Computer terminal

Computer terminal is an electronic or electromechanical hardware device that

can be used for entering data into, and transcribing data from, a computer or a
computing system. The teletype was an example of an early-day hard-copy
terminal and predated the use of a computer screen by decades. Starting with the
Apple I, computer terminal circuitry began to be integrated into personal and
workstation computer systems, with the computer handling character generation
and sometimes able to connect to simple consumer TVs instead of specialty CRT
terminals.

Early terminals were inexpensive devices but very slow compared to punched
cards or paper tape for input; with the advent of time-sharing systems, terminals
slowly pushed these older forms of interaction from the industry. Related
developments were the improvement of terminal technology and the
introduction of inexpensive video displays.

The function of a terminal is typically confined to transcription and input of data;

a device with significant local, programmable data-processing capability may be
called a "smart terminal" or fat client. A terminal that depends on the host
computer for its processing power is called a "dumb terminal" or a thin client. In
the era of serial (RS-232) terminals there was a conflicting usage of the term
"smart terminal" as a dumb terminal with no user-accessible local computing
power but a particularly rich set of control codes for manipulating the display; this
conflict was not resolved before hardware serial terminals became obsolete.

A personal computer can run terminal emulator software that replicates functions
of a real-world terminal, sometimes allowing concurrent use of local programs
and access to a distant terminal host system, either over a direct serial connection
or over a network using, e.g., SSH.

Computer terminal or data terminal is a device made up of a display unit and a

keyboard. It is used to access a computer system in order to run programs and
manage computer files. Terminals output only characters, not graphics.
They were developed from teletypewriters. At that time, computers were still
very bulky and did not yet have a computer monitor or keyboard on its own.

Some technical terms are:

-terminal identity = a unique code to provide identification and authorization of a

user.

-terminal interface = a text-based user interface to access computers.

-terminal emulator = a software like PuTTY that emulates a physical terminal.

They are still used today to access computers that do not have a graphical user
interface. Such as, for example, all supercomputers and most cloud computers.

-terminal adapter = a modem that connects a computer to a telephone line. They

are not used anymore.

A computer terminal generally combines input and output functions, terminals

are either dumb, smart or intelligent terminals..

Dumb terminals

 They are simple devices that immediately transmits each keyed data
character to the processor
 they have no storage or logic capability
 they cannot be programmed by the user
 on-screen formatting is not feasible with dumb terminals.

Smart Terminals

 they are equipped with microprocessor chip and have storage capability
 they can store and consolidate input data prior to sending it to the
processor
 On-screen formatting is feasible .
Intelligent terminal

 They are equipped with built-in microprocessor chips that are user
programmable
 Data can be collected and edited before transmitted to the main computer
 intelligent terminals, besides data collection and editing can also check the
validity of input data

Advantages of terminal input

Terminal input is relatively inexpensive; it’s highly visual therefore one can
make use of colors to aid the data entry process. They are commonly online to
a computer this enables users to enter data directly into the processing system
thereby increasing the timeline of data input and eliminating the need for
intermediate storage media such as floppy disk. They have the ability to enter
data into the computer system from remote sites.

Disadvantages of terminal input

They are dependent on a working computer operation, if the computer goes

down the connected terminals are useless, many terminals cannot create
backup copies of data input thereby requiring the user to re-enter the original
input data if it is lost.
Library – media resources section
Libraries are storehouse of information resources such as print and non-print
materials organized library professionals and classified for easy access to users.
It can be referred to as a place that houses books and non-book materials such
as films, CD-ROM, software, digital media, audio files, microfilms, motion
pictures, and microfilms for use by library patrons, users or clientele. George
Eberhart in American Library Association (2019) defined a library "as a
collection of resources in a variety of formats that is (1) organized by
information professionals or other experts who (2) provide convenient
physical, digital, bibliographic, or intellectual access and (3) offer targeted
services and programs (4) with the mission of educating, informing, or
entertaining a variety of audiences (5) and the goal of stimulating individual
learning and advancing society as a whole."

