigm for women forever.Historian of hospitals Guenter Risse says the Church spearheaded the development of a hospital system geared towards the marginalized.Charity/Hospitals — Prior to Christianity, there is little to no trace of any organized charitable effort anywhere in the ancient world. After centuries of Christian influence, charity has become a universal practice.[10]Albert Jonsen, historian of medicine, says:“the second great sweep of medical history begins at the end of the fourth century, with the founding of the first hospital at Caesarea in Cappadocia, and concludes at the end of the fourteenth century, with medicine well ensconced in the universities and in the public life of the emerging nations of Europe.” [11]That hospital was founded by Basil, Bishop of Caesarea. He established the first formal soup kitchen, hospital, homeless shelter, hospice, poorhouse, orphanage, reform center for thieves, women’s center for those leaving prostitution, and many other ministries. He was personally involved in the projects and process, and gave all his personal wealth to fund the ministries.Basil himself would put on an apron and work in the soup kitchen. These ministries were given freely regardless of religious affiliation. Basil refused to make any discrimination when it came to people who needed help saying that “the digestive systems of the Jew and the Christian are indistinguishable.”His example spread throughout Christianity continuing to the modern day.In the modern day, across the world, various Christian denominations are still the ones largely responsible for the establishment of medical clinics, hospitals, orphanages, soup kitchens, and schools of all kinds.The Catholic Church maintains a massive network of health care providers. In 2009, Catholic hospitals in the USA received approximately one of every six patients. Catholic Health Australia is the largest non-government provider of group-health, community care, and aged-care services, representing about 10% of the health sector.Women have played a vital role in running and staffing these Christian care institutions. In Methodist hospitals, deaconnesses who trained as nurses staffed the hospitals, and in Catholic hospitals, religious like the Sisters of Mercy, the Little Sisters of the Poor, and the Sisters of St.Mary kept their hospitals focused on serving the needy. The New York Times noted that nuns were trained to "see Jesus in the face of every patient."In the West, these institutions are increasingly run by lay-people after centuries of being run by priests, nuns and brothers, and while the profit motive has stepped in, it does mean more people are taking responsibility for caring for the poor than ever before. In Western nations, governments have increasingly taken up funding and organization of health services for the poor. In 1968, nuns or priests were the chief executives of 770 of America's 796 Catholic hospitals. By 2011, they presided over 8 of 636 hospitals.[12]All over the West, charity is now a societal standard that simply didn’t exist prior to Christianity’s existence.[13]"After the Battle of Gravelotte. The French Sisters of Mercy of St. Borromeo arriving on the battle field to succor the wounded." Unsigned lithograph, 1870 or 1871.Dark Ages and the Early Middle Ages (500–800) [14]Preservation of Literacy — After the Fall of Rome, culture in the west returned to a subsistence agrarian form of life. Church scholars preserved literacy in Western Europe at this time, saving and copying Greek and Roman texts in their scriptoriums. For centuries following the collapse of the Western Roman Empire, small monastic communities were practically the only outposts of literacy in all of Western Europe.…all through Europe, matted, unwashed, barbarians descended on the Roman cities, looting artifacts and burning books, when the Irish, who were just learning to read and write, took up the great labor of copying all western literature – everything they could lay their hands on. These scribes then served as conduits through which the Greco-Roman and Judeo-Christian cultures were transmitted to the tribes of Europe, newly settled amid the rubble and ruined vineyards of the civilization they had overwhelmed. Without this Service of the Scribes, everything that happened subsequently would be unthinkable.[15]Monks and Nuns [16]Benedict’s Rule — The period between 500 and 700, often referred to as the "Dark Ages," could also be designated the "Age of the Monk." Christian aesthetes, like St.Benedict (480–543) vowed a life of chastity, obedience, and poverty, and after rigorous intellectual training and self-denial, lived by the principles ‘work and pray’ following the “Rule of Benedict.” This “Rule” became the foundation of thousands of monasteries that spread across what is modern day Europe; "...certainly there will be no demur in recognizing that St.Benedict's Rule has been one of the great facts in the history of western Europe, and that its influence and effects are with us to this day."[17]Spread Skills and Provided Education— Monasteries were self-supporting models of productivity and economic resourcefulness teaching their local communities animal husbandry, cheese making, wine making and various other skills. They were havens for the poor, hospitals, hospices for the dying, and schools. Medical practice was highly important in medieval monasteries, and they are best known for their contributions to medical tradition, but they also made some advances in other sciences such as astronomy. These monks had impact on every level of society both directly and indirectly since all leaders of this period were educated by monks.[18]Changed Social Structure — The monastic movement also changed our social structure in ways that continue to affect us today. The formation of these organized bodies of believers, free from the political authority and familial authority that normally had the power to control an individual’s choices, gradually carved out a series of social spaces with some amount of independence and autonomy, thereby revolutionizing social history.Charles Martel Stopped Islam — (c. 457-751 CE) and his family played a crucial role in Western Europe’s transition from “ancient” to “medieval.”[19]By 727, Charles — “the Hammer”—has become King of what will one day become the nation of France. Charles wages long campaigns against the pagan Germanic tribes who constantly raid his northern and eastern borders - Frisians, Saxons and Bavarians. He also lends strong support to the missionary activities of St. Boniface hoping that conversion to Christianity will tame the heathens enough to stop this raiding. It is not fully effective, but it sets the stage for his grandson’s actions that do change the landscape of Europe.The Hammer’s main positive role involves the Arabs who, since their arrival in 711, have gained a toehold on the European continent in the Spanish peninsula. The Arabs advanced rapidly northwards in their planned takeover of the continent and were soon beyond the Pyrenees. Narbonne was taken in 720 and an extended raid in 725 brought the Arabs briefly into Burgundy. There was a lull until 732 when a Muslim army took Bordeaux, destroyed a church near Poitiers and rode on towards Tours. Here the Arabs were confronted by an army of Franks led by Charles Martel and were stopped.It was a turning point in the attempted Muslim takeover of Europe.The Middle AgesSet of pictures of notable Scientists who self-identified as Christians: Isaac Newton (top left), Robert Boyle (top right), Francis Bacon (bottom left) and Johannes Kepler (bottom right).Science [20]Early in the eleventh century, the full writings of Aristotle were reclaimed in the West by intrepid monks who traveled to Spain to work with the Jews there translating Aristotle’s writings into Latin. (These writings had been mostly lost in the West but not in the East, and when the Muslims came to Europe, they brought