Running

Head: ePortfolio


ePortfolio

Ryan Lucchesi

Cadre 26

Spring 2015

Azusa pacific University

EPORTFOLIO

Table of Contents
Who Am I?...........................................................................................................................3
4.4 Acrobat Assignment.......................................................................................................8
6.5 Acrobat Assignment.....................................................................................................17
Learning Styles ..................................................................................................................25
Who Am I Collaboration with Gabriel Herrera .................................................................29
Your PC .............................................................................................................................31
Label Your Technology .....................................................................................................33
Technology Proficiency Paper ...........................................................................................35
571 Curriculum Project ......................................................................................................44
Ahhs................................................................................................................................49
References ..........................................................................................................................51








Who am I?
Ryan Lucchesi
Azusa Pacific University

The answer to the question Who Ryan Lucchesi? has been developing for
the past 32 years. It is not an answer easily given, there a lot of facets to who I am,
my hope is not to attempt to give a complete answer to this question but to shed
some light on a couple of those facets. It has been a long journey growing up and
making to where I am today; it would be impossible to give a complete record of
everything that has happened in my life. Instead, my goal is to provide a little insight
on a few areas of my life and background, a look into 3 different sides of me:
personal, technical, and professional.
I grew up in the city of West Covina as the only child of my family. After high
school I attended Cal Poly Pomona with the intention of becoming an engineer. I
decided I wanted to be a chemical engineer for no reason other than it sounded
impressive. What this resulted in was that I quickly found out engineering was the
not the major for me.. I spent 4 quarters at Cal Poly taking general education courses
before deciding that I wanted to transfer to Azusa Pacific University. I had a lot of
friends who attended the university and hearing them talk about the sense of
friendship and community that they were developing there really grasped my and
intrigue. Before long, I was attending APU as biology major and was enjoying every
second of it. I soon discovered that biology was not the major for me and changed
majors yet again. I graduated at a psychology major December 2005 and returned to
earn an accounting degree with which I graduated May 2011. APU speaks a lot about
me personally, it has fueled my Christian background, it is where I met my wife, it
where I work, and it is where I am working to attain a masters degree.

Picture of my condo from the front My office setup at home

My professional side has shifted gears many times in my life, sometimes for
the better and sometimes for the worse. I have worked in sales, tech support,
accounting, and I am now working in customer service. I truly believe I am finally in
field that God wants for me, I have a position working at the IMT Support Desk at
APU and I am rewarded everyday because I believe that I am making lives a little
easier for those who call us for help. I am also challenged, working as the student
supervisor. My mind is always racing and sometimes I find it difficult to let work go
when it is time to leave and go home. The challenges stretch me and force me to
adapt which helps me grow and the support system in my boss and coworkers is
unmatched in any previous position I have had.

Picture of me at my desk The front of the IMT Support Desk

The technical side of my life has bee one that has always driven me in some
form or another. Growing up, when other kids were playing sports and being
outside, I wanted to learn more about computers and how I could manipulate them.
My dad bought me a 486 for Christmas 1993 and I have not looked back since. I
enjoy tearing down computers and building them back up, swapping out pieces of
hardware for other pieces and learning how to put together the best machine I
could. The strange part about this side of me is that it has never dictated my
professional life until recently when I came back to APU to work in the support desk.
I have never had a desire to obtain a computer science degree or learn to program. I
never wanted to work with computers in a way that I would be typing on a
keyboard all day coding. When I discovered the Masters in Educational Technology,
I knew this was a sign. This was how I wanted to learn how to use computers: in a
way that would allow me to train others to better their skills and proficiency.

It is important to know that this is not the full story of Ryan Lucchesi. I

believe it is impossible to try and capture my full background in a small box but this
is true of anyone. God has made all of us to be complex individuals with our own

strengths and skills. 10 years from now, my story will have changed even more and I
am excited to see where it takes me. This is a brief window into the building blocks
that have created me.

infed.org | Jean Lave, Etienne Wenger and communities of practice

Jean Lave, Etienne Wenger and

communities of practice

Jean Lave, Etiene Wenger and communities of practice. The idea that le
involves a deepening process of participation in a community of practi
gained significant ground in recent years. Communities of practice have
become an important focus within organizational development and have
considerable value when thinking about working with groups. In this a
outline the theory and practice of such communities, and examine som
and questions for informal educators and those concerned with lifelong

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infed.org | Jean Lave, Etienne Wenger and communities of practice

contents: introduction communities of practice legitimate peripheral participation and situated

learning learning organizations and learning communities conclusion references links how to
cite this article

Many of the ways we have of talking about learning and education are based on the assumption
that learning is something that individuals do. Furthermore, we often assume that learning has a
beginning and an end; that it is best separated from the rest of our activities; and that it is the
result of teaching (Wenger 1998: 3). But how would things look if we took a different track?
Supposing learning is social and comes largely from of our experience of participating in daily life?
It was this thought that formed the basis of a significant rethinking of learning theory in the late
1980s and early 1990s by two researchers from very different disciplines Jean Lave and Etienne
Wenger. Their model of situated learning proposed that learning involved a process of engagement
in a community of practice.

Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the
University of California, Berkeley. Much of her work has focused on on the re-conceiving of
learning, learners, and educational institutions in terms of social practice. When looking closely at
everyday activity, she has argued, it is clear that learning is ubiquitous in ongoing activity, though
often unrecognized as such (Lave 1993: 5).

Etienne Wenger was a teacher who joined the Institute for Research on Learning, Palo Alto having
gained a Ph.D. in artificial intelligence from the University of California at Irvine. (He is now an
independent consultant specializing in developing communities of practice within organizations).
Their path-breaking analysis, first published in Situated

Learning:

Legitimate

peripheral

participation
(1991) and later augmented in works by Jean Lave (1993) and Etienne Wenger (1999;
2002) set the scene for some significant innovations in practice within organizations and more
recently within some schools (see Rogoff et

al
2001).

Communities of practice

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infed.org | Jean Lave, Etienne Wenger and communities of practice

The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are
everywhere and that we are generally involved in a number of them whether that is at work,
school, home, or in our civic and leisure interests. Etienne Wenger was later to write:

Communities of practice are formed by people who engage in a process of collective learning in a
shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new
forms of expression, a group of engineers working on similar problems, a clique of pupils
defining their identity in the school, a network of surgeons exploring novel techniques, a
gathering of first-time managers helping each other cope. In a nutshell: Communities of practice
are groups of people who share a concern or a passion for something they do and learn how to
do it better as they interact regularly. (Wenger circa 2007)

In some groups we are core members, in others we are more at the margins.

Being alive as human beings means that we are constantly engaged in the pursuit of enterprises
of all kinds, from ensuring our physical survival to seeking the most lofty pleasures. As we define
these enterprises and engage in their pursuit together, we interact with each other and with the
world and we tune our relations with each other and with the world accordingly. In other words
we learn.

