Century Technology Research Articles

E-Learning in regional anesthesia.

To explore the role and impact of e-learning technologies on regional anesthesia. 21st century technologies, such as 'smart' medical appliances, personal computers, sophisticated apps, the ubiquitous Internet, and online 'e-learning' curricula, are having a powerful impact on anesthesia training: when we learn, what we learn, and how we learn. But is 'new' necessarily 'better'? The answer will result from the application of developments in IT technology through the current vision of architects of future anesthesia training programs. This narrative review aims to summarize the recent developments in anesthesia e-learning, and to forecast trends using regional anesthesia as an example. The review offers some recommendations to ensure that the blessings promised to human learning by this 'Brave New Cyberworld' do not become its nemesis.

International Conference on Innovative Technology and Sciences (ICITSS)

“The 21st Century Technology and Sciences: Challenges, Obstacles, and Opportunities in theNew Norms Era”12 - 13 November 2020PREFACEThe International Conference on Innovative Technology and Sciences (ICITSS) is annual conference of University College of Yayasan Pahang Malaysia. This conference was initiated by Manager of Research Management Centre, University College of Yayasan Pahang “Mr. Dedi Sanjaya”The theme for the ICITS 2020 is The 21 Century Technology and Sciences: Challenges, Obstacles, and Opportunities in the New Norms Era”. As the COVID-19 pandemic continues, many sectors have been affected and faced a lot of challenges and uncertainties. We hope that this conference will provide an excellent platform and ample opportunity to share research ideas related to the current issues during the pandemic. These insightful research results, hopefully, will be able to provide comprehensive, adaptive, creative, and innovative solutions to deal with the issues. Furthermore, the participants will have the privilege to gather and exchange knowledge and establish networking across various disciplines in a single platform.In this virtual conference, we are honored to have 3 distinguished keynote speakers and 5 invited speakers from 6 countries, namely Tan Sri Dato’ Sri Dr. Dzulkifly Abdul Razak from Malaysia, Prof. Amrin Saragih from Indonesia, Prof. Dr. Nena P. Valdez from the Philippines, Assoc. Prof. John Adamson from Japan, Dr. Robbie Lee Sabnan from Singapore, Asst. Prof. Dr. Azhar Jaafar from Malaysia, Asst. Prof. Dr. Tan Li Pin from Malaysia and Dr. Poonsiri Thinapt from Thailand. We are also delighted to receive approximately 335 participants from various countries such as Malaysia, Indonesia, Thailand, India, Canada, Saudi Arabia, Egypt, Brunei, Philippines, Japan, Singapore, and many more.On behalf of the organizing committee, I would like to take this opportunity to express my sincere appreciation to Universiti Teknologi Brunei, Universitas Sumatera Utara, Universitas Negeri Medan, Universitas Bengkulu, Universitas Teuku Umar, Phetchaburi Rajabhat University and Universiti Sultan Zainal Abidin for the collaboration in organizing this conference. Our sincere thanks should also be conveyed to all the keynote speakers and invited speakers for their willingness to present their knowledge and ideas at the conference. Besides that, I would like to take this opportunity to express my heartfelt appreciation to the committed and passionate committee members.The ICITSS 2020 Organizing Committee hopes you will enjoy reading this JPCS volume.List of Patron, Steering Committee, Organizing Committee are available in this pdf.

The light switch fallacy: Emergency management and recovery in an on-demand world.

Disasters typically do not abide by logical or standard rules and can be of any size or variety. But what is a disaster? How does time factor into dealing with the disaster? When will help arrive? How long will it take to recover? Why can everything not be fixed immediately? Television shows since the 1970s were instrumental in elevating public awareness of emergency service capabilities but also created a false expectation of expediency and un-implied over-exaggeration in capabilities. The speed of information from 21st century technology has created an immediacy of results expectation. People now expect the lights to come on when the switch is turned on and get impatient when that does not happen. This light switch fallacy is the expectation of what should occur in the rescue and recovery after a disaster. But the light switch cannot just be turned on, everything is solved, and life goes back to normal.

