Estimation of computer waste quantities using forecasting techniques

Technology changes rapidly over years providing continuously more options for computer alternatives and making life easier for economic, intra-relation or any other transactions. However, the introduction of new technology “pushes” old Information and Communication Technology (ICT) products to non-use. E-waste is defined as the quantities of ICT products which are not in use and is bivariate function of the sold quantities, and the probability that specific computers quantity will be regarded as obsolete. In this paper, an e-waste generation model is presented, which is applied to the following regions: Western and Eastern Europe, Asia/Pacific, Japan/Australia/New Zealand, North and South America. Furthermore, cumulative computer sales were retrieved for selected countries of the regions so as to compute obsolete computer quantities. In order to provide robust results for the forecasted quantities, a selection of forecasting models, namely (i) Bass, (ii) Gompertz, (iii) Logistic, (iv) Trend model, (v) Level model, (vi) AutoRegressive Moving Average (ARMA), and (vii) Exponential Smoothing were applied, depicting for each country that model which would provide better results in terms of minimum error indices (Mean Absolute Error and Mean Square Error) for the in-sample estimation. As new technology does not diffuse in all the regions of the world with the same speed due to different socio-economic factors, the lifespan distribution, which provides the probability of a certain quantity of computers to be considered as obsolete, is not adequately modeled in the literature. The time horizon for the forecasted quantities is 2014-2030, while the results show a very sharp increase in the USA and United Kingdom, due to the fact of decreasing computer lifespan and increasing sales.

Assessing the motivation of MDs to use computer-based support at the point-of-care in the emergency department

A significant body of research investigates the acceptance of computer-based support (including devices and applications ranging from e-mail to specialized clinical systems, like PACS) among clinicians. Much of this research has focused on measuring the usability of systems using characteristics related to the clarity of interactions and ease of use. We propose that an important attribute of any clinical computer-based support tool is the intrinsic motivation of the end-user (i.e. a clinician) to use the system in practice. In this paper we present the results of a study that investigated factors motivating medical doctors (MDs) to use computer-based support. Our results demonstrate that MDs value computer-based support, find it useful and easy to use, however, uptake is hindered by perceived incompetence, and pressure and tension associated with using technology.

Számítástechnikai hulladékok kezelési lehetőségei és gyakorlata Magyarországon (The possibilities and practice of computer waste management)

A szerzők cikkükben a számítástechnikai hulladékokkal foglalkoznak, számítástechnikai eszközök alatt a számítógép konfigurációk összetevőit értik, tehát számítógépeket (asztali, hordozható, terminál stb.), és perifériáit (monitor, nyomtató, cd-író stb.), valamint ezek alkatrészeit és kiegészítőit (chipek, mechanikus részek, festékkazetták stb.). A rendszeres használat környezeti hatásait csak abból a szempontból vizsgálták, hogy ennek során bizonyos alkatrészek, kellékek (kiemelten a nyomtatók festékkazettái) a gépnél nagyobb gyakorisággal cserélődnek, s válhatnak hulladékká. A fő fókusz a számítástechnikai eszközök élettartamának vége, s ebből a szempontból kulcsfogalom a használt személyi számítógép kategória. _____ In their article, the authors discuss the issue of computer waste; under the category of information technology devices they understand the components of computer configurations, that is computers (desktop, portable, terminal etc.) and their peripheries (monitor, printer, CD writer, etc), and also the components and supplements of these (chips, mechanical parts, toner cartridges, etc.). The environmental impact of regular use was examined only from one aspect: during regular use certain components and accessories (especially the toner cartridges of printers) are more often changed and become waste. The main focus is the end of the life time of computer devices, and from this point of view used personal computers are a key concept.