Over time, this collective learning results in practices that reflect both the pursuit of our
enterprises and the attendant social relations. These practices are thus the property of a kind of
community created over time by the sustained pursuit of a shared enterprise. It makes sense,
therefore to call these kinds of communities communities

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of

practice
. (Wenger 1998: 45)

infed.org | Jean Lave, Etienne Wenger and communities of practice

The characteristics of such communities of practice vary. Some have names, many do not. Some
communities of practice are quite formal in organization, others are very fluid and informal.
However, members are brought together by joining in common activities and by what they have
learned through their mutual engagement in these activities (Wenger 1998). In this respect, a
community of practice is different from a community of interest or a geographical community in
that it involves a shared practice.

The characteristics of communities of practice

According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of
practice from other groups and communities:

The

domain
. A community of practice is is something more than a club of friends or a network of

connections between people. It has an identity defined by a shared domain of interest.

Membership therefore implies a commitment to the domain, and therefore a shared competence
that distinguishes members from other people (op.

The

cit.
).

community
. In pursuing their interest in their domain, members engage in joint activities and

discussions, help each other, and share information. They build relationships that enable them to
learn from each other (op.

The

cit.
).

practice
. Members of a community of practice are practitioners. They develop a shared

repertoire of resources: experiences, stories, tools, ways of addressing recurring problemsin short
a shared practice. This takes time and sustained interaction (op.

cit.
).

Relationships, identity and shared interests and repertoire

A community of practice involves, thus, much more than the technical knowledge or skill associated
with undertaking some task. Members are involved in a set of relationships over time (Lave and
Wenger 1991: 98) and communities develop around things that matter to people (Wenger 1998).
The fact that they are organizing around some particular area of knowledge and activity gives
members a sense of joint enterprise and identity. For a community of practice to function it needs
to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs

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infed.org | Jean Lave, Etienne Wenger and communities of practice

to develop various resources such as tools, documents, routines, vocabulary and symbols that in
some way carry the accumulated knowledge of the community. In other words, it involves practice
(see praxis): ways of doing and approaching things that are shared to some significant extent
among members.

The interactions involved, and the ability to undertake larger or more complex activities and
projects though cooperation, bind people together and help to facilitate relationship and trust (see
the discussion of community elsewhere on these pages). Communities of practice can be seen as
self-organizing systems and have many of the benefits and characteristics of associational life such
as the generation of what Robert Putnam and others have discussed as social capital.

Legitimate peripheral participation and situated learning

Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and
Etienne Wenger have tried to place it in social relationships situations of co-participation. As
William F. Hanks puts it in his introduction to their book: Rather than asking what kind of
cognitive processes and conceptual structures are involved, they ask what kinds of social
engagements provide the proper context for learning to take place (1991: 14). It not so much that
learners acquire structures or models to understand the world, but they participate in frameworks
that that have structure. Learning involves participation in a community of practice. And that
participation refers not just to local events of engagement in certain activities with certain people,
but to a more encompassing process of being active participants in the practices of social
communities and constructing identities in relation to these communities (Wenger 1999: 4).

Lave and Wenger illustrate their theory by observations of different apprenticeships (Yucatec
midwives, Vai and Gola tailors, US Navy quartermasters, meat-cutters, and non-drinking
alcoholics in Alcoholics Anonymous). Initially people have to join communities and learn at the
periphery. The things they are involved in, the tasks they do may be less key to the community than
others.

As they become more competent they become more involved in the main processes of the particular
community. They move from legitimate peripheral participation to into full participation (Lave
and Wenger 1991: 37). Learning is, thus, not seen as the acquisition of knowledge by individuals so

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Situated Learning in Adult Education. ERIC Digest.

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Situated Learning in Adult Education. ERIC Digest.

by Stein, David
In the situated learning approach, knowledge and skills are learned
in the contexts that reflect how
knowledge is obtained and applied in everyday
situations. Situated cognition theory conceives of learning
as a sociocultural
phenomenon rather than the action of an individual acquiring general information
from a
decontextualized body of knowledge (Kirshner and Whitson 1997).
This Digest presents an overview of
the concepts related to applying situated
cognition in adult learning. It should be noted that situated
learning
theory has not yet produced precise models or prescriptions for learning
in classroom settings.
THE CONCEPT OF SITUATED LEARNING
As an instructional strategy, situated cognition has been seen as a
means for relating subject matter to the
needs and concerns of learners
(Shor 1987). Learning is essentially a matter of creating meaning from
the
real activities of daily living. By embedding subject matter in the
ongoing experiences of the learners and
by creating opportunities for learners
to live subject matter in the context of real-world challenges,
knowledge
is acquired and learning transfers from the classroom to the realm of practice.
To situate
learning means to place thought and action in a specific place
and time. To situate means to involve other
learners, the environment,
and the activities to create meaning. To situate means to locate in a particular

setting the thinking and doing processes used by experts to accomplish

knowledge and skill tasks (Lave
and Wenger 1991). In the adult classroom,
to situate learning means to create the conditions in which
participants
will experience the complexity and ambiguity of learning in the real world.
Participants will
create their own knowledge out of the raw materials of
experience, i.e., the relationships with other
participants, the activities,
the environmental cues, and the social organization that the community

develops and maintains.

A situated learning experience has four major premises
guiding the development
of classroom activities
(Anderson, Reder, and Simon 1996; Wilson 1993):
(1)
learning is grounded in the actions of everyday
situations; (2) knowledge
is acquired situationally and
transfers only to similar situations; (3)
learning is the
result of a social process encompassing ways of
thinking,
perceiving, problem solving, and interacting

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Situated Learning in Adult Education. ERIC Digest.

in addition to declarative
and procedural knowledge;
and (4) learning is not separated from the world
of
action but exists in robust, complex, social
environments made up of
actors, actions, and
situations.
These four premises differentiate situated learning from
other experiential
forms of acquiring knowledge. In
situated learning, students learn content
through
activities rather than acquiring information in discrete packages
organized by instructors. Content is
inherent in the doing of the task
and not separated from the noise, confusion, and group interactions
prevalent
in real work environments. Learning is dilemma driven rather than content
driven. Situations are
presented that challenge the intellectual and psychomotor
skills learners will apply at home, in the
community, or the workplace
(Lankard 1995).
Situated learning uses cooperative and participative teaching methods
as the means of acquiring
knowledge. Knowledge is created or negotiated
through the interactions of the learner with others and the
environment.
Subject matter emerges from the cues provided by the environment and from
the dialogue
among the learning community. The structure of the learning
is implicit in the experience rather than in the
subject matter structured
by the instructor. Knowledge is obtained by the processes described (Lave
1997)
as "way in" and "practice." Way in is a period of observation in
which a learner watches a master and
makes a first attempt at solving a
problem. Practice is refining and perfecting the use of acquired
knowledge
(p. 21). Applied to the classroom, situated learning is not only reflecting
upon and drawing
implications from previous experiences but is immersion
in and with the experience.
ELEMENTS OF SITUATED LEARNING
Situated learning places the learner in the center of an instructional
process consisting of content--the facts
and processes of the task; context--the
situations, values, beliefs, and environmental cues by which the
learner
gains and masters content; community--the group with which the learner
will create and negotiate
meaning of the situation; and participation--the
process by which learners working together and with
experts in a social
organization solve problems related to everyday life circumstances (Brown,
Collins, and
Duguid 1989; Lave 1988; Shor 1987). Learning becomes a social
process dependent upon transactions
with others placed within a context
that resembles as closely as possible the practice environment. Situated

learning in the classroom integrates content, context, community, and participation.