Social Capital, Internet Use and Poverty in West Java Province

Social capital is important because it represents the productive benefits of sociability. The importance of social capital cannot be understated since it relates to every benefit of living in a society rather than as a hermit. Meanwhile, the internet, as a mode of rapid communication, may free the individual from family ties and open opportunities to join new cultures and communities. Since the end of the last century, information and communication technologies (ICTs), and the internet in particular, have been considered essential in providing access to markets, decreasing transaction costs, and increasing income for a significant proportion of people living in developing countries. This paper aims to investigate the effect of bonding and bridging social capital, internet use on poverty in West Java Province. The data used in this study was sourced from the Central Statistics Agency (BPS) of West Java Province in 2014, namely the National Socio-Economic Survey covering 26 districts/cities analyzed through order logit model. The results showed that social capital and internet use had a negative effect on poverty in West Java.

Digital stories, material transformations: reflections of education students in a pre-teacher program

PurposeThis study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).Design/methodology/approachUsing grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.FindingsThe seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.Research limitations/implicationsThe research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.Practical implicationsIn reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment.Social implicationsThe authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives.Originality/valueAs the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

21st Century Skills in Practice: Malaysian Trainee Teachers’ Experience at Managing Students’ Learning during the Pandemic

Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with the greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Data were collected from interviews and supplemental written records in the form of lesson plans, teaching evidence, and online tools employed for teaching and learning. The findings show that the trainee teachers undergo varied and often challenging experiences in ensuring the continuity of curriculum-based education and the students’ progress in learning. Their successes in delivering the lessons amidst the novel encounters are the epitome of resilient and flexible teachers in the making.

A 3D printing Short Course: A Case Study for Applications in the Geoscience Teaching and Communication for Specialists and Non-experts

3D printing developed as a prototyping method in the early 1980s, yet it is considered as a 21st century technology for transforming digital models into tangible objects. 3D printing has recently become a critical tool in the geoscience research, education, and technical communication due to the expansion of the market for 3D printers and materials. 3D printing changes the perception of how we interact with our data and how we explain our science to non-experts, researchers, educators, and stakeholders. Hence, a one-day short course was designed and delivered to a group of professors, students, postdoctoral fellows, and technical staff to present the application of 3D printing in teaching and communication concepts in the geoscience. This case study was aimed at evaluating how a diverse group of participants with geoscience and engineering background and no prior experience with computer-aided modeling (CAD) or 3D printing could understand the principles of different 3D printing techniques and apply these methods in their respective disciplines. In addition, the course evaluation questionnaire allowed us to assess human perception of tangible and digital models and to demonstrate the effectiveness of 3D printing in data communication. The course involved five modules: 1) an introduction lecture on the 3D printing methods and materials; 2) an individual CAD modeling exercise; 3) a tour to 3D printing facilities with hands-on experience on model processing; 4) a tour to experimentation facilities where 3D-printed models were tested; and 5) group activities based on the examples of how to apply 3D printing in the current or future geoscience research and teaching. The participants had a unique opportunity to create a digital design at the beginning of the course using CAD software, analyze it and 3D print the final model at the end of the course. While this course helped the students understand how rendering algorithms could be used as a learning aid, educators gained experience in rapid preparation of visual aids for teaching, and researchers gained skills on the integration of the digital datasets with 3D-printed models to support societal and technical objectives.

Smart Billing System Using RFID

In this century technology had played the important role in our life. We have seen technology in each and every field due to which works becomes easy and fast as well. We can see the technology ever where we go which makes human work more efficient and fast, whether it be billing in the mall, etc. Technology should reduce the time required for the job to be done and accurate outputs are expected every time, keeping this in mind we have developed “Smart Billing System Using RFID” to make billing efficient to the user. In our project we have used technologies like RFID, etc. After taking items customer will go to counter and give biller he will scan and check quality and give to customer.