An assessment of computer usage within the Bahamian public school system and recommended guidelines towards the development of a strategic national computer plan

Computers have dramatically changed the way we live, conduct business, and deliver education. They have infiltrated the Bahamian public school system to the extent that many educators now feel the need for a national plan. The development of such a plan is a challenging undertaking, especially in developing countries where physical, financial, and human resources are scarce. This study assessed the situation with regard to computers within the Bahamian public school system, and provided recommended guidelines to the Bahamian government based on the results of a survey, the body of knowledge about trends in computer usage in schools, and the country's needs. ^ This was a descriptive study for which an extensive review of literature in areas of computer hardware, software, teacher training, research, curriculum, support services and local context variables was undertaken. One objective of the study was to establish what should or could be relative to the state-of-the-art in educational computing. A survey was conducted involving 201 teachers and 51 school administrators from 60 randomly selected Bahamian public schools. A random stratified cluster sampling technique was used. ^ This study used both quantitative and qualitative research methodologies. Quantitative methods were used to summarize the data about numbers and types of computers, categories of software available, peripheral equipment, and related topics through the use of forced-choice questions in a survey instrument. Results of these were displayed in tables and charts. Qualitative methods, data synthesis and content analysis, were used to analyze the non-numeric data obtained from open-ended questions on teachers' and school administrators' questionnaires, such as those regarding teachers' perceptions and attitudes about computers and their use in classrooms. Also, interpretative methodologies were used to analyze the qualitative results of several interviews conducted with senior public school system's officials. Content analysis was used to gather data from the literature on topics pertaining to the study. ^ Based on the literature review and the data gathered for this study a number of recommendations are presented. These recommendations may be used by the government of the Commonwealth of The Bahamas to establish policies with regard to the use of computers within the public school system. ^

The use of a computer graphic organizer for persuasive composition writing by Hispanic students with specific learning disabilities

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (measured by T-units, the shortest grammatical sentence without fragments), and overall organization. Data were collected and analyzed throughout baseline and intervention. Participants were taught persuasive writing and the writing process prior to baseline. During baseline, participants were given a prompt and asked to use paper and pencil to plan their compositions. A computer was used for typing and editing. Intervention required participants to use a computer graphic organizer for planning and then a computer for typing and editing. The planning sheets and written composition were printed and analyzed daily along with the time each participant spent on planning. The use of computer graphic organizers had a positive effect on the planning and persuasive writing compositions. Increases were noted in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. Minimal to negligible increases were noted in the mean number of arguments planned and written. Varying effects were noted in the percent of transferred arguments and there was a decrease in the T-unit mean length. This study extends the limited literature on the effects of computer graphic organizers as a prewriting strategy for Hispanic students with SLD. In order to fully gauge the potential of this intervention, future research should investigate the use of different features of computer graphic organizer programs, its effects with other writing genres, and different populations.

Design of an automated book reader as an assistive technology tool for blind persons

This dissertation introduces a novel automated book reader as an assistive technology tool for persons with blindness. The literature shows extensive work in the area of optical character recognition, but the current methodologies available for the automated reading of books or bound volumes remain inadequate and are severely constrained during document scanning or image acquisition processes. The goal of the book reader design is to automate and simplify the task of reading a book while providing a user-friendly environment with a realistic but affordable system design. This design responds to the main concerns of (a) providing a method of image acquisition that maintains the integrity of the source (b) overcoming optical character recognition errors created by inherent imaging issues such as curvature effects and barrel distortion, and (c) determining a suitable method for accurate recognition of characters that yields an interface with the ability to read from any open book with a high reading accuracy nearing 98%. This research endeavor focuses in its initial aim on the development of an assistive technology tool to help persons with blindness in the reading of books and other bound volumes. But its secondary and broader aim is to also find in this design the perfect platform for the digitization process of bound documentation in line with the mission of the Open Content Alliance (OCA), a nonprofit Alliance at making reading materials available in digital form. The theoretical perspective of this research relates to the mathematical developments that are made in order to resolve both the inherent distortions due to the properties of the camera lens and the anticipated distortions of the changing page curvature as one leafs through the book. This is evidenced by the significant increase of the recognition rate of characters and a high accuracy read-out through text to speech processing. This reasonably priced interface with its high performance results and its compatibility to any computer or laptop through universal serial bus connectors extends greatly the prospects for universal accessibility to documentation.

