Greenhouse Gas Emission Essay Example | Topics and Well Written Essays - 1250 words

Greenhouse Gas Emission - Essay Example From the figure above, the EPA (2010) notes that sources such as agriculture, waste and wastewater, and residential and commercial building are quite new sources that have been added to the sources of greenhouse gas emissions over the years. The understanding therefore is that in years past, these sources did not pose any threat to the world as far as the emission of greenhouse gases was concerned. From these arguments, I can ask a question to support my position that if indeed successes have been achieved, why are the sources of greenhouse gas emission increasing rather than reducing?From the evidence of increasing number of sources of greenhouse gas emissions, the University of Washington (2011) makes a shocking revelation to the fact that the levels of greenhouse gas emissions have been so disturbing that, there is virtually no hope of reversing the trend. The source therefore notes that, â€Å"There would continue to be warming even if the most stringent policy proposals were ad opted† (University of Washington, 2011). The major underlying reason for development is that some greenhouse gases have been left to dominate in global warming so much to the extent that they have created heat-trapping mechanisms that will continue to account for the emission of heat in the nearest future. In the graph below, there is another evidence to support the fact that efforts on greening the earth have failed because global stakeholders have done very little to controlling the effect of certain greenhouse gases., particularly carbon dioxide and methane. Global Greenhouse Gas Emissions by Gas Source: IPPC (2007). From the graph above, it would be realized that among the different causes of greenhouse

Color and Vans Essay Example for Free

Color and Vans Essay Vans and Converse are both brands of shoes. Vans and Converses have many similarities but they also both have many differences. Both brands come in many different colors and patterns. They also both come in many different styles. For example, they both come in slip-ons, lace-ups, and boots. Also both Converse and Vans make shoes for many different activities. For example, Converse makes shoes for Basketball and Cheerleading. Vans make shoes for surfing, skating, skateboarding, BMX, Moto X, and Snowboarding. Last but not least, they both make casual shoes. Some differences between Vans and Converse are sizing and pricing. The Converse sizes are smaller than the actual street shoe you wear. The pricing between Vans and Converse is also different. Converses are more expensive than Vans. Those are just some of the similarities and differences between vans and Converse. Vans vs converse Vans and Converse are both brands of shoes. Vans and Converses have many similarities but they also both have many differences. Both brands come in many different colors and patterns. They also both come in many different styles. For example, they both come in slip-ons, lace-ups, and boots. Also both Converse and Vans make shoes for many different activities. For example, Converse makes shoes for Basketball and Cheerleading. Vans make shoes for surfing, skating, skateboarding, BMX, Moto X, and Snowboarding. Last but not least, they both make casual shoes. Some differences between Vans and Converse are sizing and pricing. The Converse sizes are smaller than the actual street shoe you wear. The pricing between Vans and Converse is also different. Converses are more expensive than Vans. Those are just some of the similarities and differences between vans and Converse. Vans vs converse Vans and Converse are both brands of shoes. Vans and Converses have many similarities but they also both have many differences. Both brands come in many different colors and patterns. They also both come in many different styles. For example, they both come in slip-ons, lace-ups, and boots. Also both Converse and Vans make shoes for many different activities. For example, Converse makes shoes for Basketball and Cheerleading. Vans make shoes for surfing, skating, skateboarding, BMX, Moto X, and Snowboarding. Last but not least, they both make casual shoes. Some differences between Vans and Converse are sizing and pricing. The Converse sizes are smaller than the actual street shoe you wear. The pricing between Vans and Converse is also different. Converses are more expensive than Vans. Those are just some of the similarities and differences between vans and Converse. Vans vs converse Vans and Converse are both brands of shoes. Vans and Converses have many similarities but they also both have many differences. Both brands come in many different colors and patterns. They also both come in many different styles. For example, they both come in slip-ons, lace-ups, and boots. Also both Converse and Vans make shoes for many different activities. For example, Converse makes shoes for Basketball and Cheerleading. Vans make shoes for surfing, skating, skateboarding, BMX, Moto X, and Snowboarding. Last but not least, they both make casual shoes. Some differences between Vans and Converse are sizing and pricing. The Converse sizes are smaller than the actual street shoe you wear. The pricing between Vans and Converse is also different. Converses are more expensive than Vans. Those are just some of the similarities and differences between vans and Converse. Vans vs converse Vans and Converse are both brands of shoes. Vans and Converses have many similarities but they also both have many differences. Both brands come in many different colors and patterns. They also both come in many different styles. For example, they both come in slip-ons, lace-ups, and boots. Also both Converse and Vans make shoes for many different activities. For example, Converse makes shoes for Basketball and Cheerleading. Vans make shoes for surfing, skating, skateboarding, BMX, Moto X, and Snowboarding. Last but not least, they both make casual shoes. Some differences between Vans and Converse are sizing and pricing. The Converse sizes are smaller than the actual street shoe you wear. The pricing between Vans and Converse is also different. Converses are more expensive than Vans. Those are just some of the similarities and differences between vans and Converse.