CONTENT.
Situated learning emphasizes higher-order thinking processes rather
than the acquisition of facts
independent of the real lives of the participants
(Choi and Hannafin 1995). Content situated in learner's
daily experiences
becomes the means to engage in reflective thinking (Shor 1996). Retention
of content is
not the goal of learning. By placing content within the daily
transactions of life, the instructor, in dialogue
with learners, negotiates
the meaning of content, frames it in terms of the issues and concerns within
the
learners, provides opportunities for learners to cooperate in investigating
problem situations, and makes
content applicable to the ways in which learners
will approach the environment. Application rather than
retention becomes
the mark of a successful instructional encounter.
CONTEXT.
Learning in context refers to building an instructional environment
sensitive to the tasks learners must
complete to be successful in practice.
Context embraces notions of power relationships, politics,
competing priorities,
the learner's interaction with the values, norms, culture, of a community,

organization, or family (Courtney, Speck, and Holtorf 1996). Boud (1994)

describes context as drawing
out and using experiences as a means of engaging
with and intervening in the social, psychological, and
material environment
in which the learner is situated. Context is not just bringing life events
to the
classroom but reexperiencing events from multiple perspectives.
Learners are in the experience rather than

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Situated Learning in Adult Education. ERIC Digest.

being external to the event

(Wilson 1993). Context provides the setting for examining experience;
community
provides the shaping of the learning.
COMMUNITY OF PRACTICE.
Through community, learners interpret, reflect, and
form meaning. Community
provides the setting for the
social interaction needed to engage in dialogue
with
others to see various and diverse perspectives on any
issue (Brown
1994; Lave and Wenger 1991).
Community is the joining of practice with
analysis and
reflection to share the tacit understandings and to
create
shared knowledge from the experiences among
participants in a learning
opportunity. Community also
refers to the body of knowledge created by
an
individual entering an area of inquiry. Jacobson (1996)
identifies practitioner
knowledge and cultural
knowledge as communities in which a new member
must
learn to perceive, interpret, and communicate
experience through interactions
with other members of
that community. Community provides the opportunity
for the interaction; participation provides the learner
with the meaning
of the experience.
PARTICIPATION.
Participation describes the interchange of ideas, attempts at problem
solving, and active engagement of
learners with each other and with the
materials of instruction. It is the process of interaction with others

that produces and establishes meaning systems among learners. From a situated
cognition perspective,
learning occurs in a social setting through dialogue
with others in the community (Lave 1988). Learning
becomes a process of
reflecting, interpreting, and negotiating meaning among the participants
of a
community. Learning is the sharing of the narratives produced by a
group of learners.
Orner (1996), a college-level instructor, shares her story illustrating
how narratives arising from the lived
experiences of students become the
data for dialogue and situate the meaning of content for the class.
Situated
cognition in the classroom becomes the vehicle for students to challenge
and intervene in the
social constructions imposed by various institutions
and political and cultural settings. Orner invites adult
learners to engage
in "interpreting business as usual" projects (p. 77). The projects are
opportunities for
students to interpret, intervene, and interrupt the usual
happenings of their own experiences. The learning
comes about through reflecting
on the experience, engaging in dialogue with others, and exploring the

meaning of events in a particular space and time, i.e., the context.

SITUATED LEARNING IN THE ADULT CLASSROOM
In designing a collaborative classroom for adult learners in a doctoral-level
organizational behavior course,
Schell and Black (1997) created an environment
to foster natural learning processes. Learners engaged in
discussion, simulated
group activities, and articulation-reflection, verbalizing knowledge gained
and
comparing problem-solving approaches with that of experts. Schell and
Black found variations in the
degree of transfer of knowledge and skills
from the simulation to the work world due to limitations in the
nature
of simulation and due to the degree of involvement with the simulation
as real. Courtney and
Maben-Crouch (1996) found that learning transfers
more easily when a "natural learning environment" is
created. A natural
learning environment engages learners in solving authentic, nonroutine
problems likely
to be encountered back on the job. Problem solving is collaborative,
with participants contributing to the
dialogue and constructing novel solutions.
Participants are encouraged by instructors to engage in critical
reflection,
questioning the values and assumptions behind answers suggested by other
learners.
Knowledge is acquired by framing problems in terms of conditions
likely to be encountered on the job.
Young (1993) suggests that instructors should consider four critical
tasks when designing situated learning
in the classroom. Instructors must
select situations that will engage the learner in complex, realistic,
problem-centered
activities that will support the desired knowledge to be acquired. Instructors
must
provide a scaffold for new learners, that is, know the type and intensity
of guidance necessary to help
learners master the situations. As learners
acquire additional skills, less support will be needed. Instructors
recast
their roles from content transmitters to facilitators of learning by tracking
progress, assessing
products produced by learners, building collaborative
learning environments, encouraging reflection, and

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Situated Learning in Adult Education. ERIC Digest.