their books.) The church’s study of these texts laid the foundation for the beginnings of modern science as well as our modern university system.Historians of science, including J.L.Heilbron, A.C.Crombie, David Lindberg, Edward Grant, Thomas Goldstein, and Ted Davis, have argued that the church promoted learning and science during the Middle Ages. Critics will raise the Church's condemnations of Copernicus, Galileo, and Johannes Kepler as evidence to the contrary— which is a valid criticism—but it should also be considered that these same men all considered themselves Christian, were influenced by their faith in their work, and were originally sponsored by their respective churches.The sheer number of scientists and the amount of scientific work and discovery done by Christians, (many of them funded and supported by the church), supports the assertion that, taking its failures into consideration, the church’s overall impact on science has still been positive.Saint Thomas Aquinas was one of the great scholars of the Medieval period.Thomas Aquinas—the friar—opened the door for the church’s promotion of scientific and intellectual development by arguing that reason is in harmony with faith, and that reason can contribute to a deeper understanding of revelation.[21] The church put that into practice. Churchmen such as the Augustinian abbot Gregor Mendel (pioneer in the study of genetics), the monk William of Ockham who developed Ockham’s Razor, Roger Bacon, (a Franciscan friar who was one of the early advocates of the scientific method), and the modern Belgian priest George Lemaître who was the first to propose the Big Bang theory, and others, have been among the leaders in astronomy, genetics, geomagnetism, meteorology, seismology, and solar physics, with many becoming the "fathers" of these sciences.Christians who influenced Western science include such notables as Isaac Newton and Robert Boyle, Albertus Magnus, Robert Grosseteste, Nicholas Steno, Francesco Grimaldi, Giambattista Riccioli, Roger Boscovich and Athanasius Kircher.[22]Henri Becquerel, discovered radioactivity; Galvani, Volta, Ampere, and Marconi, are pioneers in electricity and telecommunications; Lavoisier is the "father of modern chemistry"; Vesalius is the founder of the modern study of human anatomy; and Cauchy, is one of the mathematicians who laid the rigorous foundations of modern calculus.According to 100 Years of Nobel Prize (2005), (which is a review of Nobel prizes awarded between 1901 and 2000), 65.4% of all Nobel Prize Laureates have identified Christianity in its various forms as their religious preference (423 prizes). Overall, Christians have won a total of 78.3% of all the Nobel Prizes in Peace, 72.5% in Chemistry, 65.3% in Physics, 62% in Medicine, 54% in Economics and 49.5% of all Literature awards.[23]It is not too much to say that modern science may never have begun without the influence and support of the Christian church, and it most certainly would not be what it is today without it.[24]Universities - The church of the middle ages helped found and build the university system, which grew rapidly in Europe in the 11th and 12th centuries. Today, there are more universities in the West than any other part of the world and almost all of them were founded as Christian institutions.[25]Map of mediaeval universities established by Catholic students, faculty, monarchs, or priestsArts and Humanities [26]Painting, Sculpture and Architecture — Artists like Michaelangelo, Da Vinci and Raphael produced some of the most celebrated works of art in history sponsored and supported by the church.[In the West] with a single exception, the great artists of the time were all sincere, conforming Christians. Guercino spent much of his mornings in prayer; Bernini frequently went into retreats and practised the Spiritual Exercizes of St.Ignatius; Rubens attended Mass every morning before beginning work. The exception was Caravaggio, who was like the hero of a modern play, except that he happened to paint very well. This conformism was not based on fear, but on the perfectly simple belief that the faith which had inspired the great saints of the preceding generations was something by which a man should regulate his life.The cathedrals of the Late Middle Ages are among the most iconic feats of architecture ever produced by Western civilization.Music — Catholic monks developed the first forms of modern Western musical notation; there would be no modern music as we know it without this.An enormous body of religious music has been composed for the church, with its support, and this sacred music led directly to the emergence and development of European classical music, and its many derivatives.Ludwig van Beethoven, composed many Masses and religious works, including his Ninth Symphony Ode to Joy.Law and Human Rights [27]Church laws were the single Universal Law common to the different jurisdictions and peoples throughout Europe for much of European history.Human Value[28]If we turn to the roots of our western tradition, we find that in Greek and Roman times not all human life was regarded as inviolable and worthy of protection. Slaves and 'barbarians' did not have a full right to life and human sacrifices and gladiatorial combat were acceptable... Spartan Law required that deformed infants be put to death; for Plato, infanticide is one of the regular institutions of the ideal State; Aristotle regards abortion as a desirable option; and the Stoic philosopher Seneca writes unapologetically: "Unnatural progeny we destroy; we drown even children who at birth are weakly and abnormal.” And whilst there were deviations from these views..., it is probably correct to say that such practices...were less proscribed in ancient times. Most historians of western morals agree that the rise of ...Christianity contributed greatly to the general feeling that human life is valuable and worthy of respect.[29]Human Rights — Christian theology has strongly influenced Western philosophers and political activists in many ways, but nowhere more than in the area of human rights. Howard Tumber says, "human rights is not a universal doctrine, but is the descendent of one particular religion (Christianity).""...one cannot and need not deny that Human Rights are of Western Origin. It cannot be denied, because they are morally based on the Judeo-Christian tradition and Graeco-Roman philosophy; they were codified in the West over many centuries, they have secured an established position in the national declarations of western democracies, and they have been enshrined in the constitutions of those democracies." [30]Saint Peter Claver worked for the alleviation of the suffering of African slaves brought to South America.Slavery — The Church initially accepted slavery as part of the social structure of society, campaigning primarily for humane treatment of slaves but also admonishing slaves to behave appropriately towards their masters.[31] However, historian Glenn Sunshine says,Christians were the first people in history to oppose slavery systematically. Early Christians purchased slaves in the markets simply to set them free.Later, in the seventh century, the Franks..., under the influence of its Christian queen, Bathilde, became the first kingdom in history to begin the process of outlawing slavery....In the 1200's, Thomas Aquinas declared slavery a sin.When the African slave trade began in the 1400's, it was condemned numerous times by the papacy.