S. R. Ranganathan defined a library as a public institution saddled with the

responsibility acquiring and organizing the collection of books and making
these books or resources accessible to individuals who want to use them. The
definition shows that library plays role in educating, informing, stimulating and
entertaining individuals.

Libraries /Media centers serve and ensure the students, pupils, teachers,
principals, headmasters, headmistress, proprietors and parents have access to
various information resources.

According to LawalSolarin (2016), libraries also known as library media

centres, are found in preprimary, primary and secondary schools and are the
backbones of functional education without which academic excellence may
not be achieved; they essential for literacy, social, economic and cultural
development of a nation. School libraries/media centres house collections
such as print materials like books, periodicals, magazines, newspapers, and
journals. Non-print materials such as audio, multimedia, videos, films, records,
filmstrips, etc. In the words of Abdullhamid and Yusuf (2016: p. 28) “School
library supports the school curriculum by providing up-date information
resources and services to keep staff and students abreast of new
development. The library would equally be involved with promoting the
development of reading skills and encouraging long term reading habits
through listening to and viewing a variety of learning materials. Materials in
school libraries are made up of print and non-print Media. These are all
information carriers. There cannot be a functional school library without
adequate stock of relevant and current information resources. These resources
include textbooks fictions, newspaper, films, film projector, radio, television,
maps, charts, realia, tape recorders reference items and other educational
materials”.

School libraries/media centres are vital due to the role they play in assisting
pupils, students in preprimary, primary and secondary schools. These roles
range from promotion of literacy, social development, encourage leisure
reading, and give students the opportunity to do their class assignments or
homework. Fayose (1995) described the school library media centre as a place
that houses collection of books, periodicals, journals, magazines and
newspapers, films and filmstrips, video-tapes, audio, recording of all types,
slides, computers, kits, and other information resources are stored for easy
access and use by teachers and pupils for learning, leisure activities, personal
development and interpersonal relationships of children in the school
managed by a school librarian or school library media specialist. The overall
essence of establishment of school library/media centre is to ensure the
provision of information resources to support and enhance teaching and
forestall independent reading and learning by pupils, children and students.
School libraries/ media centres help children develop good reading habits and
skills in their early or tender age. According to Igbinlola and Akande (n.d, P.2),
outlined some of the objectives of school libraries to include;

1.

Provide support and improve educational goals as stated in the school

curriculum
 2.

To inculcate the reading habit and sustainable development in a child.

3.

Offer opportunity for experiences in creativity and using information for

knowledge, understanding, imagination and enjoyment of the users.

4.

To provide a range of learning opportunities, to create group (small) to

encourage learning literacy.

5.

Promote and provide for the reading needs of pre-primary and post primary
education, they complement teaching and learning activities of the school
children.

Functions of School Library/Media Resource section

i.
It provides information resources in various formats to enable individuals or
students to develop good reading habit and skills.

ii.

It also provides foundational resources that can support individuals in their

research. These information resources include textbooks in various subjects
based on the requirements.

III.

School library/media resource centre acquire journals, magazines, articles, and

bulletins on various subject areas that enable individuals and other members
keep abreast with current happenings in their subject fields.
iv.

School library/media centre create space or place for access information

resources

v.

Provision learning resources such print and non-print materials such

as videos, films, e-books, e-magazines which they students can at the end of
the school day and during holidays.

vi.

Provision of information resources to secondary school children to

assist them in their homework, assignment. Such information materials
include children’s encyclopedia, journals, magazines, tapes, records and
cassettes.

vii.

Provision of specialised resources for governmental activities through creation

of a “special document” section in the library and.

viii

Provision of leisure and other educational facilities such as games, sports, films
and filmstrips, slides, tape records, cassettes, fiction and non-fiction books.

other functions of school library media centre to include:

1.

Promotion of Self Study: The library serves as an agency that support self-
education and study. It provides information resources in print and electronic
formats with the main aim to meet the needs of students and encourage self-
development.
 2.

Broaden of Interest: The school library expands the area of Information and
field of interest of individuals by acquiring work of art written by past scholars.
This will expose individuals’ books written by others.