helping learners become

more aware of contextual cues to aid understanding and transference (Ottoson

1997). The last task is continually to assess the intellectual growth of

the individual and the community of
learners. In the adult classroom, the
instructor fosters the notion of cognitive apprenticeships (Brown,
Collins,
and Duguid 1989). Learners observe how instructors solve problems and develop
their own
solution paths. The tools of cognitive apprenticeship include
discussion, reflection, evaluation, and
validation of the community's perspective.
The main elements of situated cognition--content, context, community,
and participation--offer intriguing
opportunities for instructors to engage
with learners in novel and meaningful ways. Situated cognition
reminds
us that adult learners are a rich and diverse source of stories, data that
can transform the classroom
from a source for transferring knowledge from
instructor to learners to a resource for interpreting,
challenging, and
creating new knowledge. Interactions among the learners and the environment
holds the
promise of having learners directly intervene in and change the
processes that surround their lives at home,
in the community, and at the
workplace.
REFERENCES
Anderson, J.R.; Reder, L. M.; and Simon, H.A. "Situated Learning and
Education." EDUCATIONAL
RESEARCHER 25, no. 4 (May 1996): 5-11. (EJ 528
724)
Boud, D. "Conceptualizing Learning from Experience: Developing a Model
for Facilitation." In
PROCEEDINGS OF THE THIRTY FIFTH ANNUAL ADULT EDUCATION
RESEARCH
CONFERENCE, edited by M. Hymans, J. Armstrong, and E. Anderson,
pp. 49-54. Knoxville: University
of Tennessee, 1994. (ED 381 616)
Brown, A.L. "The Advancement of Learning." EDUCATIONAL RESEARCHER 23,
no. 8 (November
1994): 4-12. (EJ 495 748)
Brown, J.S.; Collins, A.; and Duguid, P. "Situated Cognition and the
Culture of Learning."
EDUCATIONAL RESEARCHER 18, no. 1 (January-February
1989): 32-41. (EJ 386 603)
Choi, J., and Hannafin, M. "Situated Cognition and Learning Environments:
Roles, Structures, and
Implications for Design." EDUCATIONAL TECHNOLOGY
RESEARCH AND DEVELOPMENT 43,
no. 2 (1995): 53-69. (EJ 508 659)
Courtney, S., and Maben-Crouch, C. "Beyond the Sixth Floor: Redesigns
for Learning." In
PROCEEDINGS OF THE 15TH ANNUAL MIDWEST RESEARCH-TO-PRACTICE
CONFERENCE
IN ADULT, CONTINUING, AND COMMUNITY EDUCATION, pp. 40-45. Lincoln:
University of
Nebraska, 1996.
Courtney, S.; Speck, S.; and Holtorf, P. "The Impact of Motivation,
Volition, and Classroom Context on
Adult Learning." In PROCEEDINGS OF THE
15TH ANNUAL MIDWEST RESEARCH-TOPRACTICE CONFERENCE IN ADULT, CONTINUING,
AND COMMUNITY EDUCATION, pp. 3539. Lincoln: University of Nebraska, 1996.
Jacobson, W. "Learning, Culture, and Learning Culture." ADULT EDUCATION
QUARTERLY 47, no. 1
(Fall 1996): 15-28. (EJ 535 222)
Kirschner, D., and Whitson, J., eds. SITUATED COGNITION: SOCIAL, SEMIOTIC, AND
PSYCHOLOGICAL PERSPECTIVES. Mahwah, NJ: Lawrence Erlbaum Associates,
1997.
Lankard, B. NEW WAYS OF LEARNING IN THE WORKPLACE. ERIC DIGEST NO. 161.
Columbus:
ERIC Clearinghouse on Adult, Career, and Vocational Education,
1995. (ED 385 778)
Lave, J. COGNITION IN PRACTICE. New York: Cambridge, 1988.
Lave, J. "The Culture of Acquisition and the Practice of Understanding."
In SITUATED COGNITION:
SOCIAL, SEMIOTIC, AND PSYCHOLOGICAL PERSPECTIVES,
edited by D. Kirschner and J.
Whitson, pp. 17-35. Mahwah, NJ: Lawrence
Erlbaum Associates, 1997.
Lave, J., and Wenger, E. SITUATED LEARNING. New York: Cambridge, 1991.
Orner, M. "Teaching for the Moment: Intervention Projects as Situated
Pedagogy." THEORY INTO
PRACTICE 35, no. 2 (Spring 1996): 72-78. (EJ 531
681)

http://www.ericdigests.org/1998-3/adult-education.html[5/10/15, 10:54:52 AM]

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

Living Donors
Overview

You can make a difference by joining the ranks of over 50,000 living donors who have donated their kidneys to people facing kidney
failure. Since 1954, when the first successful living donor transplant took place in Boston, living donors have been giving the gift of life
and making a difference. This tradition has allowed thousands of people facing kidney failure to live longer, healthier lives, free from the
challenging routine of dialysis. Donating a kidney not only helps the person who receives the kidney but also shortens the deceased
donor wait list, helping others get a deceased donor kidney sooner. Also, all living donors are awarded points for their donation so if
they ever need a kidney later in life, they will be given priority on the deceased donor list.

Types of Donation

There are three types of living kidney donation; direct donation, paired exchange donation and Good Samaritan donation.
Direct Donation
With direct donation, the donor generally knows the recipient and donates directly to them. If the donor is compatible, the donor's
kidney can be transplanted directly into the recipient. One problem with direct donation is that direct donors are often incompatible or
poorly compatible with their intended recipients - this means they are not the right blood type or do not pass a cross match test with
the intended recipient. However, a donor can still help their intended recipient get a transplant if they are incompatible by participating
in a paired exchange. Below is an illustration of the three hurdles that direct donors must clear before they can donate their kidney in a
direct donation.

Healthy

Blood Compatible

Pass Cross Match

Hurdle #1

Hurdle #2

Hurdle #3

Paired Exchange Donation

In a paired exchange, a donor will donate
their kidney to another recipient in
exchange for a
compatible kidney for
their loved one. In the example to the
right, the first pair, a mother
and her son
are incompatible. The second pair, a
husband and his wife are also
incompatible.
In this exchange, the
mother donates to the wife of the
second pair and the husband donates

The paired exchange program if very fascinating and all but

guarantees that your loved one will receive a kidney. You can
donate your kideny to someone else and the other recipient's
donation partner will donate to your loved one. This helps to
avoid blood cleansing which is still an option as a last resort.

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

So, that's what this means?

Even if you're not a match with
your loved one, there is an
alternative. Neat. :)

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

Blood cleansing can be done as an option which almost

replicates the doner going through a round of dialysis to
cleanse their blood of anti-bodies so that the kidney will
not be rejected by the recipient if they are not a blood
match.

to the son in the first pair. Often

compatible pairs enter into a paired
exchange to get a
better match donor.

click image to zoom

Good Samaritan Donation

With Good Samaritan donation, the
donor is giving to a stranger which
initiates a
chain of transplants. Chains
are a way for one Good Samaritan
donor (aka Non
Directed Donor) to help
many patients get transplanted. Chains
are also
revolutionizing the paired
exchange process by facilitating better
donor-recipient
matches including some
six antigen matches, which is important
because a great match
allows the
transplanted kidney to last longer.
Many Good Samaritan donors choose
to start chains because it is a way to
help more
than one person suffering
from kidney failure. One chain typically
facilitates
anywhere from 2 to 30
transplants. The NKR pays for donation
insurance for all Good
Samaritan donor
who start chains through NKR.