[32]The British became involved in the slave trade in the late 1500s, and by the 1700s, most people accepted slavery as a fact of life, until gradually, from the mid-1700s onwards, a Christian abolitionist movement began to take shape. It began with American Quakers.Slavery was also coming under attack from Enlightenment philosophers like Montesquieu and Rousseau, but it was Christian activists who initiated and organised an abolitionist movement.By the 1770s, Evangelicals were waking up to the seriousness of the issue – the British Methodist John Wesley and the American Presbyterian Benjamin Rush denounced the slave trade in influential pamphlets. Once the British Abolition Committee was established in 1787, abolitionism quickly became a mass movement. Within twenty years, the slave trade had been abolished throughout the British Empire. [33][34]Christianity was instrumental in stopping slavery. If you don’t think it was Christianity that made the difference, read this: John Dewar Gleissner's answer to What are some mind-blowing facts about slavery?Consistent with Calvin's political ideas, Protestants helped create both the English and the American democracies.Christianity is criticized for many things, some of them justly. David Gushee says Christianity has a "tragically mixed legacy" when it comes to the application of its own ethics, using the examples of three cases of "Christendom divided against itself": the crusades, and Frances of Assissi’s attempt at peacemaking with Muslims; Spanish conquerors and the killing of indigenous peoples, and the Christian protests and fights for Native rights; and the on-again, off-again, persecution and protection of Jews. [85]But we have also gotten a few things right here and there.I have borrowed from the article Role of Christianity in civilization - Wikipedia but I did attempt to limit myself to those sections of the article I wrote myself. Here are some of my references:Footnotes[1] From Shame to Sin: The Christian Transformation of Sexual Morality in Late Antiquity (Revealing Antiquity): Kyle Harper: 9780674072770: Amazon.com: Books[2] A Short History of Christianity: Geoffrey Blainey: 9781442225893: Amazon.com: Books[3] Amazon.com: Sexual Morality in Ancient Rome (9780521859431): Rebecca Langlands: Books[4] The Reason for God: Belief in an Age of Skepticism: Timothy Keller: 9780525950493: Amazon.com: Books[5] Early Christian Women and Pagan Opinion[6] Amazon.com: Women and Gender in Medieval Europe: An Encyclopedia (Routledge Encyclopedias of the Middle Ages) (9780415969444): Margaret C. Schaus: Books[7] CATHOLIC ENCYCLOPEDIA: Abbess[8] Get the facts in order: A history of women's leadership[9] Society, Spirituality, and the Sacred: A Social Scientific Introduction, Second Edition: Donald S. Swenson: 9780802096807: Amazon.com: Books[10] Christian Charity in the Ancient Church - Kindle edition by Gerhard Uhlhorn. Religion & Spirituality Kindle eBooks @ Amazon.com.[11] A Short History of Medical Ethics: 9780195134551: Medicine & Health Science Books @ Amazon.com[12] Nuns, a ‘Dying Breed,’ Fade From Leadership Roles at Catholic Hospitals[13] Giving: Charity and Philanthropy in History: Robert H. Bremner: 9781560008842: Amazon.com: Books[14] A History of Orthodox, Islamic, and Western Christian Political Values: Dennis J. Dunn: 9783319325668: Amazon.com: Books[15] Amazon.com: How the Irish Saved Civilization (Hinges of History Book 1) eBook: Thomas Cahill: Kindle Store[16] Amazon.com: 9783319325668: Books[17] Benedictine Monachism[18] Christian Community in History: Volume 1: Historical Ecclesiology: Roger D. Haight: 9780826416308: Amazon.com: Books[19] Charles Martel : the Military Leader and Frankish Defender: History and Civilization Collection: 9782366593624: Amazon.com: Books[20] 100 Scientists Who Shaped World History[21] St. Thomas Aquinas and the Natural Law Tradition: Contemporary Perspectives: John Goyette, Mark S. Latkovic, Richard S. Myers: 9780813213781: Amazon.com: Books[22] Faithful to Science[23] 100 Years of Nobel Prizes: Baruch Aba Shalev: 9780935047370: Amazon.com: Books[24] 50 Nobel Laureates and Other Great Scientists Who Believe in God[25] Amazon.com: A History of the University in Europe: Volume 1, Universities in the Middle Ages (9780521361057): Hilde de Ridder-Symoens: Books[26] The Western Humanities: The Complete Edition: Roy T. Matthews, F. Dewitt Platt: 9780874847857: Amazon.com: Books[27] Amazon.com: The Routledge Companion to Early Christian Thought (Routledge Religion Companions) (9780415442251): D. Jeffrey Bingham: Books[28] The Sacredness of Human Life: Why an Ancient Biblical Vision Is Key to the World's Future: David P. Gushee: 9780802844200: Amazon.com: Books[29] Text, Cases and Materials on Medical Law and Ethics: Marc Stauch, Kay Wheat: 9781138024021: Amazon.com: Books[30] The Routledge Companion to Media and Human Rights[31] The Truth About the Catholic Church and Slavery[32] Why You Think the Way You Do[33] The abolition of the slave trade: Christian conscience and political action by John Coffey - Jubilee Centre[34] The Abolitionists

What is the syllabus of m.SC environmental science in JNU?

I could not understand if you are looking for syllabus of M.Sc in Environmental Course for your coursework or for preparation of entrance exam. If you are looking for coursework in Jawaharlal Nehru University, New Delhi; here you go.The M. Sc. programme is spread over four semesters. It carries 64 credits and comprises of four different components viz: I) Teaching II) Lab Work III) Field Work and IV) Dissertation.Distribution of credits for M. Sc. Programme is:Total Credits for M. Sc. Degree Programme = 64 credits I) Teaching = 50 creditsII) Lab work, Field work and Dissertation = 14 creditsDistribution of credits for teaching (Total 50 credits)i) Core courses = 26 credits ii) Optional courses = 24 creditsDistribution of credits for Lab work, Field work and Dissertation (Total 14 credits)a) Lab work = 6 credits (Lab Work I =3 credits; Lab Work II =3 credits)b) Field work = 3 creditsc) Dissertation = 5 creditsI) Teaching (50 credits)Teaching is a major component of the programme. It shares 50 credits out of total 64. The remaining three components i.e. Lab work, field work and dissertation share remaining 14 creditsVarious courses offered under M. Sc. programme are categorized as:A) Core courses B) Non Credit courses and C) Optional courses.Altogether there are 46 courses: 13 as core, 2 non credit courses and 31 optional courses. All core courses are offered in I and II semesters and all optional courses are offered in III and IV semester of the M. Sc programme.All Core Courses are of 2 credits each and compulsory for all the students. Non credit courses do not carry any credits, however, as per the JNU ordinance, completion of such courses by every student is a mandatory requirement for the award of the degree. Optional courses are of 3 credits each and cover all specialized courses across different sub disciplines of environmental sciences namely; Mathematics, Physics, Statistics, Geology, Chemistry and Biology. There is a running list of 31 optional courses, out of which students will have to choose any 8 optional courses (four in each semester) to obtain 24 credits.II) Lab work, Field work and Dissertation (14 credits)a) Lab work (6 credits)The lab work component is spread over first two semesters and is called as Lab work I and Lab work II to be completed in I and II semesters respectively. Under Lab Work I and II, sets of experiments specially designed for M. Sc. students by faculty members of the school are carried out in M. Sc. lab or in the lab of the concerned faculty member during the period of five working days in the afternoon.b) Field work (3 credits)To strengthen the field work component and to have a wider exposure of the field conditions, students will undergo extensive field work which will help them in developing the understanding of different aspects of environmental sciences. Field work is completed in second semester. Each student will submit his/her field work report for evaluation.c) Dissertation (5 credits)Each student will work for M. Sc. Project under the supervision of formally assigned supervisor in the school. Assigning of supervisor will be based on academic interest shown by the student in research specialization of the concerned faculty member followed by the consent given by the faculty member to