I Am a Survivor :: Law College Admissions Essays

I Am a Survivor    I grew up the youngest in a family of five. My mother and father divorced when I was a few months old. My mother struggled to take care of five young children on her own. Because her parents died when she was a little girl, she never considered giving us up for adoption or to relatives. My natural father never kept in touch with us. He never helped my mother care for us and so I never knew him and have no recollection of him.    My mother tried her best to ensure we had a good family life by marrying twice after her divorce from my natural father, but neither man in her life served as a role model for my three older brothers. My brothers suffered the most from the breakup of my parents' marriage and my father's abandonment of his parental duties. All three have ruined their lives through drug abuse and crime. My oldest brother lives from day to day without any hope and with the constant internal battle against a drug addiction, which he often loses. My second oldest brother has been in and out of state mental institutions for over fifteen years. He is forty-two years old and is schizophrenic. My third oldest brother is somewhere in New York City, and he doesn't want to be found. He calls my mother from time to time to let her know that he's alive.    I talk about my brothers first because even though they had problems growing up, they managed to protect and shelter me from their troubles. They made me believe in fairy tales and tried to shield me from the ugly reality of the world. It was because I lived a child's fairy tale life that I would later learn that fairy tales don't come true. I would learn to struggle, suffer, and survive.    When I was eighteen years old my mother moved away and left me in New York City with my friends to attend college. I guess my mother thought I would easily succeed and become the first college graduate in our family and I would easily learn to be responsible and independent. She must also have assumed that because I had never struggled for anything, I would be okay and I would doubtless succeed in becoming a lawyer. I Am a Survivor :: Law College Admissions Essays I Am a Survivor    I grew up the youngest in a family of five. My mother and father divorced when I was a few months old. My mother struggled to take care of five young children on her own. Because her parents died when she was a little girl, she never considered giving us up for adoption or to relatives. My natural father never kept in touch with us. He never helped my mother care for us and so I never knew him and have no recollection of him.    My mother tried her best to ensure we had a good family life by marrying twice after her divorce from my natural father, but neither man in her life served as a role model for my three older brothers. My brothers suffered the most from the breakup of my parents' marriage and my father's abandonment of his parental duties. All three have ruined their lives through drug abuse and crime. My oldest brother lives from day to day without any hope and with the constant internal battle against a drug addiction, which he often loses. My second oldest brother has been in and out of state mental institutions for over fifteen years. He is forty-two years old and is schizophrenic. My third oldest brother is somewhere in New York City, and he doesn't want to be found. He calls my mother from time to time to let her know that he's alive.    I talk about my brothers first because even though they had problems growing up, they managed to protect and shelter me from their troubles. They made me believe in fairy tales and tried to shield me from the ugly reality of the world. It was because I lived a child's fairy tale life that I would later learn that fairy tales don't come true. I would learn to struggle, suffer, and survive.    When I was eighteen years old my mother moved away and left me in New York City with my friends to attend college. I guess my mother thought I would easily succeed and become the first college graduate in our family and I would easily learn to be responsible and independent. She must also have assumed that because I had never struggled for anything, I would be okay and I would doubtless succeed in becoming a lawyer.

The Evolution of Communication Essay -- Internet Net World Wide Web Me

The Evolution of Communication Since the earliest of years, communication has been an important part of life. The term communication is defined as a means to give or interchange thoughts, feelings, information, or the like, by writing, speaking, gesturing, etcetera ( Stein, 298). Communication allows humans and other life-forms to interact with each other and transfer important information. The information transferred could be comprised of anything from a nearby food source to the discovery of fire. Over the years, communication has taken many forms. In 1962, a singer and songwriter named Bob Dylan (b. Robert Allen Zimmerman, May 24, 1941, Duluth, Minnesota) released his first album titled Bob Dylan. After listening to this album and noticing his talent for intertwining melodic songs and lyrics that spread social consciousness to the masses, it is hard to believe the simple grunt had come this far. Through the advances of science, scientist have concluded that the evolution of life probably took place over the past tens of millions of years. During these years life has evolved from tiny microscopic organisms into modern man. The genus Homo, which houses mankind, only appeared some two million years ago. Through much research, it has been concluded that speech probably arrived in its simplest form some 250,000 to 300,000 years ago. This early stage of speech, or communication, consisted of Neanderthals using their mouths to formulate sounds. This attempt to communicate by sound, which may have been discovered by listening to animals such as birds or other creatures and attempting to recreate them, is commonly known as grunting (Lacy, 2). The transformation from grunting, to the actual formulation of words, probably took pl... ...y. Many people took advantage of the radio and attempted to raise social consciousness through the broadcasting of songs and lyrics (information). Radio allowed information to be distributed in a wide range. Song's were played to whomever would listen, and not just in certain areas and ethnic boundaries. One such educator was Bob Dylan. Over three decades Bob Dylan released 46 albums. Dylan's combination of folk music, social consciousness, and the radio allowed him to speak to a nation. The information he was sending was heard by millions upon millions and could be traced all the way back to the simple grunt some 250,000 to 300,000 years ago. Works Cited Ed., Jess Stein. The Random House Dictionary of the English Language. Random House Publishing: New York, 1967 Lacy, Dan. From Grunts To Gigabytes. Board of Trustees of the University of Illinois: Urbana,1996

Homework: High School Student

Are your children stressed out, not getting enough sleep, time with family, or other time for their extracurricular activities because their amount of homework? Many people are debating about the homework policy. â€Å"Are the teachers giving too much homework, just the right amount, or to little? † I think that students should receive a limited amount of homework each school day. Other parents may disagree and think, â€Å"Homework is important. It helps educate them. † If students have a limited amount of homework, they would have less stress and more free time for other activities. When students receive too many homework assignments and are forced to stay up late to complete them, they have to stay up late which effects their sleeping hours and routines. An example is my sister’s homework. She is a high school student in her sophomore year. Every day, after school, she goes to her room and works on her homework until about 12am to 1am. Students who have to do this will be tired for the next day of school. Also, during that night of homework they go through, they receive great amounts of stress of trying to finish to sleep in the hours they are required to, but at the same time they want to achieve quality work on their assignments. They need free time for other activities without homework getting in the way. Kids should be able to play for about a couple of hours for health reasons. On the other hand, homework helps review the lesson of that day and exercises your.

