Information Technology Reference
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participants experienced housing challenges in that they reported no place to refrigerate
food or store their belongings.
Students also lacked a routine of regular study. The coordinators were able to offer vi-
able options on campus, as well as study opportunities in the community. A requirement of
the program was that every participant must set at least one activity goal. Bandura (1977)
conceded when individuals recognize inconsistencies between what they do and what they
seek to achieve, dissatisfaction arises, which can motivate an attempt to meet explicit goals
and change to more advantageous behaviors.
The program may also be a reasonable fit for community colleges and university career
development centers because it has a user-friendly philosophy and may be appealing to
college-age constituents. Susceptibility to change fluctuates depending on what is naturally
or socially practical, as well as the individual's developmental position with regard to read-
iness to change (Bisogni et al. 2005). College and university students are at an advantage-
ous time in life when their scientific and technological behaviors are susceptible to trans-
formation. The social role of students studying computer science and technology clearly
demonstrate that the students are willing to take up the study (Shive and Morris 2006).
The coordinators attempted to learn how students were motivated to achieve a positive
personal lifestyle change through increased computer science education and program inter-
vention from the campus students' care centers. It would be interesting to determine wheth-
er the level of commitment was modifiable through the use of interventions such as MI.
The practical content such as recording dietary intake, reading and understanding food la-
bels, setting achievable goals, and working in collaboration with coordinators and scholar
practitioners who function as care providers in the student training centers might be a feas-
ible alternative in computer science. Cognitive human development education and setting
developed lifestyle patterns for students in local communities, especially in colleges, uni-
versities, and other accredited training centers was the principal tool to human scientific,
engineering, and technological inventions. The use of such a tool in the communities may
be a first step in driving programs for computer science and information technology pro-
motion, both on campus and at home and in the surrounding communities.
Based upon the analysis in the Breadth, Depth, and Application components using the
theories of Bandura, Maslow, and Glasser, one can incorporate the theories into the practic-
ality that illustrates the genuine applicability of these theories to the gradualism of human
cognitive development as a critical thinking that has led to the design of computer systems
through numerous research studies in computer science and technology. The human cog-
nitive development theories and the framework analysis made in this topic indicate many
functions of the brain are similar to those of a modern digital computer. Conklin, Parham,
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