supervise the project work of that particular student. Student shall complete the process of academic interaction to obtain teachers consent to supervise his/her project work by the end of second semester. The work on research project will start in 3rd semester under the supervision of concerned faculty member in his /her lab and will be completed by 4th semester with writing and submission of dissertation. Dissertation will be evaluated by a 3 member expert committee. Students will have to present their work and defend it in an open viva- voce.LIST OF COURSESA) Core Courses (Compulsory for all)(Total courses 13, Total credits: 13 x 2 =26)Remedial Mathematics ES-101ORRemedial Biology ES-102Environmental Chemistry ES-103Earth processes ES-104Ecology ES-105Statistics ES-106Environmental Pollution ES-107Natural hazards and disaster management ES-108Environmental Impact Assessment ES-109Energy and Environment ES-110Remote sensing and Geoinformatics ES-111Environmental Biochemistry and Toxicology ES-112Marine environment ES 113Soil Science ES-114B) Non- Credit Courses (Compulsory for all)Current Environmental Issues ES-11516. Scientific Writings and Ethics ES-116C) Optional Courses – (Total courses- 31 of 3 credits each; Students will have tochoose any 8 courses to obtain total 24 credits)1. Environmental Modeling ES-2012. Climatology ES-2023. Meteorology ES-2034. Noise Pollution ES-2045. Environmental Physics ES-2056. Environmental instrumentation and techniques ES-2067. Geochemistry ES-2078. Groundwater Hydrology ES-2089. Oceanography ES-20910. Natural resource Management ES-21011. Glaciology ES-21112. Biogeochemistry ES-21213. Environmental Geology ES-21314. Water Resources ES-21415. Air Pollution Chemistry ES-21516. Water Pollution Chemistry ES-21617. Soil Pollution Chemistry ES-21718. Solid and Hazardous Wastes Management ES-21819. Metrology ES-21920. Pollution Biology ES-22021. Biodiversity and conservation ES-22122. Forest ecology ES-22223. Microbial Ecology ES-22324. Ecosystem Dynamics ES-22425. Environmental Biophysics ES-22526. Ecology and sustainable development ES-22627. Environmental Xenobiotics and human health ES-22728. Fundamentals of Molecular Biology and Biotechnology ES-22829. Applied biotechnology and Bioremediation ES-22930. Eco-toxicology ES-23031. Environmental and Occupational health ES-231D) Lab Work1. Lab work I (3 credits) ES-2322. Lab work II (3 credits) ES-233E) Field Work (3 credits) ES-234F) Project Work (5 credits) ES-235-----------------------------------------------------------------------------------COURSE CONTENTA) Core CoursesRemedial Mathematics ES-101 (for Non- Mathematics students)Functions- polynomial, logarithmic, exponential, absolute value, trigonometric. Limits, Indeterminate forms, Continuity. Derivability. Differentiation of simple mathematical functions- product rule, quotient rule and chain rule. Integration- by parts, substitution and by partial fractions. Linear differential equations and their solution. Introduction to Matrices and Determinants. Introduction to Vectors- addition, subtraction, multiplication of vectors. Equation of Straight Line and Solving Linear System of Equations.OR2. Remedial Biology ES-102 (for Non- Biology students)History and scope of ecology, Evolution of biosphere, Diversity of life forms. Biological communities, species interaction, Communities properties, succession. Plant diversity and nomenclature with major classes of plants; Phytogeographical regions; Rare and threatened plants and exploration of plant wealth. Animal diversity and categories of animals; Rare and threatened species of mammals, aves, reptiles, pisces etc.; Exploration and conservation of faunal wealth. Microbial diversity, bacteria, fungi, actinomycetes; Microbial diversity in man-made ecosystems and natural ecosystems. Importance of flora and fauna in nutrient cycling, its effect, degradation and metabolism.3. Environmental chemistry ES-103Fundamental Chemistry: Elements, Chemical bonding, chemical reactions and equations, Organic functional groups, classes of organic compounds. Free radical reactions, catalytic processes.Elemental cycles (C, N, S, O) and their environmental significance.Fossil fuels: their types, properties, combustion and environmental implications.Atmospheric constituents, Green house gases and climatic changes. Chlorofluorocarbons and their substitutes. Photochemical smog. Water quality and wastewater treatment. Role of soaps, detergents and phosphorus fertilizers in eutrophication. Persistent organic pollutants: pesticides usage, toxicity and their environmental degradation. Earth crust and weathering mechanism; Soil formation and chemical characteristics. Chemical classes of Hazardous waste, their effects on the environment. Chemical treatment of hazardous wastes.4. Earth Processes ES-104Evolution of various branches of Geology. Origin of the earth. Primary differentiation and formation of core, mantle, crust, atmosphere and hydrosphere. Magma generation and formation of igneous and metamorphic rocks. Concept of Minerals and Rocks. Weathering, erosion, transportation and deposition of earth’s materials by running water, wind and glaciers. Formation of land forms and sedimentary rocks. Plate tectonics- sea floor spreading, mountain building, evolution of continents and structural deformation. Thermal, magnetic and gravitational fields of the earth. Concepts of engineering and urban geology.5. Ecology ES-105History and scope of ecology, autecoloty, synecology, population, community, biome, tolerance range and limiting factors. Distinguishing characters of forests grasslands, arid lands and wetlands; community organization- concept of habitat, functional role and niche, key stone species, dominant species, ecotone, edge effect. Analytical characters, synthetic characters like forms, species diversity and measurement of diversity. Population dynamics, models for single and interacting population, stable points, stable cycles, chaos competition, prey predation, etc. Ecological succession, primary and secondary processes in successions, models of successions, climax community and types of climax. Vegetation of India. Fundamentals of Microbial ecology. Microbial metabolism and microbial interaction. Biochemistry of biological nitrogen fixation and other microbial Pathways in terms of enzymology.6. Statistics ES-106Measures of central tendency. Measures of dispersion. Measures of skewness and kurtosis. Probability- definition, addition and multiplication laws,concept of random variable. Probability distributions- binomial, poisson and normal. Sampling theory- hypothesis testing and interval estimation for large samples. Chi-square test, t-test and F-test of significance. Correlation and regression. analysis. One way analysis of variance.7. Environmental Pollution ES-107Linkage between energy, environment and development. Human population issues. Definition of pollution. Different types of pollution- Air, Water and soil and their local, regional and global aspects. Air: Sources of air pollutants, their behavior in the atmosphere. Effects of air pollutants on humans, animals, plants and properties. Control approaches. Water: Sources, effects, water pollution treatment. Soil: Sources and nature of soil pollution and its harmful effects. Solid waste: generation, collection, environmental effects and safe disposal practices. Environmental problems associated with noise pollution, oil pollution and radioactive pollution.8. Natural hazards and disaster management ES-108Introduction to Hazards- Hazard classification-types of hazards ;Natural Hazards: causes, (continental drift, plate tectonics, sea floor spreading, isostacy, etc.,) distribution pattern, consequences and mitigation: Earthquake, Tsunami, Volcanoes, Cyclone, Flood, Drought, Landslide, cold and heat hazards, forest fire, etc.,- causes, types, distribution adverse effects, etc.,- Disaster introduction- disaster Management