Where to Get Condoms in College

Where to Get Condoms in College You might be interested in a one-night hook-up or you might be in a relationship with the love of your life. Either way, if youre having sex, you need to use protection. And theres simply no excuse for not having condoms available when you need them during your time in college. While most students know, however, that having sex in college is pretty common, not everyone knows where to go to get condoms. So just what are your options? Buy Them Yourself You dont have to know exactly when and where youll be sleeping with someone to be prepared. If you think theres a chance that youll be having sex, be ready. Take a walk, catch the bus, ride your bike, or otherwise get your tush to a nearby grocery store, drug store, Target, WalMart, or any other major store that sells condoms. Additionally, if youre at a big school, chances are good that theres at least one store nearby that caters to the sexually-active college crowd. Go see what the buzz is all about and take a walk to the condom store or sex shop right down the street. (Embarrassed to go in? Think about it: You should be embarrassed not to if youre sexually active but not being responsible.) Ask a Friend It can be your best friend that you met on the first day of Orientation. It can be someone you kinda know from your Chemistry class. But if youre in need of protection, ask a friend. They can either hook you up with condoms they have access to or direct you to someone or somewhere else that does. Ask Your Roomie In a good roommate relationship, roommates share all kinds of stuff, from clothes to basketballs to printer paper. If you know your roommate has a condom stash and you dont, see if you can have a condom or two until you can get your own supply. Note: Make sure to ask before taking your roommates condoms, however. Your poor planning now shouldnt result in your roommates awkward situation later. Check the Resident Hall Bathroom Many campuses have a supply of condoms in the residence hall bathrooms for residents to use as needed. If you think youre going to be needing a condom in 5 minutes or in 5 months, grab a handful. After all, if theyre there and you need em, theres nothing wrong with taking them. The wrong choice in this situation would be to not take them when you should. Check With Residence Hall Staff As a former hall director, believe me: Your request for condoms will not be the first, nor the strangest, request that your hall staff has ever received. Ask if theres a supply for the hall that you can have access to (such as the infamous candy-and-condoms bucket that often is brought by the RA while he or she is doing rounds). After all, whats more awkward: Asking your residence hall staff for a condom or dealing with an unexpected, unplanned situation later? Your Campus Health Center or Health Promotions Office Have a few extra minutes on a lazy afternoon? Stop by your campus health center and grab a few condoms from their stash. Chances are they will always be in full supply and the condoms will most likely be free. Spending a few minutes in the health center can save you a lot of time, stress, and problems later. Thats what theyre there for, right? Stop in at the Student Health Clinic You know the place you head when you have a nasty flu? Theyre called a student health clinic for all kinds of reasons and because they help students deal with all kinds of situations. Be proactive about your health and get some condoms when you next stop in. Ask Your Partner Practicing safe(r) sex is the responsibility of both partners in a relationship. If you dont have access to condoms, ask your partner if he or she can bring some. And even if its a random, unexpected encounter, you still have the same responsibility to yourself to be safe. If your partner doesnt have protection and you dont either, find some. Doing so is a lot easier than dealing with the consequences of unprotected sex.

How to Use the French Past Subjunctive

How to Use the French Past Subjunctive The past subjunctive is used for the same reasons as the present subjunctive: to express emotion, doubts, and uncertainty. Before going on,  review the rules for using the  subjunctive  to make sure you understand them. Note that the only difference between the present subjunctive  and the past subjunctive  is tense; usage is the same for both. The past subjunctive is used when the verb in the subordinate clause, the verb that follows que, happened before the verb in the main clause. The past subjunctive can be used in a subordinate clause when the main clause is either in the present tense or the past tense. When the Main Clause is in the Present Tense Je suis heureuse que tu sois venu hier.   Im happy that you came yesterday.Nous avons peur quil na  pas mangà ©.   Were afraid that he didnt eat. When the Main Clause is in the Past Tense Or it may be used in a subordinate clause when the main clause is in the past tense. Note that if the main clause did not call for the subjunctive, the subordinate clause would have been in the past perfect, because the subordinate clause happened before the verb in the main clause. Therefore, the subordinate clause should technically be in the pluperfect subjunctive. But that is replaced by the past subjunctive in all but the most formal French. Il doutait que vous layez vu.   He doubted that you had seen it.Javais peur quils soient tombà ©s.   I was afraid that they had fallen. How to Compose the Past Subjunctive The French past subjunctive is a  compound conjugation, which means it has two parts: subjunctive  of the  auxiliary verb  (either  avoir  or  Ãƒ ªtre)past participle  of the main verb Like all French compound conjugations, the past subjunctive may be subject to a grammatical  agreement: When the auxiliary verb is  Ãƒ ªtre, the  past participle  must agree with the subject.When the auxiliary verb is  avoir, the past participle may have to agree with its  direct object.

SQ3R Method of Reading †Retain More Information

SQ3R Method of Reading - Retain More Information Throughout college and graduate school, you can expect to be assigned a great deal of reading,  and students who arent comfortable with reading or who feel like their skills are deficient will find it hard to succeed.  Attend class without having read and youll hurt only yourself. The most efficient students read with purpose and set goals. The SQ3R Method is designed to help you read faster and retain more information than ordinary reading methods. SQ3R stands for the steps in reading: survey, question, read, recite, review. It might seem like it takes more time to use the SQ3R method, but youll find that you remember more and have to reread less often. Lets take a look at the steps: Survey Before reading, survey the material. Glance through the topic headings and try to get an overview of the reading. Skim the sections and read the final summary paragraph to get an idea of where the chapter is going. Survey - dont read. Survey with purpose, to get a background knowledge, an initial orientation that will help you to organize the material as you read it. The surveying step eases you into the reading assignment Question Next, look at the first heading in the chapter. Turn it into a question. Create a series of questions to be answered in your reading. This step requires conscious effort but is worth it as it leads to active reading, the best way to retain written material. Asking questions focuses your concentration on what you need to learn or get out of your reading  -   it provides a sense of purpose. Read Read with purpose - use the questions as a guide. Read the first section of your reading assignment to answer your question. Actively search for the answers. If you finish the section and have not found an answer to the question, reread it. Read reflectively. Consider what the author is trying to say, and think about how you can use that information. Recite Once you have read a section, look away and try to recite the answer to your question, using your own words and examples. If you can do this, it means that you understand the material. If you cannot, glance over the section again. Once you have the answers to your questions, write them down. Review After reading the entire assignment, test your memory by reviewing your list of questions. Ask each one and review your notes. Youve created a set of notes that provide an overview the chapter.  You likely will not have to reread the chapter again. If youve taken good notes, you can use them to study for exams. As you review your notes, consider how the material fits with what you know from the course, experience, and other classes. What is the informations significance? What are the implications or applications of this material? What questions are you left with? Thinking about these bigger questions helps to place what youve read within the context of the course and your education - and is likely to lead to better retention. The extra steps of the SQ3R method may seem time-consuming, but they lead to a better understanding of the material so youll get more out of the reading with fewer passes. How many of the steps you follow is up to you. As you become more efficient you may find that you can read more - and retain more - with less effort. Regardless, if an assignment is important, be sure to take notes so that you dont have to reread it later.

