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For computers to execute their functions, specific programs with specific applications are used. These programs must be executable by any computer depending on the program instruction. For easy analysis and compilation, these programs have to be in a human readable form (depending on the source code). The codes are in programming languages, which must adhere to imperative or declarative programming. Computer programs in most cases use compilers to convert the complex source codes into executable programs. Alternatively, the central processing unit runs these programs with the help of interpreters. Computer programs are of two types, depending on their functions: application and system software. These programs run either in many computers or in a single unit depending on their specificity. Their development must undergo a series of steps to make sure they meet the required standards. These steps have thorough analysis of all program components by programmers or software developers. The steps include construction, analysis, testing and up to date refining of programs, depending on the software type (Abelson, Jay, and Sussman p.7, 8).
All computer programs require interpretation for clear understanding of their basis and rules of standardization and abstraction. This makes the implementation, upgrading and maintenance processes easy. Compiled programs require no human commands when running, but all the interpreted programs must receive human instructions for them to be of use. Examples of computer programs are Microsoft office, window players, anti viruses, typing tutors and navigators (Computer software p.1).
Computer programs enable people to learn, communicate and produce products that are of high quality. On the other hand, these programs help individuals to create collaborative and personalized learning environments, where people can learn on their own. Some programs face criticisms due to their complexity, stability, security and inability of to produce expected results when executed.
For example, Microsoft office is a program that carries all writer applications. This include Microsoft word, PowerPoint, excel, access and publisher. This applications help in the preparation and presentation of documents. Although they have made work easy, these programs never use open document formats, instead they use protected forms. These file formats lack the flexibility required in case modification need arises. The Office XMLs format (a product of Microsoft office), lacks the standards dictated by international standard organization (ISO). Action groups on the other hand, argue that most of these programs formats only consider the Microsofts office application standards, hence lack the required seller and user demands. The standards lacked by these products include date and time formats, cryptographic algorithms and required color codes. In addition to lack of conformation to ISO standards, the program has a collection of settings that are complex to use. For example, line break, footnote format, and auto space settings that are hard to set and use (Galli Para.3-7).
The Microsoft office on the other hand, has many technical errors. These errors include the application of binary code that never emphasizes some important office applications. In addition, many IP addresses and copyrights laws of these programs lacks clarity. Further, most of the office applications bring bugs and have proprietary parts that limit users (Galli Para. 5-7).
Many office applications from Microsoft easily breakdown hence, forcing many users to use new updates as a solution. Applications for example, excel and word lack many features that users need for document preparation. Instead, most of them have specified features that are not easy to modify depending on user requirements. For example, Interfaces incorporated in the 2007 Microsoft office edition, has altered many connections between its applications. This has made it difficult for many users to interpret and use it (Kadima p.48-50).
Although computer programs have contributed greatly to learning, they have been criticized due their high costs and impacts on education quality. Many students who originate from low income families and schools in poor environment cannot afford computer programs and hardware. This has led to inequality in education provision. In addition to education provision, many programs are complex to be understood by many learners. This is because many teachers lack computer knowledge and basics. To learners, computer programs are hard to repair and maintain in case one lacks training. This makes computers to be of no benefit to many learners, in cases where they cannot access specialists easily (Lai and Kritsonis p.2, 3)..
In addition, Kritosonis and Lai argue that, many computer programs that aid language acquisition are flawed. This is because; most of the programs emphasize only reading and writing. Many computer programs that deal with speaking have few supporting devices hence find minimal application in this field. Speaking programs, in most cases never emphasize appropriateness of the spoken language, but they only deal with the accuracy concept. They further add that, many computer programs lack mechanisms of dealing with changing learner needs. The interaction between learners and computers is minimal, due to differences in information interpretation among various learners (p.4).
In conclusion, programmers should device better programming techniques that meet current standards and user needs. In addition, the programs should be in formats that users can easily modify depending on specific needs; so long as the modifications are within the copyright laws.
Works Cited
Abelson, H., and Jay, G., and Sussman, J. structure and interpretation of computer Programs. Cambridge; New York: MIT press; McGraw Book Company, 1996.
Computer software. Computer hope. 2009. Web.
Galli, P. Few substantive criticism of Microsofts office open XML. Eweek. 2007. Web.
Kadima, A. history of Microsoft office: criticisms to Microsoft office. 2009. Web.
Kritsonis, A. W. and Lai, C. C. The Advantages and Disadvantages of Computer Technology in Second Language Acquisition. Doctoral Forum 3(1) (2006): 3-4.
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