To Become a
Good Samaritan Donor
Click Here

Why the National Kidney Registry

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

click image to zoom

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

If you want to donate to someone in need of a kidney, the NKR

will give you the best
chance of helping the most patients with
your gift. The NKR works with all the top
transplant hospitals in
the United States and has facilitated more exchange
transplants
than any other exchange program in the world. Additionally, the
NKR
patient outcomes are superior to the average U.S. living
donor transplant outcomes.
We suspect these better
outcomes are driven by the improved donor - recipient
matches
available through the NKR program.

click image to zoom

Paired Exchange donors participating in the NKR will be assured that:

You will be matched as quickly as possible so your paired recipient can be transplanted as soon as possible
Your paired recipient will get the best matched donor possible because the NKR has the largest donor pool in the world
You will not be required to travel in order to participate in a swap
Good Samaritan donors participating in the NKR will be assured that:
You will be provided with a donation insurance policy at no cost
You will be matched in accordance with your donation timeframe so that your surgery date and recovery period fit your
schedule
The patients that you help will get the best matched donor possible because the NKR has the largest donor pool in the world
We will work hard to maximize your donation by facilitating as many transplants as possible in your chain
You may donate at any of our many Member Centers which will minimize your travel time and costs
Single center exchange programs - CAUTION
There are some transplant centers in the United States that attempt to provide paired exchange services from a "single center".
Although this approach will lower the Hospitals cost and make the logistics easier (no need to ship kidneys or coordinate surgery
dates with other centers) this "single center" approach can delay or even prevent a successful paired exchange transplant. Paired
Exchange is inherently a numbers game - the larger the exchange program the greater the probability that the patient will be quickly
matched and transplanted. Also, a large exchange program like the NKR facilitates better donor-recipient matches. These better
matches will allow the transplanted kidney to last longer. The NKR is the largest paired exchange program in the world and provides
the best chance for patients to find best match as quickly as possible.
Additionally the NKR has the policies in place and the volume to protect pairs in the remote event that your swap is impacted by a real
time swap failure where a swap participant is left without a kidney (e.g. patient gets sick right before surgery). If you are considering
using a single center swap program, ask them how they prioritize patients in the event of a real time swap failure.

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

Recipient Benefits

Dialysis vs. Transplant

People facing kidney failure who are medically qualified for transplant surgery have two basic options: stay on dialysis or get a
transplant. Transplantation is far superior to long-term dialysis. Transplant recipients generally live twice as long as those who stay on
dialysis and transplant recipients are not restricted by the challenging routine of dialysis therapy. These factors and the quality of life
improvements lead many people to seek transplants.
Deceased Donor vs. Living Donor
Transplants
In pursuing a transplant, there are two
options: a deceased donor transplant or
a living donor transplant. Kidneys
transplanted from living donors are
superior because they last nearly twice
as long as kidneys transplanted from
deceased donors.

The doctos had informed my dad at one

point not to get his hopes up on
obtaining a kidney this way. My dad
would have been on the waiting list for
9 years, he probably would not have
lived long enough.
click image to zoom

Time Matters
Once a person has made the decision
to pursue a transplant, time matters.
Studies
indicate that the less time the
patient is on dialysis, the better the
transplant outcome.
Receiving a
preemptive transplant and never going
on dialysis leads to higher transplant
success
rates.

On our last appointment with the surgeon,

we were informed that my dad was 2-3
months away from dialysis.

click image to zoom

The Match Matters

Not only does time matter but the donor - recipient match also matters. The most significant
matching variable that can be improved
via paired exchange is the HLA match. The donor age is
less significant but can also be improved via paired exchange. Below are
charts that show the
impact of the HLA match and donor age on transplant outcomes.

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

click image to zoom

click image to zoom

Donor Risks

Life Expectancy
Donating a kidney is major surgery but has not been shown to reduce the donor's life expectancy. Interestingly, people who have
donated a kidney outlive the average person. (Reference: Fehrman-Ekholm, Ingela 2,3; Transplantation, 64(7): 976-978, October 15,
1997.) This fact has fueled an ongoing debate over why kidney donors live longer than expected. Some experts believe that it is
simply a selection bias since only healthy people can be selected to be living donors. Others argue that the altruistic act of giving the
gift of life and the happiness and satisfaction that follows has a positive impact and leads to a healthier and longer life.
Complications
Donors face the possibility of post-operative complications such as bleeding, wound infection, fever, etc. Most of the post-operative
complications are generally short-term and can be addressed with quality medical care.
Recovery Time
The two types of kidney removal procedures, laparoscopic and non-laparoscopic, have very different recovery times. Laparoscopic
kidney removal is less invasive and allows the donor to be discharged 1-2 days after surgery, allowing the donor to return to work in
one to four weeks depending on the donor's occupation. Non-laparoscopic surgery has a longer recovery time. NKR member
centers generally utilize the laparoscopic procedure.
Mortality Rate
Although more than 5,000 living donors in the United States donate their kidneys every year, the procedure is not without risks. The
donor surgery has a .03% mortality rate (i.e., 3 in 10,000). As a point comparison, according to the U.S. Census Bureau, the 2007
infant mortality rate in the United States is .64% (e.g., 64 in 10,000) indicating that it is about 20 times riskier to be born in the United
States than to donate a kidney.
Long Term Outcomes
For more details on the long term outcomes of kidney donation, read the article published in the New England Journal of Medicine.

My offical orders were: no running for 4 weeks, no weight lifting

for 6 weeks.

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

Myths about Living Donation

By Ilana Silver Levine, LMSW and Marian Charlton, RN, CCTC

The purpose of kidney transplantation is to give a healthy kidney to a person who has kidney disease. A successful kidney transplant
may prevent the need for dialysis and the complications associated with kidney failure. For many years, the kidney that was
transplanted had to come from a person who had died, from a "deceased donor." But there are not enough deceased donors for the
number of people who need kidney transplants. Although living donor kidney transplantation is more common, there are still many
myths associated with living donor kidney transplantation.
Myth #1: A kidney donor will have to take medications for the rest of their life
Fact #1: A kidney donor will be given prescriptions for pain medication and stool softeners at discharge from the hospital. These are
only for the immediate post-operative period, after that time, a donor does not have to take medication.
Myth #2: A kidney donor will have debilitating pain for an extended period of time.
Fact #2: A kidney donor will have some pain after surgery from both the incisions and related to gas and bloating. This pain will
diminish in the days following surgery and can be controlled with pain medication if necessary.
Myth #3: A kidney donor will be on bed rest following surgery.
Fact #3: A kidney donor will be out of bed and walking independently before discharge from the hospital.
Myth #4: A kidney donor will be in the hospital for an extended period of time after surgery.
Fact #4: A kidney donor will be hospitalized for two nights (i.e. if surgery is on a Tuesday, the donor will typically be discharged on
Thursday).
Myth #5: A kidney donor can no longer participate in sports or exercise.
Fact #5: A kidney donor should be able to return to regular activities and exercise at approximately 4-6 weeks following surgery.
Myth #6: A kidney donor will have to follow a new diet plan following donation.
Fact #6: A kidney donor should eat a healthy, well balanced diet. There are no dietary restrictions following donation.
Myth #7: A kidney donor can no longer consume alcohol following donation.
Fact #7: While excessive alcohol use is always dangerous, a kidney donor can consume alcohol in moderation.
Myth #8: A female kidney donor should not get pregnant after donation.
Fact #8: A female kidney donor should wait 3-6 months' time after donation to become pregnant. The body requires time to recover
from the surgery and to adjust to living with one kidney prior to pregnancy.