Factors affecting learners behaviour in Gauteng Special School, SA Research Proposal

Factors affecting learners behaviour in Gauteng Special School, SA - Research Proposal Example Intellectual disability usually becomes evident during the developmental years’ (IHC Inc; Philosophy and Policy 1996: p 5). In the contemporary times, the concept of disability has moved beyond the constraints of the medical terminology and has embraced a socially relevant stance keeping their all round welfare as the main objective in all their policies and plans. Terzi (2004) believes that the social model is as a powerful and important reminder for people at large to face issues of inclusion vis-a-vis persons with disability, disadvantaged population as fundamental and moral issues. World Health Organization (2005) reports that people with disabilities are important contributors to society and that allocating resources to their rehabilitation would be an investment. Hence, measures that support their integration to mainstream society become highly pertinent issues within the develop agenda of nations. The inclusion of disabled students can be broadly described as efforts to increase the participation of children with disability in the school by expanding course curricula to incorporate their needs (Booth & Ainscow, 1998). Thus inclusion ensures that students with special needs are provided with opportunities to imbibe education and become capable of contributing t the society as a whole. The integration whereas is the inclusion of students with special need within the mainstream school without much changes within the school environment (Minto, 2007; Mittler, 2000). The special schools in South Africa have shown great determination to promote education amongst the children and adults with disability. There have been significant reforms in the education system with National Education Policy Act of 1996 and the South African Schools Act of 1996.... This discussion stresses that the behavioural problem of pupils with intellectual disabilities is important issue that needs to be looked from the wider perspective of social development. While the special schools are doing commendable work for people with disability, the increasingly worsening behaviour of the pupils with developmental disabilities has become a major concern. Thus, this research would focus on identifying the factors that affect learners’ behaviour in the special schools, especially in Gauteng, South Africa. This paper declares that the inclusion of disabled students can be broadly described as efforts to increase the participation of children with disability in the school by expanding course curricula to incorporate their needs. Thus inclusion ensures that students with special needs are provided with opportunities to imbibe education and become capable of contributing t the society as a whole. The integration whereas is the inclusion of students with special need within the mainstream school without much changes within the school environment. The special schools in South Africa have shown great determination to promote education amongst the children and adults with disability. Special schools were also established to include all those children whose disabilities may hinder them from benefiting from education that they are entitled to. The special schools in Gauteng have been distinct in catering to the myriad needs of children with disability

Capital Punishment in the United Kingdom Research Paper

Capital Punishment in the United Kingdom - Research Paper Example The elimination of the death penalty in all circumstances eventually took place in 1998. Similarly, the 13th Protocol to the European Convention on Human Rights in 2004 outlawed the restoration of the death penalty, provided that the United Kingdom continued to be a party to the convention. History of Capital Punishment in the United Kingdom Hanging used to be the chief mode of execution in the United Kingdom since the 5th Century; other practices included drawing, quartering, beheading, burning at the stake, shooting, drowning, and hurling from cliffs. In 1196, the first person was hanged at Tyburn as a punishment for sedition. From 1351, the capital offences that attracted the death penalty included treason, witchcraft, murder, rape, piracy, robbery, arson, embezzlement of master properties, and theft (Davies 2007, p. 107). Efforts directed at the abolition of the death penalty had been ongoing since the late 1700s. In 1770, Sir William Meredith challenged parliament to consider pr oportionate punishments rather than capital punishments. Nevertheless, the proposal failed; however, it opened up the debate. Every year, there were over thousand death sentencing, although only a sizeable number of executions took place (Levinson 2002, p.155). In 1810, Sir Samuel Romilly remarked that United Kingdom had the most offences according to law to be punished by the death penalty. At its height, the criminal law, otherwise labeled as the â€Å"Bloody Code,† had categorized 220 crimes punishable by death. Sir Samuel Romilly attempted to convince parliament to de-capitalize minor offences, especially much of the Act of King William (Block & Hostettler 1997, p.109). Execution for crimes such as murder, robbery, and burglary were frequent; however, capital punishment for minor offenders were mainly not carried out. Nevertheless, in some instances, children could be executed for crimes such as stealing. A death sentence could be commuted on the grounds of benefit of cle rgy, official pardons, or execution of military duty (Stearman 2008, p.47). Statistics indicate that, between 1770 and 1830, close to 35,000 death sentences were handed out, out of which about 7,000 executions happened. At the time, prisons comprised of small, crowded, and badly run institutions, a situation that led to incorporation of punishments like transportation of offenders to distant lands such as America and Australia. During the 1830s, the masses had started to express doubts on the punishments (Block and Hostettler 1997, p. 110). Many more prisons were built while the old ones were extended to avail a fresh mode of punishment. The overriding notion centered on making prisons unpleasant places to stay in order to discourage people from committing crimes. Reform In Europe, reforms on the subject of the death penalty, championed by academics, started around 1750. Year 1808 witnessed abolishment of capital punishment for pickpockets and lesser offenders. This set the onset fo r the reform process perpetuated over the next fifty years. Nevertheless, capital punishment remained operational even though the government occasionally commuted the death penalty. The Judgment of Death Act 1823 awarded power to judges to commute the death penalty excluding cases of treason and murder (Levinson 2002, p.156). The Punishment of Death Act 1