The Use of MOOCS in Online Engineering Education

The study demonstrates the possibilities of using massive open online courses in engineering education. In order to study the impact of digital learning formats on the acquisition of key engineering competencies by students, an educational experiment was carried out; it was performed as part of the study of the Fire Safety discipline on the basis of the online educational platform Khan Academy. Conceptually, the educational process was aimed at studying the capabilities of software in the field of fire safety, namely: PyroSim, Pathfinder, FireRisk, FIM, FireCategories, PromRisk, FireDistance, as well as gaining professional competencies in the process of performing practical tasks. The educational experiment involved third-year intramural and extramural students of the Faculty of Engineering (The Saint-Petersburg University of the State Fire Service of the EMERCOM of Russia) and Moscow City Pedagogical University. The online educational course was conducted with an emphasis on consolidation and acquisition of professional engineering knowledge and skills in the development of fire safety projects under simulated risk conditions using modern software and an innovative educational platform. The participants demonstrated a high level of involvement, initiative and professional aspirations in the learning process. In the context of the educational experiment, the key competencies required for 21st century engineers have been identified. The students confirmed the positive impact of digital pedagogical tools on the acquisition and development of key competencies necessary for further professional activity. Having completed an online course on the Khan Academy platform focused on the applied interaction with advanced software in the field of fire safety, students identified skills that should be developed and consolidated, namely: teamwork skills and the ability to work in multidisciplinary teams, the ability to manage projects (management, planning, scheduling, budgeting, etc.); the ability to define, formulate and solve engineering problems; the ability to effectively prioritize; striving for lifelong learning; willingness to take a calculated risk; ability to make professional decisions; self-regulation and self-motivation. However, the development of important engineering competencies such as high ethical standards, honesty and global social, intellectual and technological responsibility; good communication skills, high emotional intelligence and cognitive flexibility; entrepreneurial spirit and customer focus requires educators to search for different pedagogical methods and practices. The assessment of the impact of digital learning formats on the acquisition of key engineering competencies was subjective, but revealed pedagogical approaches to the qualitative development of engineering personnel. An effective combination of traditional classroom and virtual interactions can create a complex paradigm of high-quality engineering and technical education that is competitive in the market environment.

Choice Of Reading Materials And Reading Achievement Of Junior High Students

Reading is an important skill that can be used to communicate and understand the academic, business and cultural world. Reading can be a tool for learners’ progress and success in different fields of discipline. This study utilized descriptive-correlational design to examine 41 respondents selected as census or total enumeration using purposive sampling. Findings revealed that majority of the respondents used hard copy reading materials for the past 12 months. There were 22 respondents who used books, 2 who used magazines and 1 respondent used newspaper. Most of the class were in frustration level which is 75. 6%. There was one non-reader. Independent readers were four and instructional were five. There was a significant negative relationship (cc= -0.572 and p-value= 0.001) between choice of reading materials and reading achievement. This suggested that the use of soft copies as reading material is correlated to high reading achievement. The implications may serve as basis for intervention, program, and policy formulation. Teachers need to design interactive reading materials using the 21st Century technologies like soft copies reading materials which can be handy and can be access anytime and anywhere using mobile phones. Reading intervention using technology-based materials may be designed to improve reading achievement of the students. Schools may introduce e-library which may introduce various materials that can be accessed and read in soft copy format. This will also be beneficial to distance learning modality.

Exploring a pedagogical model to support teaching new literacy skills in English education – an Irish study

As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching practice impact their students. This study, which took place within an educational laboratory in Ireland, sought to address these two issues. This paper first presents an exploration into the adaptation of a practical, innovative pedagogy for teaching new literacy skills in the English context. Secondly, this paper reports on the impact this approach had on students’ confidence and engagement in English. Results indicate largely positive changes in students’ attitudes towards the English subject and towards learning English with technology. The authors argue this practical approach can be valuable to educators in formal school settings and that it warrants further investigation in such contexts.

New Aba Guidance on the Ethics of Working Remotely

On March 10, 2021, the American Bar Association Standing Committee on Ethics and Professional Responsibility issued its Formal Opinion 498, which contains timely guidance on ethical issues specific to working remotely, which many lawyers have found themselves doing during the Coronavirus Pandemic. ABA Ethics Opinion 498 outlines ethical issues specific to remote law practice, including lawyers’ ethical duties of competence, confidentiality and supervision, which are imposed by Rules 1.1, 1.6, 5.1 and 5.3 of the ABA Model Rules of Professional Responsibility. The new ethics opinion actually contains a relatively modest amount of new information, and synthesizes principles which have been articulated by both the ABA and state bar ethics committees over the past several years, including New York County Lawyers Association Formal Opinion 754-2020 and California State Bar Formal Opinion No. 2020-203, both of which provide helpful guidance for lawyers seeking to maintain traditional ethical values of confidentiality and competence in an era of rapid technological change. As will be seen, the concept of professional competence increasingly encompasses technological know-how. Twenty-First century technology is quite literally becoming mandatory training for lawyers