The use of computer graphic organizers for narrative writing by elementary school students with Specific Learning Disabilities

Writing is an academic skill critical to students in today's schools as it serves as a predominant means for demonstrating knowledge during school years (Graham, 2008). However, for many students with Specific Learning Disabilities (SLD), learning to write is a challenging, complex process (Lane, Graham, Harris, & Weisenbach, 2006). Students SLD have substantial writing challenges related to the nature of their disability (Mayes & Calhoun, 2005). ^ This study investigated the effects of computer graphic organizer software on the narrative writing compositions of four, fourth- and fifth-grade, elementary-level boys with SLD. A multiple baseline design across subjects was used to explore the effects of the computer graphic organizer software on four dependent variables: total number of words, total planning time, number of common story elements, and overall organization. ^ Prior to baseline, participants were taught the fundamentals of narrative writing. Throughout baseline and intervention, participants were read a narrative writing prompt and were allowed up to 10 minutes to plan their writing, followed by 15 minutes for writing, and 5 minutes of editing. During baseline, all planning was done using paper and pencil. During intervention, planning was done on the computer using a graphic organizer developed from the software program Kidspiration 3.0 (2011). All compositions were written and editing was done using paper and pencil during baseline and intervention. ^ The results of this study indicated that to varying degrees computer graphic organizers had a positive effect on the narrative writing abilities of elementary aged students with SLD. Participants wrote more words (from 54.74 to 96.60 more), planned for longer periods of time (from 4.50 to 9.50 more minutes), and included more story elements in their compositions (from 2.00 to 5.10 more out of a possible 6). There were nominal to no improvements in overall organization across the 4 participants. ^ The results suggest that teachers of students with SLD should considering use computer graphic organizers in their narrative writing instruction, perhaps in conjunction with remedial writing strategies. Future investigations can include other types of writing genres, other stages of writing, participants with varied demographics and their use combined with remedial writing instruction. ^

Practical dynamic thermal management on Intel desktop computer

Fueled by increasing human appetite for high computing performance, semiconductor technology has now marched into the deep sub-micron era. As transistor size keeps shrinking, more and more transistors are integrated into a single chip. This has increased tremendously the power consumption and heat generation of IC chips. The rapidly growing heat dissipation greatly increases the packaging/cooling costs, and adversely affects the performance and reliability of a computing system. In addition, it also reduces the processor's life span and may even crash the entire computing system. Therefore, dynamic thermal management (DTM) is becoming a critical problem in modern computer system design. Extensive theoretical research has been conducted to study the DTM problem. However, most of them are based on theoretically idealized assumptions or simplified models. While these models and assumptions help to greatly simplify a complex problem and make it theoretically manageable, practical computer systems and applications must deal with many practical factors and details beyond these models or assumptions. The goal of our research was to develop a test platform that can be used to validate theoretical results on DTM under well-controlled conditions, to identify the limitations of existing theoretical results, and also to develop new and practical DTM techniques. This dissertation details the background and our research efforts in this endeavor. Specifically, in our research, we first developed a customized test platform based on an Intel desktop. We then tested a number of related theoretical works and examined their limitations under the practical hardware environment. With these limitations in mind, we developed a new reactive thermal management algorithm for single-core computing systems to optimize the throughput under a peak temperature constraint. We further extended our research to a multicore platform and developed an effective proactive DTM technique for throughput maximization on multicore processor based on task migration and dynamic voltage frequency scaling technique. The significance of our research lies in the fact that our research complements the current extensive theoretical research in dealing with increasingly critical thermal problems and enabling the continuous evolution of high performance computing systems.

Technology Integration and School Leadership

The No Child Left Behind Act of 2001 (NCLB) brought many significant changes to American schools including accessibility to technology. Through an extensive literature review of the relationship between technology leadership and student achievement, five major themes emerged from data that support the need for more effective computer-based education in schools.

Automating Hospitality Information: Network Technology and Systems Management

The local area network (LAN) interconnecting computer systems and soft- ware can make a significant contribution to the hospitality industry. The author discusses the advantages and disadvantages of such systems.