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

Living Donors - National Kidney Registry - Facilitating Living Donor Transplants

Myth #9: A kidney donor's sex life will be negatively affected by donation.
Fact #9: A kidney donor may engage in sexual activity when they feel well enough to do so.

http://www.kidneyregistry.org/living_donors.php?cookie=1[5/17/15, 12:44:50 AM]

511 Acrobat Assignment 5.6

Reference


Living Donors. (n.d.). Retrieved May 22, 2015, from


http://www.kidneyregistry.org/living_donors.php

Running Header: Identifying the Learning Styles and their Roles

Identifying the Learning Styles and their Roles

Ryan Daniel Lucchesi

Azusa Pacific University

Running Header: Identifying the Learning Styles and their Roles

(Diablo Valley College, 2015) (Diablo Valley College, 2015) (Diablo Valley

College, 2015)Learning is unique to everyone and each individual has a preferred

method of learning new skills. Learning styles are divided in three different groups
which can be identified as visual learning, kinesthetic learning, and auditory.

Different people learn in different ways. Learning is not solely restricted to one

style, students of a subject can learn in all three ways but there is most likely a style
they prefer in particular. Like anyone else, I have a preferred learning style as well,
through research I will discover and reveal the style, or styles, that are best suited
for my learning.

The three learning styles have very unique aspects to them, but it is

important to know that individuals are not limited to one learning style. The DVC

Survey (2015) listed an overview the different styles that allowed familiarization.

The first survey I completed was Education Planners (2011) Whats Your Learning
Style survey which yielded results that I expected: tactile learning was at 50%,
visual learning was at 30%, and auditory learning was at 20%. I learn best by

practicing something repeatedly but I also learn by watching a task performed as

well. I like to see what my end goal is going to look like. Vark (2015) has a similar
survey entitled The Vark Questionnaire which provides similar questions to

determine ones learning style. In this survey I ranked seven in kinesthetic and five
in visual while hearing was ranked at a three.

The research conducted and the results from the surveys displayed what I

believed to my learning styles . I am more adept at learning a new skill when I can

practice something repeatedly. If I cannot practice a skill, I will still learn if I can see

Running Header: Identifying the Learning Styles and their Roles

it demonstrated so I know what my end goal looks like. Auditory learning has

always been a challenge for me, hearing instructions does not process as easily as

seeing an action demonstrated or provided the opportunity to attempt a skill. When

I am put in a situation that requires auditory learning, I do my best to write down as

much as possible to reference later.

Running Header: Identifying the Learning Styles and their Roles

References

Metamath.com. (2015). Retrieved May 7, 2015, from http://www.metamath.com/

lsweb/fourls.htm
What's Your Learning Style. (2011). Retrieved May 7, 2015, from
http://www.educationplanner.org/students/self-assessments/learning-styles.shtml
The VARK Questionnaire. (2015). Retrieved May 7, 2015, from http://vark-learn.com
/the-vark-questionnaire

As I sit here and ponder this introspective assignment, I am confronted by a wide

spectrum of qualities and attributes which contribute to "who am I" personally, professionally
and technically. Some qualities and attributes are by choice and preference, where as
others are predetermined and dictated by variables outside my control. Hopefully this will
not sound like an "about me" portion of a clich online dating website.
I am Gabriel Herrera Jr., obviously named after my father. Unfortunately, he wasnt given
a middle name and as a result neither was I, which makes it difficult when filling our
important documents and clarifying who the mail is for when it arrives. I am a 31 year old
male, who sometimes forgets that he is 31 because my mind often deceives me into
thinking I am still twenty-something. I am the eldest of two other brothers, which society
would say because I am the eldest I am supposed to be the most responsible, but that title
would go to my middle brother who is 25 going on 55. I have lived in the beautiful city of
Rancho Cucamonga for 27 years now. I love to be outdoors hiking, biking or running and
am always on a quest for a new challenge in life. I have hiked the tallest mountain in the 48
continuous states, Mt. Whitney, 3 consecutive years now. Currently, I am training for a full
marathon in San Diego on May 31, and yes I am dreading every second of that race to
come! I am fanatical about watching and playing most sports. My passions are food,
working with kids, Mexico missions, traveling and living life fully with people who love to live
also. I have a love for life because I am a Christ follower (a Christian) and have been given
life more abundantly by my savior Jesus. All this things have helped shape and make me
the person who I am today, but love is what defines me. Love is everything to me, without it
I am nothing. I absolutely love my family, my friends, my students and my God. I have
come to realize that I am tremendously loved by God and that love compels me to love
others.
My life professionally has been somewhat random and ever changing and evolving. I
went to Cal Poly Pomona for my degree in Architecture. I dont use my architecture degree
at all because after working in an architecture firm for one year, I moved to Mexico to
become a missionary. After spending two years in South Baja doing construction, ministry
and teaching, I came back home to be a youth pastor at lo a local church for 3 years. After
pasturing Jr. High and High School kids, I became a Boys Home Counselor for 2 years at a
local Boys Group home. Currently, I am an Athletic Director, PE teacher and Coach for Alta
Loma Christian School and have been for the past 3 years. I undoubtedly, have the best
job in the world working with students K-8th grade teaching them sports and fitness! I have
the privilege of coaching Soccer, Flag Football, Basketball, T-Ball and Track and Field at my
school. My next goal is to one day teach 2nd grade as the primary teacher.
Technically, I do not consider myself to be a computer genius but I am not afraid of
technology or learning new ones. I am proficient in many programs, everything ranging
from AutoCAD to Excel. My school provides me with my own laptop and iPad. We have a
1:1 iPad program in our school therefore our faculty is constantly trying to keep up with new
apps and programs relating to our curriculum and the technology revolution in our
school. This was one of the main reasons I chose this program, not only to pursue and
continue my education in order to better myself, but for the purpose of bringing the skills
and knowledge that I acquire here to my beloved school , hopefully making it a more
dynamic center of learning and education!

Name______________________________________ Cadre ______

Your PC/Mac
Read and Web explore pages 4-10, 154-163, in our textbook. Briefly describe the main
system you use. Be specific with brand and model. If you are cross/platform, share what
types of work you do with each. This info will be passed on to your future professors

Operating System
Read and Web explore pages 100-102. Share the operating system with the version you
are running. What do you like most about it? Check out this website in case you thot
there were only 4 operating systems!
http://en.wikipedia.org/wiki/Comparison_of_operating_systems

Applications
Browse through pages 103-119. Share one application you already use and one you
would like to learn/use.
Peripherals
Input Devices
Read and Web explore pages 164-172. Share what input devices you have/use and
which one is your favorite.
Output Devices
Read and Web explore pages 173-180. Share what output devices you have/use and
which one is your favorite.

Storage
Read and Web explore pages 180-189 Share what storage devices you have/use and
how you are/will save your work. Also if you use cloud storage, explain.

File Formats and Management

Managing and organizing your computer desktop is important along with a basic
understanding of File Format Briefly share how you will organize your desktop and what
you will set up to organize and save all your work for this program. Think of all the
layers - courses, email, files, projects...