Unlocking Opportunities in New Norms Era Using 21st Century Technology and Application in Memorization of Qur’ān

COVID-19 is a catastrophic global upheaval with the potential to uphold the teaching strategy to a new level. The pandemic urges educators to be more proactive in addressing students' academic and social-emotional needs for the time being to counterbalance the unpredictable combination of distance learning and blended learning through several technologies and applications (Darling-Hammond, Linda Hyler, 2020). The research objective is to assess students' capacity for using technology and application in the New Norms Era. This research uses a self-administered questionnaire (SAQ) as the questionnaire, which has been explicitly outlined to be completed by the respondent (Lavrakas, P. J. (2008). Question forms were distributed to 22 students who registered for the courses, yet only seven responds with completed answers; regardless of the number, all students involved in New Norms learning methods and completed the semester. The result shows that students manage to complete their learning sessions with excellent grades, and there is an implication that has been found at the end of the course. The paper aims to present the use of technology and method on ongoing teaching strategy at the Universiti Sains Islam Malaysia (USIM) for medical students with the integration of Aqli and Naqli in the Medical Curriculum Qur'ān memorization. The priority is on the teaching strategy and technology implementation for distance blended learning methods, including Moodle, Microsoft Teams, and Online WhatsApp video call, video recording during New Norms Era.

Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic

In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas of the remote learning endeavor: 1) Preparation, 2) Teaching, Learning, and Participation, 3) Social and Emotional effects on Students, 4) Monitoring and Assessment, 5) Looking forward. The findings demonstrate a primarily reactive response and limited preparation. Teachers express a mixed review of successes and struggles with online teaching and the challenges of engagement, participation, and meeting the social emotional needs of restless students who sometimes do not have the parent support or the technological devices that could further assist their success with online learning. Each teacher had their own unique experiences and challenges teaching students through a computer screen.

A Narrative Review of Design-Based Research in Engineering Education: Opportunities and Challenges

Background: Active engagement across a range of methodological frameworks is one hallmark of thriving scholarly disciplines. Design-based research is one newer approach to education research that holds promise for developing effective interventions that are iteratively theorized, designed, and tested within local engineering education contexts. Purpose: To promote engagement with diverse research frameworks, the purpose of this narrative literature review was to identify, describe, and critically examine emerging use of design-based research in engineering education. We addressed research questions focused on characterizing the use of design-based research in engineering education in terms of the a) problems studied, b) interventions designed, c) participant populations and learning contexts, d) research methods employed, e) form(s) of the research findings, and f) limitations of the literature. Furthermore, this work identified current opportunities and challenges of design-based research for the field of engineering education through analysis of review findings in light of the authors’ experiences conducting design-based research in engineering education. Scope/Method: Using established review procedures that included specified database search terms and inclusion criteria, we identified 24 empirical design-based research studies in engineering education. We used qualitative content analysis to code study characteristics including nationality, participant population, research methods, and learning context. We then synthesized and critiqued findings across studies. Conclusions: In synthesizing key aspects of empirical design-based research studies in engineering education, this review provides insights into the ways design-based research is being implemented to advance engineering education imperatives and provides a foundation for expanding and strengthening use of design-based research in future work in engineering education. Opportunities of design-based research for engineering education include developing local improvements to the field’s most persistent and vexing issues (i.e., “wicked” problems) and realizing the full potential of technology for 21st century engineering education. Challenges include developing interdisciplinary teams, the need for expertise across multiple research approaches and methods, funding emergent DBR projects, and disseminating DBR results across the project lifespan.

Bird's‐eye view of analog and mixed‐signal chips for the 21st century

SUMMARYThe Internet of Everything (IoE), clearly a 21st century's technology, brilliantly plays with digital data obtained from analog sources, bringing together two different realities, the analog (physical/real), and the digital (cyber/virtual) worlds. Then, with the boundaries of IoE still analog in nature, the required functions at the interface involve sensing, measuring, filtering, converting, processing, and connecting, which imply that the analog layer governs the entire system in terms of accuracy and precision. Furthermore, such interface integrates several analog and mixed‐signal subsystems that comprise mainly signal transmission and reception, frequency generation, energy harvesting, data, and power conversion. This paper sets forth a state‐of‐the‐art design perspective of some of the most critical building blocks used in the analog/digital interface, covering wireless cellular transceivers, millimeter‐wave frequency generators, energy harvesting interfaces, plus, data and power converters, that exhibit high quality performance achieved through low‐power consumption, high energy‐efficiency, and high speed.