Capability-Vulnerability- risk- preparedness and mitigation- Disaster management cycle- community planning education and Engineered structure /structural strengthening techniques- Hazard zonation and mapping- Risk Reduction Measures.9. Environmental Impact Assessment ES-109Linkage between development and environment; global commons: carrying capacity: origin and development of EIA: relationship of EIA to sustainable development: EIA in project planning and implementation: EIA process: evaluation of proposed actions, scoping and base line study, identification and prediction of impacts, mitigation measures. Comparison of alternatives, review and decision making, public participation and compensatory actions: green belts: National Environmental Policies and guidelines in India. Conditions and approach for EIS review. Case studies: river valley projects: thermal power plants: mining projects: oil refineries and petrochemicals.10. Energy and Environment ES-110Energy resources and their exploitation, Sun as source of energy- nature of its radiation, Conventional energy sources: coal, oil, biomass and nature gas, non-conventional energy sources: hydroelectric power, tidal, wind, geothermal energy, solar collectors, photovoltaics, solar ponds, nuclear-fission and fusion, magneto-hydrodynamic power (MHD), Energy use pattern in different parts of the world and its impact on the environment. CO2 emission in atmosphere. Mechanism of radiation action on living systems- Stochastic and Non-stochastic effects; delayed effects, radioactivity from nuclear reactors, fuel processing and radioactive waste, hazards related to power plants, terrestrial and non terrestrial radiation, dose from environment and nuclear radiations, ultraviolet radiations, pathways analysis and dose assessment, radiologic age dating, radioactivity risk assessment, criterion for safe exposure.11. Remote sensing and Geo- informatics ES-111Introduction to Remote sensing & GIS. Principles of remote sensing & GIS. Spectra of Environmental Components. Terrestrial and Extra terrestrial satellites in Remote sensing and GIS. Remote sensing & GIS applications on Ocean, Atmosphere, Land, Geology, Water Resources (Ground water and Surface water). Cryosphere, Disaster, Defence studies. Use of softwares in Remote sensing and GIS to solve Environmental problems including Groundwater Exploration, Rainwater Harvesting, Biomass analysis and its relationship with Georesource evaluation. Use of Remote sensing and GIS in development of Early warning system to monitor Agriculture. Identification of Genetically modified crops in correlation with water quality and soil moisture by using Remote sensing & GIS. Applications of Remote sensing and GIS in early warning of Tsunami, Earthquake, Snowfall, Global warming, Forest fire, Landslide, Landsubsidance. Use of LANDSAT, SPOT, IRS ERS, RADARSAT and Extra terrestrial satellite data by using ERDAS, ARCGIS, ERMAPPER, IDRISI ENVI and S+ software for solving the Environmental problems. Sun-earth cosmic connection to understand environment of the Earth.12. Environmental Biochemistry and Toxicology ES-112Environmental physiology with considerations of intermediary metabolism- approaches for studying energy metabolism and body temperature changes; Thermo regulation and adaptation. Oxygen uptake from the environment, respiration and metabolism. Electron transport system and oxidative phosphorylation. Photosynthesis: C1, C3, C4 pathways and their regulation. Photorespiration. Biochemistry of altered membrane permeability, free radical formation, lipid peroxidation, lysosomal degradation, superoxide dismutase. Environmental pollutants and their effects on living system. Biochemical approaches to the detoxification of xenobiotics through cellular metabolism.13. Marine Environment ES-113Introduction-Classification- open ocean- shallow marine and deep sea environment- marine resources- marine ecology- marine organisms-productivity- coastal environment-coastal water movement- beaches- coastal dunes- barrier islands- cliffed coast- deltas-coast line- estuaries-mangroves- lagoons- salt marshes- coral reefs- classification of marine sediments- clay minerals- biogenic silica- evaporites- nutrient in oceans- carbon and global climate change- marine pollution- law of the sea.14. Soil Science ES-114Soil forming rocks and minerals- Classification- Weathering of rocks and minerals- Processes of weathering and factors affecting them. Soil formation- Factors of soil formation- Soil forming processes- Profile development- Definition of soil- Soil composition. Soil physical properties- Soil separates and particle size distribution- Soil texture and structure- Bulk density, particle density, pore space, soil air, soil temperature, soil water, soil consistence - Significance of physical properties to plant growth. Soil chemical properties- Soil colloids- Inorganic colloids- Clay minerals- amorphous- Ion exchange reactions- Organic colloids- Soil organic matter- Decomposition- Humus formation- Significance on soil fertility, Soil reaction- Biological properties of soil- nutrient availability.B) Non Credit Courses (Compulsory for all )1. Current Environmental Issues ES-115Contemporary and emerging environmental issues of local, regional and global significance. Broadly the topics will be pertaining to: i) Linkage between population, development and environment ii) climate change ii) stratospheric Ozone depletion iii) water resources iv) environmental toxicants and human health v) biodiversity conservation and vi) environmental episodic events, etc.2. Scientific Writings and Ethics ES-116Overview of Moral and Ethical questions in Scientific writing. Overall outline and structure of the article/manuscript. Description, value, and development of points/outlines before writing. Screening of Material for inclusion within the structure of the manuscript.Importance of Authors and their sequence, importance of clear title, abstract or summary. Introduction, Methods, Results, and Discussion. Numbers and statistics, Tables and Figures, Discussion. Writing Style: Active or passive, Punctuation, use of commas, apostrophe, semicolon and colon. Avoiding duplication and repetition. Importance of revisions and references.Plagiarism, paraphrasing and copy write violation. Consequences of plagiarism. Why not to fudge, tinker, fabricate or falsify data. Examples.C) Optional Courses1. Environmental Modeling ES - 201Role of Modeling in Environmental Science. Model Classification- Deterministic Models, Stochastic Models, Dynamic Models, Steady State Models. General Steps Involved in Modeling, Mass Balancing, Energy Balancing, Microbial Growth Kinetics- Exponential Growth Model, Logistic Growth Model, Monod Equation, Two Species Population Growth Model of Competition. Lotka-Volterra Prey-Predator Model, Oxygen Sag Model, Gaussian Plume Model.2. Climatology ES - 202Elements of climate, climate controls, Earth's radiation balance, latitudinal and seasonal variation of insolation, temperature, pressure, wind belts, humidity, cloud formation and precipitation, water balance, spatial and temporal patterns of climate parameters, Air masses and fronts, SW and NE monsoon, jet stream, tropical and extratropical cyclone, ENSO, QBO. Classification of climate- Koppen's and Thornthwaite' scheme. Climate change3. Meteorology ES - 203Meteorology fundamentals- Thermal structure of the atmosphere and its composition, Pressure, temperature, wind, humidity, moisture variables, virtual temperature, radiation, radiation from sun, solar constant, surface and planetary albedo, emission and absorption of terrestrial radiation, radiation windows, greenhouse effect, net radiation budget, atmospheric stability diagrams, turbulence, diffusion, dry and moist air parcel, thermodynamic diagrams, T-phigram and mixing height, thermodynamics of dry and moist air, specific gas constant, adiabatic and isoentropic processes, entropy and enthalpy, adiabatic