Is our planet in trouble Essay Example | Topics and Well Written Essays - 250 words

Is our planet in trouble - Essay Example Diamandis does acknowledge that the world does indeed face numerous challenges; however, advancements in technology by virtue of Moore’s Law, increase in the number of people entering into the Internet and increased funding of innovation by techno-philanthropists are some of the factors that will lead to the development of solutions to these global challenges. The arguments raised by Gilding and Diamandis have their merits and demerits. Gilding looks at situation from a more conservative perspective and uses pessimism or more rightly fear to push us towards incorporating environmental sustainability in all our endeavors. Diamandis on the other hand is more liberal and uses optimism or opportunities to push us towards seeking innovative solutions to facing our current global challenges. Ultimately, though, we do agree with Gilding that we have to incorporate environmental sustainability in all our endeavors. The unarguable fact is humanity does need what nature provides (â€Å"Footprint Basics - Overview†). We do need resources derived from nature to build the technology needed to face our global challenges. So, yes, technology can save us from ecological overshoot however we do need the ecology first in order to build the

Compare various types of Realistic writing Essay

Compare various types of Realistic writing - Essay Example However, for Bret Harte, the American dream remains a remote reality, even though his writings revel in the West, especially, California. In ‘The Outcasts of Poker Flat’, the lines, ‘With him life was at best an uncertain game’ (Perkins and Perkins, 2007, p. 485) shows Harte’s belief that the American dream is unattainable.   For Red Cloud and Hopkins, the West was their home, so when the settlers began to invade, they felt that their settlement and their existence is threatened. Red Cloud’s speech to the Cooper Union in 1870 in New York shows his views: ‘All I want is right and justice’ (Perkins and Perkins, 2007, p.493). This is considered as the precursor of the demands of equality and justice for different American communities. A similar undertone is sensed in the writings of Sarah Hopkins, a prominent female Native American Activist who wrote, Life Among the Piutes: Their Wrongs and Claims’. In her narrative, the viol ent invasion by the Whites around 1840s, is vivid and emotive (Perkins and Perkins, 2007, p.495). For both Red Cloud and Hopkins, the West represents their own identity and this identify represents the American Dream. References Twain, M (1884) The Adventures of Huckleberry Finn. In Perkins, G, and Perkins, B, Eds. (2007).   The American Tradition in Literature, Volume II, 12th edition. (142-143) New York: McGraw-Hill Harte, B (1869). The Outcasts of Poker Flat.

The Internal and External and Factors That Shaped the Collapse of the Essay

The Internal and External and Factors That Shaped the Collapse of the Soviet Union - Essay Example Instinctively, the swift collapse of the Soviet polity caught many by surprise. As it was then, the astonishing fragmentation divides scholars right in the middle with little consensus over the triggering bullets. The dominant perspective point fingers at the American massive spending and the moral clarity under Ronald Regan as economically and ideologically bankrupting to the communist planned economy. On the flip side, the deterministic view argues that the collapse of the Soviet Republic was an inevitable occurrence due to the intrinsic inbuilt contractions of its managerial economics. But, what exactly were the real causes of the USSR disintegration? This paper examines the long-standing structural dynamics as well as the short term political catalysts behind the deterioration and the subsequent collapse of the hitherto well regarded Soviet empire. The stunning disintegration of the Soviet Union in 1991 is often heralded by most academics from the West as a triumphant victory of democracy and capitalism, as though the occurrence was a direct outcome of the combined Reagan -Thatcher ideological missiles. While this analytical stance may look somewhat self-congratulatory relative to the measurable facts, circumstantial evidence of the internal political dynamics of the Soviet state itself and its relations with the outside world tend to heighten affirmation of the same. Valerie Bunce concurs â€Å"the collapse of communism was not only abrupt, but inevitably long in the making†, and that the short term factors only provided fodder to the long term structural factors (p.xi). To begin with, the collapse of the Soviet Union was much a consequential effect of poor managerial aspects of the political system. According to the Marxist-Leninist ideology, the Communist Party was the vanguard of the proletariat. As such, its control of the political system was supreme, unquestionable and more so totalitarian; the party monopolized management of the state resourc es as well as all the undertakings of the society on behalf of the â€Å"universal, working class†-a multi-faceted ideological, conditional decorum of the communist system, at least at the expectation level. In practice, however, the party was firmly under the stewardship of a unique socio-political stratum namely the ‘nomenklatura’; the privileged party bureaucrats with preferential access to the state resources (McCauley, 2001, p. 86). With political legitimacy hinging on the ideological principles of the Marxist-Leninist canon underpinned by the coercive terror engineered by Stalin and operated through the security forces, the system â€Å"manufactured† leaders appropriate to it. So buttressed by sweet fear and intimidation that the subsequent leadership, those who disliked Stalin’s commanding tone included, could not quite disassociate with the world Stalin had created; yet a tone that upheld the system. Before Gorbachev’s initiation of p erestroika in 1985, successive leadership beginning with Nikita Khrushchev-the immediate Stalin’s successor, made numerous changes to the system. With gradual ‘abandonment of mass political terror’, the subsequent regimes basically lost the original Stalinist control grips on society (Dallin and Lapidise 1995, p. 675). The consequential effect was an individualistic retreat into long-term cultural transformations that further weakened the founding principles of the Soviet system. Despite of the upsurge