3.
Richness of Information: Books are the main source of information for
education. According to (World bank, 2008), emphasized that school libraries
provide supplementary reading opportunities for students that help improve
their reading skills, knowledge, and writing and clarity of expression, which in
turn support student performance in all other syllabus subjects

Diagnostic Evaluation
This involves determining the cause of a deficit after using the curriculum.

Diagnostic evaluation assesses various areas of development to gain a “full

picture” of a child’s development and learning style. The information gathered in
the diagnostic evaluation can also help determine services that might be
beneficial to support the child’s development, such as speech therapy or applied
behavior analysis (ABA) therapy.

Some of the areas that might be assessed include:

 Body structure and function: strengths and weaknesses associated with

certain developmental disorders

 Developmental domains: including hearing loss and some genetic

syndromes

 Activities of daily life: including the ability to participate in everyday

situations

 Quality of life: including personal and environmental factors that either aid
or impede the daily life of the individual

The evaluation process

Diagnostic evaluations given by a clinical psychologist generally follow a 3-4 step

process. The exact elements of these steps can vary from practice to practice, but
most clinicians will follow a process similar to the one below:

Review of records and history: Before a diagnostic evaluation, a clinician will ask
for any past records of the child’s history of health and behavior that are deemed
relevant. These may include medical records, previous assessments by other
clinicians, and preliminary developmental milestone screenings done by a child’s
pediatrician. The clinician will review these documents prior to the first
appointment to give them self a background on the child’s health and behavior.

Parent report or interview: Prior to a first meeting, a clinician may ask the child’s
parents, caregivers, and teachers to fill out questionnaires detailing aspects of
their child’s behavior and daily life. These questionnaires are a great way for a
clinician to get to know the child from the people who know them best. These
questionnaires are also an important part of the diagnostic process as they
provide the clinician with information about a child’s adaptive behavior, or
everyday life skills that would be difficult to observe in a clinical setting. A clinician
may also wish to meet with parents for an informational interview during this part
of the process, in order to give parents a chance to ask questions and familiarize
themselves with the way the evaluation will be conducted for their child.

Child observation and assessment: For this part of the evaluation, the clinician will
observe the child and administer standardized test assessments designed for the
diagnostic evaluation of developmental disorders. The specific tests can vary
depending on the clinician and the child’s needs, but the most common
categories tested are as follows:

Cognitive assessment: used for language skills and problem solving, as well as an
IQ test

Adaptive behavior assessment: tests a child’s daily life skills and abilities

Autism-specific assessment: this is used when testing for ASD, and tests social
communication skills and repetitive behavior tendencies.

All information gathered during the child observation will be used to support and
inform a diagnosis or result. Child observation can also provide valuable insight to
the clinician on the best path for treatment to recommend to a family following a
diagnostic evaluation.

Feedback session: Once a clinician has reviewed the information from the
evaluation, they will meet with parents to discuss the results of the testing and
provide their diagnosis. During this feedback session parents may ask questions
and request resources. At this time clinicians will also provide the family with
their recommendations for treatment. Parents will also be provided with the
clinician’s formal written report either during the feedback meeting, or shortly
afterwards.
 Diagnostic evaluations can be used for a variety of purposes in education.
Some common examples include:

To identify students who need additional support: Diagnostic evaluation in

education can be used to identify students who are struggling in a particular
academic area. Once these students have been identified, the teacher can provide
them with the additional support they need to succeed. This type of evaluation
system helps in enhancing the performance of students and getting them ready
for different difficulties.

To inform instruction: Diagnostic evaluation in education can be used to inform

the teacher’s instruction. For example, if the results of a diagnostic evaluation
show that a majority of the students are struggling with a particular concept, the
teacher can spend more time teaching that concept. This helps in identifying the
topics which students find hard to grasp.

To track student progress: Diagnostic evaluation in education can be used to track

student progress over time. For example, a teacher might give the same
diagnostic math’s test to their students at the beginning and end of the year to
see how much they have improved.