The Centennial Hall of Wroclaw: history of a modern architecture in reinforced concrete classified World Heritage Site

ABSTRACT The Centennial Hall in Wroclaw is a pioneering example of early twentieth century modern architecture and engineering. The construction of its reinforced concrete dome, the largest then built, was a daring initiative which, just for its extraordinary nature, used the most advanced technology of its time. Of particular compositional beauty, this work is equipped with innovative structural qualities, evidently linked to the very nature of reinforced concrete, capable of molding itself in any architectural form. The history of its construction and the reasons that led to its cataloging on the Unesco list, as a priceless cultural heritage, are an important example of the transitory evolution of the concept of ‘cultural heritage’, aimed at incorporating works which, in the past, struggled to be considered assets to be protected. Through this article we want to describe those architectural and technological and landscape peculiarities that have made the Centennial Hall a masterpiece of man’s creative genius; as well as an extraordinary example of composition that has become the spokesperson for one of the most relevant and suggestive phases of the history of world architecture.

Issues in Teaching Engineering Mathematics

Mathematics plays an important role in engineering education. In the last twenty, engineering students have led to a big change in the scope of mathematics education. Latest advances in technology and computers have made a difference in the teaching of mathematics. The key part of engineering education for 21st century engineers should be inquiry into curriculum, teaching and measurement-assessment methods. This paper aims to shed light on the issues involved in teaching and learning mathematics education and also recommend improvisation the quality of engineering mathematics in multi-dimensional level.

Improving Skills by Engaging in Student Organizations (A Case Study on Engineers Without Borders)

The attributes of 21st century engineers are a culmination of skills from different domains including both technical and non-technical skills, ranging from core skills, teamwork, communication, lifelong learning, problem-solving, etc. These skills together are known as the four-dimension model of the 21st century engineer. While the core skills by default are nourished throughout the graduation program, we need to find ways to induce the rest of the non-technical skills. This paper discusses one such approach by highlighting how student bodies/chapters such as �Engineers Without Borders� helps one grow themselves. The study was conducted on students at the Hyderabad Institute of Technology and management of different years. Evaluating them before and after they engaged with engineers without borders student chapter based on metrics quantifying their communications skills, problem-solving skills, teamwork, leadership skills, etc. At the end of the study, the performance of students was improved for most of the students. As such when students are involved in such activities, they were better equipped with skills at the time of graduation giving them an edge over others. Therefore, it is paramount that such activities exist and more importantly encourage students to get involved.

The Ecological Origins of Economic and Political Systems

We offer a theory that explains the wide variance in levels of economic development around the planet, accounts for its geographic clustering, and makes plain why these patterns only emerged over the past two centuries. Its mechanics focus on the fundamental challenge of survival that faced all human societies prior to the 19th century: insuring against starvation. Local factor endowments conditioned how societies could respond to that challenge, thereby shaping pre-1800 forms of social organization. Those forms of social organization, in turn, conditioned how quickly societies could respond to the next great challenge they all faced: absorbing rapidly a broad suite of mutually dependent, post-1800 technologies that were crucial to economic development and geopolitical competition in the modern world. We develop novel datasets to put the predictions of the theory to the test. We find that a vector of exogenous factors that were binding constraints on food production, transport, and post-harvest storage (conditional on 18th century technologies) within the densely populated nuclei from which nation states later emerged account for 60 percent of the cross-country variance in per capita GDP today. Importantly, we also find that this vector of exogenous factors accounts for progressively less of the variance in levels of economic development (as measured by urbanization ratios) going back in time, such that circa 1500-1700 they account for almost none of the variance. We also discover that a particular complex combination of ecological factors that permitted some societies to insure against starvation through local trade is associated with faster economic growth from 1800 to 2000, faster development of market towns from 1500 to 1800, higher levels of investment in trade-related human capital circa 1800, faster absorption of 19th century technologies, and lower probability of being colonized.