Compare various types of Realistic writing Essay

Compare various types of Realistic writing - Essay Example However, for Bret Harte, the American dream remains a remote reality, even though his writings revel in the West, especially, California. In ‘The Outcasts of Poker Flat’, the lines, ‘With him life was at best an uncertain game’ (Perkins and Perkins, 2007, p. 485) shows Harte’s belief that the American dream is unattainable.   For Red Cloud and Hopkins, the West was their home, so when the settlers began to invade, they felt that their settlement and their existence is threatened. Red Cloud’s speech to the Cooper Union in 1870 in New York shows his views: ‘All I want is right and justice’ (Perkins and Perkins, 2007, p.493). This is considered as the precursor of the demands of equality and justice for different American communities. A similar undertone is sensed in the writings of Sarah Hopkins, a prominent female Native American Activist who wrote, Life Among the Piutes: Their Wrongs and Claims’. In her narrative, the viol ent invasion by the Whites around 1840s, is vivid and emotive (Perkins and Perkins, 2007, p.495). For both Red Cloud and Hopkins, the West represents their own identity and this identify represents the American Dream. References Twain, M (1884) The Adventures of Huckleberry Finn. In Perkins, G, and Perkins, B, Eds. (2007).   The American Tradition in Literature, Volume II, 12th edition. (142-143) New York: McGraw-Hill Harte, B (1869). The Outcasts of Poker Flat.

Impact of Major Ideologies on World Systems Essay

Impact of Major Ideologies on World Systems - Essay Example Systematic ideology integrates all cognitive processes whether logical or illogical, true or false that defines the character of humans explained in theories, assumptions and intuitions. Through these analyses systematic ideology tries to explain why people act the way they do whether subconscious or deliberate. There are a few Major ideologies that have been identified and described by Walford George. They have the greatest impact on world Systems. A World System is a social organization with restrictions, structures, members, legislation and understanding. A world system is also broadly defined as a world economy. There are several world system types that have evolved due to peoples beliefs in the ideologies. Some of the distinct systems are; Anarchism, Socialism, Liberalism, Marxism, Feminism, Capitalism, and Fascism among others. The following is a look at the major ideologies and their impact on world systems. Most of the arguments placed before these ideologies are open to criticism and are not final verdict on the course of world systems. However these are analysis of very respected social analysts like Wallerstein. This ideology explains why different people all tend to choose to do tasks that appear to be easier in carrying out and is readily available. Expedient idea is concerned with what happens immediately rather than analyzing past experiences to predict the future (Blake1991). Power is believed to belong to the people and hence most people take steps out of expediency. This ideology is therefore not systematic. Dominion Ideology Describes why people would develop principles, commitments, devotions, and discipline. The thought of people here is based on two options; either False or true, good or bad, sacred or secular and subject or ruler among other options (Blake1991). The impact of such ideology on world systems is that there results in loyalty leadership in politics as well as what is described as conservative. Precision Ideology This ideology is described on the basis of Knowledge, Sense and accountancy. Character is determined by knowledge and belief in ethics, traditional values and compliance. Such ideology allows rational addressing of issues such as humanism, Skepticism, suffering and free thinking as their most important concerns. In terms of political administration, precision ideology tends to be inclined towards the liberal (broadminded) leadership and the inexperienced Bureaucracy. Reform Ideology This ideology is defined by the need for a slow but sure philosophical change; this discusses evolutionary discipline and gradual communism, free thinking under such thought leads to development of leaderships that embrace socialism and communism (Blake1991). In terms or religious belief people may tend to be atheistic, mystical, inspirational or cryptic religious practices. This inspires the world to have internal interrelations hence encouraging corporation. Revolution Ideology This ideology brings about socio-economic conflict by presuming economic and social classes. This conflict can only be resolved by revolution (rebellion) and violence should the need to arise. These values are established aggressively against conservative ones dominating over them and hence ruling them. Such ideology can lead to leadership that is more class oriented as in Marxism where economic

How the Digital World May Change Essay Example for Free

How the Digital World May Change Essay The rapidly changing societies with constantly improving technology and occurrence of social digital technologies dramatically changed the way people communicate and interact with each other making them either â€Å"digital natives†, â€Å"digital residents†, â€Å"digital immigrants† or â€Å"digital visitors† based on their generation or familiarization with technology. More and more people today perceive the world as the complicated and mature network of computerized and online applications that help to communicate, search for, exchange and share information, make business with international partners, play games on distance, and many other purposes. Though, the question is whether digital natives and digital residents are the same in their perception of the world, behavior and life habits in the future? Behavior of Digital Residents Since personally I was born before 1994, I am related to the category of digital residents, who were born before the occurrence of social digital technologies. Such people like me learnt the computer and Internet-related skills either in schools or universities and have an opportunity to compare life and perception of the world before and after the digital world. Despite I am not a digital native, my behavior as a digital resident is already influenced by numerous technologies I am using daily like cell phone, computer, DVD player, iPod, etc. With occurrence of cell phones, for example, people became more flexible and mobile in their behavior, actions, plans and ability to communicate with their family members, friends and colleagues. Moreover, many people combine conversations by cell phone with other activities like cleaning the house, working on the computer, shopping or driving a car (Palfrey and Gasser, 2008). Recently more and more people, including me, prefer to make their personal or business calls while driving to the office, shop or gym. It might be a good way to use time efficiently, though at the same time might cause problems and distract a person from driving and being careful on the road. In one of his first video chapters Robert Schrag (2010) addressed exactly this issue when young people got used to talk by phone and type text messages while driving. Though, the main difference in such behavior between digital natives and digital residents is that the last ones are more careful, reasonable and less dependent on the technologies than digital natives are (Palfrey and Gasser, 2008). It might sound crazy, but computers, cell phones and other technology-related products became a mandatory and integral daily part of their lives. While as a digital resident I am less dependent, or better to say, obsessed with technology, the changing world of education and business requires being constantly aware and familiar with the latest technologies, either to learn the updated and useful information for my personal and professional development or to keep pace with younger people whose knowledge of languages, computers and technology-related applications make them more competitive at the labor market. Conclusion  As for the future behavior as a digital resident, it is rather hard to predict since more and more innovations enter our lives. For example, nowadays a debate exists concerning two main issues: human cloning and brain chips. Personally, I do not support either of these ideas since with their occurrence and legacy people will be controlled by those who created such innovations while the human being is independent self-thinker who is responsible for his/her own actions, has personal wishes and dreams and is unpredictable in his/her behavior. While digital world gives me more and more opportunity to learn the world and communicate with other people, at the same time it controls me more and more shaping my behavior in the way innovators and digital world creators want. I personally think that technology should be wisely and within certain limits without suppressing and eliminating the natural things and personal communication between people.