processes of moist air4. Noise Pollution ES - 204Basic properties of sound waves, sound propagation, Definition of Noise, Health Effects of Noise, Concept of sound pressure level (SPL), decibel scale, addition of decibels, Frequency Response of Human Ear, Equal Loudness Contours, Weighting Networks, Octave Bands, Measurement and analysis of sound. Percentile Indices of Noise, Equivalent sound pressure level (Leq), Noise pollution level (NPL), Sound exposure level (SEL), Traffic noise index (TNI), Day-Night level (DNL), noise criteria curves; Noise sources; Industrial Noise and Traffic Noise, Noise control and abatement measures; absorbing materials, barrier materials and damping materials. Acoustic silencers and mufflers.5. Environmental Physics ES - 205Concept and scope of environmental Physics with respect to human environment; built environment; urban environment; global environment. Laws of thermodynamics, irreversible thermodynamics and entropy. Wind chill, Hypothermia. Heat balance (steady and transient), Electromagnetic Radiation, Thermal regulation in buildings- Thermal insulation, Thermal conduction effects, Convection effects, Radiation effects, U-values, Energy use and efficiency in buildings. Energy losses, calculation of energy losses, energy gains.Air regulation in buildings, heat pumps, condensation. Buildings of the future. Nano materials: their properties and influence on human health, environment, communication sector and energy. Method of preparation and Applications of nano materials.6.Environmental Instrumentation and Techniques ES - 206Physics of Dielectrophoresis and its environmental applications, Basics of NMR instrumentations, significance of relaxation time, Raman effect and experimental measurement, Raman Spectroscopy, LASER based techniques, LIDAR based methods and techniques, SODAR Radiofrequency measurement and techniques.7. Geochemistry ES - 207Atomic properties of elements, the periodic, table and geochemical classification of elements; abundance of elements in the bulk earth, crust, hydrosphere, atmosphere and biosphere; introduction to mineral structures and compositions; thermodynamic classification of elements into essential, structural, major and trace elements and their partitioning during mineral formation; chemical reactions involving proton and electron transfers, mineral stability diagrams and controls on the chemistry of natural waters; geochemical cycling-concepts with an example; radioactivity, decay of parent and growth of daughter nuclides and methods of radiometric dating; stable isotopes, their fractionation and application to geothermometry and paleoclimates. Interpretation of XRD and XRF data for Environmental components. Geochemical sample preparation. X-Ray Fluorescence. X-Ray Diffraction. Ion Chromatography, AAS and its interpretation.8. Groundwater Hydrology ES - 208Definition and concept of hydrology and hydrogeology. Distribution of water in the earth’s crust. Hydrological cycle. Genetic types of groundwater and residence time of groundwater, Geological control of groundwater, Vertical distribution of groundwater, Types of aquifers, springs and their classification, Classification of rocks with reference to their water bearing properties. Mode of occurrence of groundwater in different geological terrains of India. Darcy’s law and its validity, Determination of hydraulic conductivity, groundwater tracers. Environmental factors on Groundwater level fluctuations and Land subsidence due to changes in subsurface moisture. Effects of excessive use of groundwater resources. Sources of salinity, Chemical analysis of groundwater, Quality criteria for different uses, Groundwater quality in different provinces of India, pollution of groundwater resources. Ghyben-Herzberg relationship between fresh-saline water. Groundwater exploration. Construction and design of different types of wells. Well completion and development. Groundwater development and management: Groundwater development in urban areas and rainwater harvesting, artificial recharge methods. Management of groundwater and groundwater legislation.9.Oceanography ES - 209Introduction- historical, current and future- Earths structure- Physiography of oceans- origin and evolution of ocean basins (Continental and oceanic basins)- Continental drift, sea floor spreading, plate tectonics- shelf and deep sea sedimentation- physical, chemical and biological aspects of sea water- Ocean current (circulation)- Waves properties and motion- tidal currents and characteristics- air-water interface/ exchange, gas solubility and circulation models.10. Natural resource Management ES - 210Definition- land, water, soil, plants and animals: quality of life: renewable and non-renewable resources: Mineral occurrences, prospects: Mineral resources: Mineral reserves, ore minerals, coal, petroleum, oil and natural gas: water- hydropower, including tidal power; ocean surface waves used for wave power, wind- wind power, geothermal heat- geothermal power and radiant energy- solar power: sustainable development, Urban planning Environmental management, Understanding the resource ecology and life-supporting capacity of resources-Economic models: Green building concept- green technology concept.11. Glaciology ES - 211Glacier systems- Structure and morphology of glaciers- Glacial erosion; Landscape evolution under glaciers, glacial landforms- Mass balance- Glacier dynamics, Englacial and subglacial process and fluctuations- Glacier hydrology- Snow and melt water chemistry of- Approaches to Glaciology- Glacier modeling- Glacier and climate change impact- Glaciers- Glacier and water resources- Recent advances in Glaciology- Spatial Data Acquisition Glacier Hazards- Glaciers as tool for palaeo climate studies.12. Biogeochemistry ES - 212Introduction- Biogeochemical provinces- Atmosphere- Lithosphere: weathering process, soil biogeochemistry- Terrestrial systems: photosynthesis respiration- Wetlands: vegetation adaptations- Freshwater and Marine Biogeochemistry: Lakes, ponds, rivers, mangroves, salt marsh and estuaries- Oceans: productivity and limiting nutrient role, carbon chemistry- Global biogeochemical cycles: Nutrient cycles-Advances in biogeochemistry- Sediment biogeochemistry, stable Isotopes in Biogeochemistry and their application to various environmental problems. Nutrient dynamic in the atmosphere, hydrosphere, and Lithosphere. Nutrient budgeting and modeling13. Environmental Geology ES - 213Interior of the earth- minerals and rocks- earth processes- plate tectonics- sea floor spreading, mountain building, rock deformation- evolution of continents and earth quakes, volcanoes, landslides, subsidence, rivers and floods and coastal process- interactions between humans and the geological processes, Environmental Hazards-Pollution of the Environment- Waste Disposal, Natural Resources, and Energy Sources and their exploitation. Past, present and future environmental issues and their affect on the earth and our society.14. Water Resources ES - 214Hydrological cycle- Hydrometeorology and climate- hydrometric networks and catchment morphology- precipitation- evaporation and evapotranspiration- soil moisture-river flow-River, Lakes and Ground water- Occurrence of surface water and groundwater. Movement of water on the surface and below the surface. Springs and Hydrothermal phenomena. Ungauged river basin flow- River bank infiltration and recharge-precipitation analysis- evaporation calculation-river flow analysis- Time variation of stream flow levels- rainfall- runoff relationships- Ecohydrology- urban hydrology- Integrated Water Resource Management (IWRM), Urbanization effect on Water resources. Earthquake, Land subsidence and Water resources. Physical, chemical and biological characteristics of Water resources and water quality data processing and interpretation. Sea water intrusion in aquifer system-structural geological approach. Influence of Sun-Earth cosmic