An investigation of computer anxiety among vocational -technical teachers in Dade County, Florida

The purpose of this research was to investigate the relationship of computer anxiety to selected demographic variables: learning styles, age, gender, ethnicity, teaching/professional areas, educational level, and school types among vocational-technical educators.^ The subjects (n = 202) were randomly selected vocational-technical educators from Dade County Public School System, Florida, stratified across teaching/professional areas. All subjects received the same survey package in the spring of 1996. Subjects self-reported their learning style and level of computer anxiety by completing Kolb's Learning Style Inventory (LSI) and Oetting's Computer Anxiety Scale (COMPAS, Short Form). Subjects' general demographic information and their experience with computers were collected through a self-reported Participant Inventory Form.^ The distribution of scores suggested that some educators (25%) experienced some overall computer anxiety. There were significant correlations between computer related experience as indicated by self-ranked computer competence and computer based training and computer anxiety. One-way analyses of variance (ANOVA) indicated no significant differences between computer anxiety and/or computer related experiences, and learning style, age, and ethnicity. There were significant differences between educational level, teaching area, school type, and computer anxiety and/or computer related experiences. T-tests indicated significant differences between gender and computer related experiences. However, there was no difference between gender and computer anxiety.^ Analyses of covariance (ANCOVA) were performed for each independent variable on computer anxiety, with computer related experiences (self-ranked computer competence and computer based training) as the respective covariates. There were significant main effects for the educational level and school type on computer anxiety. All other variables were insignificant on computer anxiety. ANCOVA also revealed an effect for learning style varied notably on computer anxiety. All analyses were conducted at the.05 level of significance. ^

The effect of active student responding in computer -assisted instruction on social -studies learning by students with learning disabilities

The purpose of this study was to compare the effects of three student response conditions during computer-assisted instruction on the acquisition and maintenance of social-studies facts. Two of the conditions required active student responding (ASR), whereas the other required an on-task (OT) response. Participants were five fifth-grade students, with learning disabilities enrolled in a private school. An alternating treatments design with a best treatments phase was used to compare the effects of the response procedures on three major dependent measures: same-day tests, next-day tests, and maintenance tests. ^ Each week for six weeks, participants were provided daily one-to-one instruction on sets of 21 unknown social-studies facts using a hypermedia computer program, with a new set of facts being practiced each week. Each set of 21 facts was divided randomly into three conditions: Clicking-ASR, Repeating-ASR, and Listening-OT. Hypermedia lesson began weekly with the concept introduction lesson, followed by practice and testing. Practice and testing occurred four days per week, per set. During Clicking-ASR, student practice involved the selection of a social-studies response by clicking on an item with the mouse on the hypermedia card. Repeating-ASR instruction required students to orally repeat the social-studies facts when prompted by the computer. During Listening-OT, students listened to the social-studies facts being read by the computer. During weeks seven and eight, instruction occurred with seven unknown facts using only the best treatment. ^ Test results show that all for all 5 students, the Repeating-ASR practice procedure resulted in more social-studies facts stated correctly on same-day tests, next-day tests, and one-and two-week maintenance tests. Clicking-ASR was the next most effective procedure. During the seventh and eighth week of instruction when only the best practice condition was implemented, Repeating-ASR produced higher scores than all conditions (including Repeating-ASR) during the first six weeks of the study. ^ The results lend further support to the growing body of literature that demonstrates the positive relation between ASR and student achievement. Much of the ASR literature has focused on the effects of increased ASR during teacher-led or peer-mediated instruction. This study adds a dimension to that research in that it demonstrated the importance of ASR during computer-assisted instruction and further suggests that the type of ASR used during computer-assisted instruction may influence learning. Future research is needed to investigate the effectiveness of other types of ASR during computer-assisted instruction and to identify other fundamental characteristics of an effective computer-assisted instruction. ^

Assessing an automated, information -sharing technology in the post "9 -11" era: Do local law enforcement officers think it meets their needs?