Impact of Ethnicity on Politics

Impact of Ethnicity on Politics Introduction: The concept of Ethnic Identity and the resulting Politics is a somewhat recent development. History is full of examples where certain ethnic group got together and won over other ethnic groups for exploiting and snatching the assets of the other group. The battle for supremacy has exploited the ethnic ties in groups for their own benefit. The American Civil War – as is evident today – is a variation of this type of conflict. The crusades undertaken by Christians – however unchristian that may be – is also coming under this category. Today the politicians are roping in ethnic groups to strengthen their rank and file so that they can exploit the number game of today. The invasion of India by Babur, the first Moghul Emperor, was an ethnic groups’ invasion of a foreign land where the things needed by the group were available. The Moghul Empire, after a shaky start, lasted out for a few centuries. Hence, the fact Ethnic psychology played a significant role in shaping the history of the world is common knowledge. However, there must be something more in these group affiliations which is beyond religion, caste, creed or even culture. This paper examines the possibility of some basic reasons like economics, common threats, recurring frustrations or uncertainty factors which evolve an ethnic group and their contribution for stimulating political activities. Discussion: Every ethnic group shares not only a culture, religion, caste system etc but they also face certain common hostilities, frustrations and drawbacks which they want to overcome. These days there is no way other than politics by which they can make their statement heard and acknowledged by the concerned people. In the past whenever there was any common threat to a group they combined under an umbrella which later came to be called an ethnic group. In most of the cases it was religion but fact remains the group maintained solidarity by some thread only to fight against the threat facing them. There have been a number of ‘terrorist attacks’ all around the globe and in almost all these cases the roots are traceable to certain factions of a religion. The threats faced by these groups are numerous but it cannot be denied that the ethnicity factor had become dormant and the political ambition has become dominant. A case in point is that of the Gorkhas in the eastern part of India. It is well known that the Gorkhas are Mongoloid in origin but as far as religion goes most of them are either Hindus or Buddhists. They have an identity of their own but are supposed to play a secondary role in the body politic of India in general and West Bengal in particular. They claim to be affiliated to certain tribes and have been living in the remote hilly area for generations. Some clans are traceable to Chine uplands and are just not compatible to the society and culture of the main land India. These people, who have earned distinction by their services under the Royal British Army, have a very gallant regiment under the Indian Army. They are known to be very tough and brave in all assignments they are given. Yet they have started feeling that, outside the Indian Armed Forces, they are being deprived of their rightful claim to all the facilities due to them. As far as education goes they are not given any preference, all the important jobs in their home country of Darjeeling and adjoining areas are being given to the main land people. Thus they are now demanding that they should be giving a separate state under the Indian Constitution where they will be able to protect the interest of the hill people. This is a glaring example of ethnic politics. This ethnic group is trying to maintain its identity by resorting to politics whereby they are trying to protect the interest of the ethnic Gorkhas. In the past they have used all the means available to them – strikes, non-cooperation, work stoppages and even violence in many cases so that their demands are at least heard if not met. The situation has become so serious that the tourist traffic to the hills has plummeted to the rock bottom causing great harm to the state’s exchequer. However for the last forty years they have been given no consideration at all and the successive state governments have only made a mockery of their demands. Tall promises have been made but not a single action has been initiated for addressing their demands – most of which are towards protecting the rights of the ethnic Gorkha. The cultural background of the Gorkha people is significantly different from that of the main land population. Their way of life, social bonding and group affiliation has ensured that they project themselves as a different lot and therefore the ethnic political actions have created a significant impact on the total nation. People all over the country have slowly but surely started realising that the Gorkha people have a point to state. The major political parties are trying to woo their support in gaining advantage and clout in all local elections and other related issues. Thus they are now on the threshold making a big impact on the Indian political scene. Due to their geographical location they cannot think of going with the Chinese set up and the Indian politics has been dragging its feet in giving them their rightful claim. The ethnic identity has led to a significant polarisation of the political forces and may be in some occasion in the not too distant a future the identity of the Gorkhas are accepted and accommodated in the body politic of the Indian sub continent. When this long awaited eventuality takes shape it will once again vindicate the thinking that ethnic identity has a significant role to play in the political ambience of a place. The present day Gorkha movement is a clear validation of the existence of ethnic identity influence on the political development of an area. It may once again be recalled that the visible and manifested problems of the Gorkha people are just an expression of their frustration and anger at being deprived of the due facilities which is their rightful claim. The ethnic display of social bonds, cultural affinities and religious leanings are all but a manifestation of basically economic factors. This has been mobilised into an ethnic identity for influencing the politics of the place. Conclusion: The involvement of ethnic issues into creating any political identity is as old as history. However the truth is that the form and feel of such identity Politics on ethnic grounds has undergone a metamorphosis over time. The social, political, cultural, and racial aspects are all traceable to some common threat and frustration faced by the people. Such instances are countless in all countries but the issue of Gorkha people fighting to have their home land (on which certain knowledgeable write-ups were available) was chosen to highlight the main issues in the ethnic identity in politics. Here also the underlying reason for such consolidation of peoples will, could be traced to essentially economic and deprivation issues. Thus so long there are reasons to feel frustrated people will unite – amongst others – under the ethnic identity and try to wrench out political advantage from the authorities. Crowding under the ethnic banner for an identity and visibility will continue to be a dominant force in shaping the political situation of the world in the days to come.