connection on Water resources.15. Air Pollution Chemistry ES - 215Chemical composition of atmosphere, Sources of air pollution. Types of air pollutants, organic and inorganic pollutants, their behavior and fate on local, regional and global scale, monitoring of criteria and non-criteria pollutants. Effects of air pollutants on human health, plants, animals and materials. Pollutants and health effects. Air pollution meteorology: Mixing heights, Wind roses, Inversion conditions, Stability of the atmosphere. Long range transport, plume behavior, Air pollution dispersion. Land-atmosphere-ocean interactions of air pollutants. Photochemistry of troposphere, Inorganic reaction in the atmosphere. Reactions involving organic pollutants, Gas to particle conversion. Ozone depletion, Acid rain, Greenhouse effect, Formation of photochemical smog, CFC, their nomenclature, sources and effect, Atmospheric Brown Cloud. Air pollution control technologies: Concept of clean environment, Green technologies, Carbon sequestration, Chemical methods, Electrostatic precipitators.16. Water Pollution Chemistry ES - 216Physicochemical properties of water, Water use- classifications and water quality standard. Basic principles of contaminant behavior in the environment. Hydrologic cycle. Types and sources of water pollution, Major Water Quality (physicochemical and bacteriological) Parameters and their Applications, Basics of water sampling. Water quality objectives and the major chemical, physical and biological processes necessary for designing and managing modern drinking water and wastewater treatment plants, Principles of coagulation, flocculation, sedimentation, chemical precipitation, porous media filtration, disinfection, ion exchange, adsorption, membrane Processes, advanced oxidation processes, air-stripping and other advanced treatment processes, Major contaminant groups and natural pathways for their removal from water.17. Soil Pollution Chemistry ES - 217Physical Chemistry of Soil: Soil Solution Phase, The Soil/Solution Interface, Surface exchange reactions, Soil acidity, Electrochemistry and the Soil, chemistry of waterlogged soil. Soil Pollution: Inorganic and Organic-Definition of pollution and contamination, sources of soil pollution, Effects of chemical residues on soil, (pesticides, fertilizers, heavy metals etc., Soil salinity and alkalinity, Soil pollution from nitrogen, phosphorus, sulfur, micronutrients or trace elements and radionuclide, land degradation, soil erosion. Soil pollution and climate change: Greenhouse gases production, emission, mitigation, carbon sequestration, soil quality.18. Solid and Hazardous Waste Management ES - 218Solid wastes: Definition, types, sources, characteristics, and impact on environmental health. Waste generation rates. Concepts of waste reduction, recycling and reuse. Collection, segregation and transport of solid wastes Handling and segregation of wastes at source. Collection and storage of municipal solid wastes. Solid waste processing technologies. Mechanical and thermal volume reduction. Biological and chemical techniques for energy and other resource recovery. Composting, Vermicomposting, Incineration of solid wastes. Disposal in landfills: site selection, design, and operation of sanitary landfills; secure landfills and landfill bioreactors; leachate and landfill gas management; landfill closure and post-closure environmental monitoring; landfill remediation.Hazardous wastes: Definition, sources and characteristics: Hazardous waste categorization, generation, collection, transport, treatment and disposal. Legislation on management and handling of municipal solid wastes and hazardous wastes19. Metrology ES - 219Fundamentals of metrology, Chemical metrology, Defining uncertainty of measurements, traceability of standards, validation of method, calibration of method, accuracy and precision of results, selectivity, sensitivity, detection limit, limit of determination, specificity, linearity, analytical error, Accreditation systems, Metrology in environment, QA/QC parameters in environmental studies, use of CRMs (Certified reference materials), inter-laboratory comparison exercise, participation in National and International round Robin tests. Representativeness of sampling site, selection of analytical method, selection of appropriate analytical technique, proper storage of samples with suitable preservative, sample blank, field blank, solvent blank, efficiency of extraction, efficiency of sampling, determination of uncertainty in flow, sample preparation.20. Pollution Biology ES - 220Concepts: Pollutants vs. resources; cycling of materials, tolerance ranges, carrying capacity, bioaccumulation. Air Pollution: Responses of plants and animals, monitoring (e.g. lichens) and control of air pollution by plants. Water pollution: Responses of plants and animals to changes in physico-chemical characteristics; distribution of plants in relation to pollution (microphytes; Phytoplankton, periphyton and moorophytes); Biological monitoring and control of pollution in water. Soil pollution: Responses of plants to soil pollution; changes in soil characteristics by waste disposal, sanitary land fills, mining wastes and human activities, and effects on plants and animals.21. Biodiversity and Conservation ES - 221Biodiversity concepts and patterns, Microbial diversity, Plant diversity, Agrobiodiversity, Soil biodiversity, Economic value of biodiversity, biodiversity losses. Biodiversity hotspots and their characteristic flora and fauna, threatened plants and animals of India, ecosystem people and traditional conservation mechanisms, Biodiversity Convention and Biodiversity Act, IPRs, national and international programmes for biodiversity conservation. Wildlife values and eco-tourism, wildlife distribution in India, problem in wildlife protection, role of WWF, WCU, CITES, TRAFFIC, Wildlife Protection Act 1972. In-situ conservation: sanctuaries, biospheres reserves, national parks, nature reserves, preservation plots. Ex-situ conservation: botanical gardens, zoos, aquaria, homestead garden; herbarium; In-vitro Conservation: germplasm and gene Bank; tissue culture: pollen and spore back, DNA bank.22. Forest Ecology ES - 222Forest and forest environment: Structure of forest ecosystem, major forest types of the world, forest types and forest cover of India, regeneration ecology of forest trees. Forest ecosystem function: Primary productivity of forest ecosystems, litter production and decomposition, nutrient cycling and nutrient conservation strategies, plant water relations. Forest ecosystem management: Forest management systems, joint forest management, forest hydrology, forest fire, application of remote sensing technique in forest ecology, deforestation and sustainable forestry, forest laws, non timber forest products. Role of Biology in management and habitat management techniques. Wildlife farming: Objectives, management design, wildlife products, disease control, breeding. Behavioral, ecology and evaluation.23. Microbial Ecology ES - 223An overview of microbial life and its importance in the environment, Microbial structure and function with special emphasis on Bacteria and Archaea, Evolution and microbial phylogenetic diversity, Microbial nutrition and metabolism with emphasis on microbial metabolic diversity, Environmental factors affecting microbial growth and microbial adaptations to extreme environments (like arctic regions and hot springs), Methods in microbial ecology including introduction to microbial genomics, Microbial habitats (air, soil, subsurface, freshwater, marine and the deep sea), Introduction to geomicrobiology, Natural microbial communities with emphasis on biofilms, Microbial biogeochemical processes of nutrient cycling and biodegradation, Microbial interactions: microbe-microbe interactions, plants as microbial habitats, animals as microbial habitats and human microbiome, Applying microbes in wastewater