Printer

Scanner

Optical Drive

Monitor

Web Cam

Flash Drive
Modem

External Hard Disk

Running Head: TECHNOLOGY PROFICIENCY PAPER 1

Technology Proficiency Paper

Ryan Lucchesi

Azusa Pacific University

TECHNOLOGY PROFICIENCY PAPER

Abstract
The world of technology is constantly changing, as technology becomes old and
obsolete new technology arrives to take its place. Embarking on a masters program in
Educational Technology is a daunting decision because it approaches technology in a
whole new light. Beginning this program outside of an educational background has
shown that there are many ways to view the tools at our disposal, though only a novice at
the beginning of the term I have now taken the knowledge gleaned to become better
equipped for the future of the program. There is much left to learn between now and
graduation with each course building upon each other a growth is necessary to mature
and succeed in what lies ahead.

TECHNOLOGY PROFICIENCY PAPER

The journey for technological proficiency can be a difficult passage, but it can
also be a very rewarding experience. The term technology is very broad, to master what
this term means is near impossible. One could say they have an aptitude for technology
but this vague term would need to be narrowed down. Being adept at building and
maintaining networks does not mean that understanding code will be simple and easy to
manipulate. In this same vein, being a master of code does not mean that a talent I
possessed for teaching technology to others. To be successful in technology, it is
important to identify where the talent lies and then to pursue that talent. My
understanding in the field of technology has begun with building a better foundation in
synchronous and asynchronous forms of communication as well as the studying and
practice of Adobe Acrobat.
Computers have always played a large role in my life ever since I was little child.
Since the age of 6, when I received my first Nintendo, all the way to last summer when I
built my latest computer, I have had a fascination with the world of electronics. I consider
myself to have a solid foundation in the field of technology but I am not proficient in
advanced forms of technology such as coding or setting up large server stations.
Foundations in Educational Technology started us of by teaching the cadre in becoming
proficient communicators, an area I felt that I had a solid understanding of. My regular
use of email, chat programs, and forum posting had me feel very confident in this area.
What I was not expecting to learn was my lack of organization. I have never set my email
up to be organized into various groups, which we quickly learned how to do by creating a
cadre 26 email group. Email organization led to incorporating other forms of
synchronous and asynchronous forms of communication. Employing programs such as

TECHNOLOGY PROFICIENCY PAPER

Voice Thread, which is an interactive site that allows participants to comment on a topic
through the use of text and voice, notes along with videos comments (Bruder, 2010).
Obtaining a better knowledge on effective communication was important because
conversing with fellow cadremates would prove to be a powerful tool, especially in the
next area of technology that would be taught: Adobe Acrobat. Adobe is a company that
has been present in my computer use for quite some time, being able to download and
open PDF files meant that installing Adobe Reader would prove to be necessary
eventually. Beyond reading PDFs, my knowledge of Acrobat was scant. A slow start of
converting PDFs soon transformed into downloading websites into PDF form to hold on
a more permanent basis. Skills such as creating links, bookmarks, and cleaning up stored
sites became the bread and butter of this area. An intimidating start slowly turned into
confident understanding as we employed Acrobat in multiple ways to alter and
personalize our findings.
The culmination of our course required the use of proficiency quizzes. The quiz is
a basic proficiency test meant to gauge ones knowledge on computers, the Internet, other
technical areas (Technical Proficiency Assessment, n.d.). The Technical Proficiency
Assessment asks 50 questions with a ranging difficulty to determine basic computer
knowledge. Upon completion, a certificate is generated as proof of knowledge. To
compliment this quiz, I engaged in a survey entitled the Technology User Survey. The
survey was obtained from The Innovative Education, which is a site that is intended to
share valuable educational ideas (Nielsen, 2015). This quiz was centered around
completing a checklist to determine if I was a novice, intermediate, or experienced user.

TECHNOLOGY PROFICIENCY PAPER

Though the quiz concluded that I was experienced, I know that there is so much more to
learn in the world of technology and I have not even scratched the surface.
I can say with confidence that my technological skills have grown significantly
since the beginning of the term. I have had to stretch, adapt, and learn in ways I have not
expected. While learning new skills and technology is a huge benefit, the style in which I
learned these skills has left an even greater impression. I know there is a lot more this
program is going to teach us and I am more than excited to learn. Being able to discover
new skills that are applicable in a real life setting is a powerful feeling. The biggest
lesson I learned from the programs we have engaged in, such as Adobe Acrobat and
Microsoft Office, is that if I need these programs to do something specific most likely
they can, and if they cannot then there is a program out there capable of what is needed.

Technology User Survey

Please take a moment to fill out this survey to help us better understand your technology professional
development needs.
Name: Ryan Lucchesi
years

DOE Email Address: rlucchesi@apu.edu Years using computers: 20

Please describe your comfort with technology:

I am a novice user if most of the statements below are true.
(Please click in appropriate box)
General
I do not even know what I do not know.
Im concerned I could break something when I use computer.
I often need help when I use a computer.
When I use computers I get a sense of how struggling learners must feel.
People have shown me a few things on the computer but I do not use these skills frequently enough
to remember them.
Email
I do not know how to use my DOE email.
I do not use email daily.
I do not know how to send or receive attachments.
I print out most of my emails to read them.
Computer Use
I do not manage and organize files well on my computer.
I do not know how to use key strokes to copy, cut, paste, save, close and undo.
I do not use any of the following programs often: Publisher, Excel, PowerPoint, Inspiration.
Internet Use
I do not use the internet often away from work.
Enhancing Instruction with Technology
I use little or no technology in school.
I am an intermediate user if most of the below statements are true.
(Please click in appropriate box)
General
I am generally self sufficient on a computer.
Email
I email almost every day.
I can send and receive attachments.
I read my email online.
I use (or could easily figure out how to use) my DOE email.
Computer Use
I know how to manage and organize files on my computer.
I know how to use key strokes to copy, cut, paste, and save.
I write most of my documents on a computer.
I use at least one of the following programs: Publisher, Excel, PowerPoint, Inspiration.
I could plug in and set up my own computer and printer.
I feel comfortable using a computer and a projector to present information.
Internet Use
I use the internet when Im not at school.
Enhancing Instruction with Technology
I use some technology in school.