In the wake of the “9-11” terrorists' attacks, the U.S. Government has turned to information technology (IT) to address a lack of information sharing among law enforcement agencies. This research determined if and how information-sharing technology helps law enforcement by examining the differences in perception of the value of IT between law enforcement officers who have access to automated regional information sharing and those who do not. It also examined the effect of potential intervening variables such as user characteristics, training, and experience, on the officers' evaluation of IT. The sample was limited to 588 officers from two sheriff's offices; one of them (the study group) uses information sharing technology, the other (the comparison group) does not. Triangulated methodologies included surveys, interviews, direct observation, and a review of agency records. Data analysis involved the following statistical methods: descriptive statistics, Chi-Square, factor analysis, principal component analysis, Cronbach's Alpha, Mann-Whitney tests, analysis of variance (ANOVA), and Scheffe' post hoc analysis. ^ Results indicated a significant difference between groups: the study group perceived information sharing technology as being a greater factor in solving crime and in increasing officer productivity. The study group was more satisfied with the data available to it. As to the number of arrests made, information sharing technology did not make a difference. Analysis of the potential intervening variables revealed several remarkable results. The presence of a strong performance management imperative (in the comparison sheriff's office) appeared to be a factor in case clearances and arrests, technology notwithstanding. As to the influence of user characteristics, level of education did not influence a user's satisfaction with technology, but user-satisfaction scores differed significantly among years of experience as a law enforcement officer and the amount of computer training, suggesting a significant but weak relationship. ^ Therefore, this study finds that information sharing technology assists law enforcement officers in doing their jobs. It also suggests that other variables such as computer training, experience, and management climate should be accounted for when assessing the impact of information technology. ^

Effects of computer self efficacy and positive mood in business -to -business service encounters

Attempts to improve the level of customer service delivered have resulted in an increased use of technology in the customer service environment. Customer-contact employees are expected to use computers to help them in providing better service encounters for customers. This research study done in a business-to-business environment explored the effects of customer-contact employees' computer self efficacy and positive mood on in-role customer service, extra-role customer service and organization citizenship. It also examined the relationship of customer service to customer satisfaction and customer delight. ^ Research questions were analyzed using descriptive statistics, frequency distributions, correlation analysis, and regression analysis. Results indicated that computer self efficacy had a greater impact on extra-role customer service than it did on in-role customer service. Positive mood had a positive moderating influence on extra-role customer service but not on in-role customer service. ^ There was a significant relationship between in-role customer service and customer satisfaction but not between extra-role customer service and customer satisfaction. There was no significant relationship between in-role customer service and customer delight nor between extra-role customer service and customer delight. There was a statistically greater positive relationship between joy experienced by clients and customer delight than between pleasant surprise and customer delight. ^ This study demonstrated the importance of facilitating customer-contact employee positive mood on the job in order to improve the level of extra-role customer service delivered. It also showed that increasing the level of customer service does not necessarily lead to higher levels of customer satisfaction. ^

The efficacy of an interactive computer system for teaching developmental mathematics to college students

Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in developmental mathematics courses pass. When underprepared students repeatedly enroll in courses that do not count toward their degree, it costs them money and delays graduation. This study investigated a possible solution to this problem: Whether using a particular computer assisted learning strategy combined with using mastery learning techniques improved the overall performance of students in a developmental mathematics course. Participants received one of three teaching strategies: (a) group A was taught using traditional instruction with mastery learning supplemented with computer assisted instruction, (b) group B was taught using traditional instruction supplemented with computer assisted instruction in the absence of mastery learning and, (c) group C was taught using traditional instruction without mastery learning or computer assisted instruction. Participants were students in MAT1033, a developmental mathematics course at a large public 4-year college. An analysis of covariance using participants' pretest scores as the covariate tested the null hypothesis that there was no significant difference in the adjusted mean final examination scores among the three groups. Group A participants had significantly higher adjusted mean posttest score than did group C participants. A chi-square test tested the null hypothesis that there were no significant differences in the proportions of students who passed MAT1033 among the treatment groups. It was found that there was a significant difference in the proportion of students who passed among all three groups, with those in group A having the highest pass rate and those in group C the lowest. A discriminant factor analysis revealed that time on task correctly predicted the passing status of 89% of the participants. ^ It was concluded that the most efficacious strategy for teaching developmental mathematics was through the use of mastery learning supplemented by computer-assisted instruction. In addition, it was noted that time on task was a strong predictor of academic success over and above the predictive ability of a measure of previous knowledge of mathematics.^