treatment and solid waste management, Industrial applications of microbes including products for health-pharmaceutical, food and beverage industry and biofuels, Molecular biotechnological applications including genetic engineering for the production of vaccines, diagnostics, biopesticides and transgenic plants, Microbial disease ecology and public health, Transmission of microbial diseases through the environment.24. Ecosystem Dynamics ES - 224The ecosystem concept, abiotic and biotic components. Energy input in ecosystem, standing crop, biomass, primary and secondary production, gross and net production, concept of food chain food web, ten percent law, net community production, methods of measuring productivity, pattern of primary production and biomass in the major ecosystem of the world, Energy flow, Feed back and control. Biogeochemical cycles, gaseous and sedimentary turnover rate and turnover item. Hydrological cycle, carbon cycle, nitrogen cycle, sulphur cycle, phosphorus cycle, nutrient budget, man’s impact on nutrient cycles. Population dynamics.25. Environmental Biophysics ES - 225Cellular function of cell, membrane structure and transport origin and conduction of impulses in nerve cell muscles, methods in bioelectric measurements. Radiation and molecular response, elementary aspects of atomic and molecular excitation, biointeractions with environment, fundamental and applied aspects of extremely low frequency, radio and microwave fields, bioacoustics, biomedical aspects of laser. Magnetic environments and geomagnetic fields, behavioural changes, therapeutic and diagnostic possibilities.26. Ecology and Sustainable Development ES - 226Ecosystem concept in space and time; Ecosystem level processes and landscape level processes; the concept of sustainable development temporal and spatial dimensions; Currencies for evaluations of sustainable development- Biophysical measurements; Environmental degradations and conservation issues; Global change and sustainability issues: Climate change, biological invasion, bio-diversity concerns; Ecosystem and social processes in: (a) Rehabilitation of degraded rural landscape, (b) Rehabilitation of unbalanced soils, (c) Rehabilitation of specialized habitats, e.g. water bodies, mangroves; (d) Mined area rehabilitation participatory research and education environmental decision making with people initiates.27. Environmental Xenobiotics and human health ES - 227Interaction of pollutants with biological systems at different levels, e.g., organism, organs, and cell organelles. Biochemical degradation of pollutants inside the cell as well as cellular interactions with the pollutants. Toxins of plant origin. Stress response in living systems. Toxicogenomics: Human population issues and population genetics. Pharmacogenomics; Epidemiology. Cellular interaction and metabolism of xenobiotics; metabolic disorders. Bioconversion of pollutants: active vs. inactive process; enzymic degradation by monooxygenases; Role of cytochrome P 450 and its multiple forms. Immunology: Immune cell responses, Immunity and Immunodeficiency. Allergy and hypersensitive reactions and disorders of immune responses. Carcinogens and Carcinogenesis. Metal toxicity: chemical form, metal biomacromolecule interaction, teratogenecity.28. Fundamentals of Molecular Biology and Biotechnology ES - 228Basic concepts of molecular biology needed for understanding biotechnology. DNA structure and organization into chromosomes. DNA replication. Repetitive DNA; coding and noncoding sequences in genomes. Gene structure and expression. Mechanics of transcription, translation and their regulation in both prokaryotes and eukaryotes. Key discoveries (restriction enzymes, bacterial plasmids, modifying enzymes) leading to recombinant DNA technology. Overview of basic techniques in genetic engineering: Introduction of cloned genes into new hosts using plasmid and phage vector systems. Expression cloning, affinity purification of expressed proteins. Nucleic acid hybridization and polymerase chain reaction as sensitive detection methods. DNA sequencing. Analysis of genomes and proteomes by bioinformatics tools. Genome-wide analysis using microarrays.29. Applied Biotechnology and Bioremediations ES - 229Practical aspects of genetic engineering with microorganisms from extreme environment: Use of extremophilic microorganisms in waste treatment and methane production from agro industrial wastes; Production of enzymes like cellulase, proteases, amylases; alcohol and acetic acid production; Biocomposting: Microbial process involvement, vermin composting, biofertilizer, biopesticides production. Biomining: Microbial leaching of low grade mineral ores, molecular probes for organisms in mines and mine tailings, Petroleum pollutant biodegradation. Alternate fuels: Source and mechanism of various biofuel production. Bioremediation: Concept, role of bioremediation in controlling various pollution problems e.g. solid water, sewage water, industrial effluents, heavy metals, radioactive substances, oil spillage. Phytoremediation: Abatement of different types of pollution using plants, types of phytoremediation, mechanism involved with case studies. Waste water treatment strategies: Domestic and Industrial waste-water, application of microbiology waste treatment. Metagenomics: Environmental Genomics, ecogenomics or community genomics, the study of genetic material recovered directly from environmental samples and future applications in bioremediation.30. Eco-Toxicology ES - 230Principles in toxicology; Definition of Xenobiotics. Animal management in toxicological evaluation; Animal toxicity tests; Statistical concepts of LD50; Dose-effect and dose response relationship; Frequency response and cumulative response; Biological and chemical factors that influence toxicity; Bio-transformation and bio-accumulation. Influence of ecological factors on the effects of toxicity; Concept of green chemistry. Pollution of the ecosphere by industries; Global dispersion of toxic substance; Dispersion and circulating mechanisms of pollutants; degradable and non-degradable toxic substances; food chain. Eco-system influence on the fate and transport of toxicants. Aquatic toxicity tests; Statistical tests; Response of planktons to toxicants; EC49; Photosynthetic bacteria; Bio-absorption of heavy metals. Information management system in eco-toxicology.31. Environmental and Occupational Health ES - 231Basic principle of environmental health. Physiological responses of man to relevant stresses in the environment. Cases and effects of pollution. Industrial Toxicology: Study of environmental dose effect relationships. Evaluation of toxicity and threshold limits. Principles and methods of occupational health. The relationship of occupation of hygiene and safety and disease. Health maintenance: Survey, analysis and recommendations regarding health and safety problems in the working and living environment. Biostatistics, epidemiology: Application of statistical methods to medical records in the study of health problems of human population in a given environment. Treatment of variation, with demographic, vital statistics and epidemiological data. Hazard evaluation in polluted environment with specific emphasis on radiological health. Industrial hygiene technology-laboratory remains illustrating the principles, methods of recognizing evaluating and controlling environmental hazards like air pollution, etc.I would suggest you to visit the link School of Environmental Sciences for further information.

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I had great hopes for this software for converting my owned commercial DVDs to ISO files. It seemed to say in the advertisement that it could do that. I was never able to get a strait answer from technical support as to the software's ability to perform that task. The buttons that might have been able to start this process were grayed out.

Justin Miller