I am an experienced user if in addition to mastering nearly all of the skills of an intermediate user, most
of the statements below are true.
(Please click in appropriate box)
General
I am able to troubleshoot problems when others need help using a computer.
Email
I use distribution lists when sending email.
I know how to organize my email in folders.
Computer Use
Files are managed and organized on my computer.
I know how to use key strokes to copy, cut, and paste.
I write most of my documents on a computer.
I use at least one of the following programs: Publisher, Excel, PowerPoint, Inspiration.
I feel comfortable using a computer and a projector to present information.
I could plug in and set up my own computer and printer.
Internet Use
I have (or will soon have) a high speed internet connection at home.
I am a member of a list serve
I have (or have dabbled with) making or contributing to a website, blog, or wiki.
Enhancing Instruction with Technology
I use computers in my classroom.
I design lessons that enable my students to use computers in my classroom.
The survey most accurately describes me as this type of technology user:
Novice User
Intermediate User
Experienced User

Running Head: TECHNOLOGY PROFICIENCY PAPER 9

References
Bruder, P. (2010). VoiceThread: A Valuable Classroom Collaboration Tool. Retrieved
May 23, 2015, from http://www.njea.org/news-and-publications/njea-review/
March-2011/voicethread
Nielsen, L. (2015). Technology User Survey. Retrieved May 24, 2015, from
http://theinnovativeeducator.wikispaces.com/space/showimage/Technology User
Technical Proficiency Assessment. (n.d.). Retrieved May 23, 2015, from
http://www.proprofs.com/quiz-school/story.php?title=technical-proficiencyassessment

Running Head: CURRICULUM RESOURCE FOR INTRO TO INFO SYSTEMS 1

Curriculum Resource for Intro to Info Systems: Computer Maintenance


Ryan Lucchesi


Azusa Pacific University

CURRICULUM RESOURCE FOR INTRO TO INFO SYSTEMS

Abstract

The vision of this resource is to be used in a course that serves as an

introduction to computer. I have named this course Intro to Info Systems, which
would be taught, as an introduction to computer use at the college level or as an
elective in high school. The specific lesson being taught is computer maintenance
which would serve the purpose of teaching the class how to keep their computer
running at a proficient level. Subjects being taught would be hardware cleaning,
software protection, and folder organization.

COMPUTER
MAINTENANCE
PURPOSE OF LESSON

Understand the configuration of a

computer

Learn to maintain computer

hardware

computer

INTRO TO INFO
SYSTEMS

Understand the threats to your

How to organize your file system

Tips and tricks to optimize your
computer and keep it running like
new

Components of a Computer
Maintaining a computer requires multiple
forms of cleaning in both the hardware and in
the software of the machine. LoemoyneOwen College Webpage provides a great
overview of computer components that will
require cleaning to keep working in optimal
condition.

Hardware Maintenance
Cleaning out a computer can
be intimidating, especially for
an individual not used to
opening up a PC. To better
educate students learning to
work with hardware, this video
will provide an overview on
how to prepare before opening
up your desktop or laptop
computer.

File Organization
Computer maintenance extends
beyond dusting, virus infections,
and slow operations, it requires
organization. A messy office
creates a challenge to get any
work accomplished, likewise a
messy computer desktop can
cause the same hardship. The
Media Militia Website provides a
guide to the art of folder
organization for your hard drive.

Threats to your Computer

Access to the web is standard to the average
individual and in many forms such as the
computer, tablet, and smart phone to name a
few. The internet is the modern-day gateway
to information but unfortunately, this
information is not available without threats
living in the shadows waiting for an
opportunity to infect an unsuspecting
individuals workstation or device. The
Information Systems and Technology website
from MIT provides an overview of the common
forms of malware seen on a workstation:
virus, adware, spyware, and browserhijacking. Computer viruses are constantly
evolving, this list displays the 6 most deadly
viruses threatening the us today.

Fighting the Threats

Viruses, spyware, and hijacking
programs may sound
intimidating and understanding
the solutions can be equally
intimidating. WikiHow provides
a great site that provides great
tips on beginning maintenance
to keep a computer running
smoothly.

CURRICULUM RESOURCE FOR INTRO TO INFO SYSTEMS

References
Free Library of North Hampton Township. (2015). [Digital Image]. Retrieved from

http://www.northamptontownshiplibrary.org/adult-programs-and-classes

/computer-classes/


AN Info Systems. (2015). [Digital Image]. Retrieved from

http://www.aninfosys.com/

Lemoyne-Owen College. (2015). [Digital Image]. Retrieved from

Sankofa.loc.edu/chu/web/courses/cosi118/lecture/

Hardware/htm

GetDustOff. (2010, July 12). How to Properly Clean your Desktop

Computer [Video File]. Retrieved from

https://www.youtube.com/watch?v=fz_jkfKH7oc

OpenSource::Z. (2015). [Digital Image] Retrieved from

www.opensourcez.org/6-deadly-computer-virus

Nunes, D. (2015). The Six Most Deadly Computer Viruses. Retrieved

May 24, 2015, from

http://www.opensourcez.org/6-deadly-computer-virus/

How to Maintain your Computer. (n.d.). Retrieved May 23, 2015, from

http://m.wikihow.com/Maintain-Your-Computer

Molina, T. (2011). File Management: An Easy Guide to Organizing.

Retrieved May 23, 2015, from http://mediamilitia.com/file-

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Molina, T. (2011). File Management: An Easy Guide to Organizing

[Digital Image]. Retrieved May 23, 2015, http://mediamilita.com/

file-management-an-easy-guide-to-organizing

Viruses, Spyware, and Malware. (2015). Retrieved May23, 2015, from

https://ist.mit.edu/security/malware

EPORTFOLIO

49
Ahhs

My first Ahh came from writing my Who Am I because it flipped the tables
on me. Normally when I am writing a paper, I am trying to obtain enough
material to fill the allotted pages but this was to be contained to one page. I just
could not do it, I will have to work on how to reduce it.

My second Ahh came from learning search tools. All my life I had been a
Google guy and find additional search tools really opened my eyes to a broader
world.

My third Ahh came from signing up with EdModo. This is going to take some
time for me as I am not actually teaching. I am fascinated by the fact that it is
modeled after a social media site.

My fourth Ahh was my Learning Styles Paper but not because of what I learned
from it but because I turned it in late. I realized that this program was going to
require a lot of effort just to maintain organization.

My fifth Ahh is for ISTE, this resource was eye opening. There are so many
teachers and professors on the same mission we are to better understand
educational technology and find new ways to utilize it in our classrooms.

My sixth Ahh is for bookmarking sites. I wanted to mention my use of

Livebinders because I did not know that this type of resource existed out in
cyberspace, which is foolish of me. I now have access to important web
bookmarks wherever I travel.

EPORTFOLIO

50

My seventh Ahh is realizing the intricacies of APA. Learning APA is almost

like learning a whole new language. I need to be prepared to make mistakes in
APA and to be able to learn from them.

My eighth Ahh is the difficulties of understanding copyright law. Originally

thinking this was an easy concept to understand, I quickly found that I was
immersed in a world of its own. This also taught me never to assume anything is
going to be easy because once you have scratched the surface, be prepared for
something else completely.

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51
References

CengageBrain Website. (2015). Retrieved from

www.cengagebrain.com
Discovery Education Website. (2015). Retrieved from
www.discoveryeducation.com
Edmodo Website. (2015). Connect with Parents and Students in a Paperless Classroom
Retrieved from www.edmodo.com
ISTE Website. (2015) Retrieved from
www.iste.org
Livebinders Website. (2015). Organize your Resources in an Online Binder
Retrieved from www.livebinders.com