GHB: Physiological Uses Versus Social Abuses :: Biology Essays Research Papers

GHB: Physiological Uses Versus Social Abuses The human genome is old news. The next generation of thinkers faces the great challenge of establishing how our physiological condition translates into complex thought and behavior. And there has not been a team of researchers more dedicated to empirically finding the answers to these questions than today's experimental teens. As subjects of their own study, these future scientists have quite thoroughly manipulated their mental and physical states through the use of drugs. While drug use may not directly reflect a dedication to science, the devices of these drugs have helped to elucidate the complex functioning of the brain and its effect on one's conscious state. The spirit of this drug culture raises issues important to the neuropsychologist as well as the social psychologist. Negative-effects or side-effects of [recreational] drugs are often considered physiological in nature, and social and political attitudes toward illicit drugs tend to reflect where a drug is presumed to regis ter on the " physically harmful" spectrum. What follows is an explanation of how clinical purposes and recreational uses of a substance may together inform a greater understanding of drug abuse. It appears that issues of over-all health are often connected to both nervous system input, the physiological effects of the drug, and nervous system output, which are the behaviors and alterations in conscious state caused by a drug. The potential advancements in our understanding of the functioning of the nervous system through this "hands-on" research strategy is confounded by the politics that surrounds recreational drug use in the US. Inevitably, the sub-culture of drug experimenters that pops-up as a result of stringent anti-drug enforcement, is not a random sample of the human population. While the DEA and FDA impose upon the research attempts of today's youth, shared information technology has created a space for future scientists to compare their methods and results. Looking up designer drugs on the Internet, I came to a greater understanding of the physiology of the brain as well as the preferences and behavioral patterns of today's youth. Easily manufactured, ubiquitously used, and derived from substances already occurring in the body, GHB is a model drug for addressing these issues. GHB, or gamma-hydroxybutric acid, was first synthesized in 1960 (1). Laborit, a French researcher interested in the effects of GABA on the brain used GHB, a GABA metabolite that can more readily cross the blood brain barrier, in his investigation (2).

Character Traits In A Seperate Peace Essay -- essays research papers

In the book A Separate Peace by John Knowles, one of the main themes is the effects of realism, idealism, and isolationism on Brinker, Phineas, and Gene. Though not everyone can be described using one of these approaches to life, the approaches completely conform to these characters to create one realist, one idealist, and one isolationist; thereby providing the foundation of the novel. The realist is Brinker. Brinker's realism takes on a very morbid quality after Gene decides not to enlist with him, do to Phineas's return to Devon. Brinker still sees everything the way it is, but begins to think that the way it is, is bad. On page 122, he is quoted as saying, "Frankly, I just don't see anything to celebrate, winter or spring or anything else." Brin...

Developmental History

Aaron (not his real name) was 3 years old and 4 months and 5 days on the day his mother was interviewed for this case study report. Aaron has a medium structure but is tall for his age, he likes to move around a lot, he is now able to run and play on his own with little supervision especially if he is inside the house. He likes going to the groceries and playing with the cans on the shelves. He can speak in short sentences but still uses baby talk when he asks for something. His first word was Mama and he actually grunts and giggles a lot. He is not comfortable with strangers or with anything new.He seems to have a slow to warm up temperament. But once he feels secure, he can actually be very friendly and interacts well with other people. He is potty trained and have started using pull-up diapers instead of the regular ones. He likes to work on coloring books and he has tons of scribbled papers. He gets bored watching TV, he does not even like Barney, but he likes music and he become s very alert when he hears Mozart or Beethoven. He likes toys that he can move, bang, throw and manipulate. He already has good fine motor skills as he can hold his spoon and eat on his own. However he can’t still button his own shirts..His favorite foods are oranges, vegetables and chicken. He also drinks apple juice with his meal. He still asks for his bottle when going to sleep but can use a sippy cup during the day. Aaron however sucks his thumb when he is sleepy or when he is feeling insecure. Health and Physical Condition Aaron was born through normal delivery, his mother was 25 when she gave birth and was the first born. His mother was healthy and did not have any severe medical conditions before and during the pregnancy. However, she had a case of urinary tract infection around 6 months into her pregnancy but was treated successfully with antibiotics.She also had a positive disposition during her pregnancy and she ate the right foods and dutifully took her vitamins an d regularly had her prenatal check-ups. Aaron passed the newborn screening test in flying colors, he was 7. 6 pounds, had the normal head circumference and height and he was already screaming when he came into the world. After 2 days in the hospital, he went home, however, he was supposed to be breastfeed but he had difficulty in it as his first feeding was from the bottle, his mother also had difficulty nursing him as she was a firs time mother.The doctors advised that he be placed on the bottle on an infant formula. He did not have any problems after this. Aaron was overweight when he was 5 months old, he has a very regular sleeping and feeding schedule and he sticks to it even if there are distractions. He liked to jump on his mother’s lap and he used his feet more than his hands at this stage. At 6 months, he changed his milk formula and he suffered from constipation, he had to be placed on different milk formula which was not constipating and was on a soft diet. After 2 days, he was able to resume normal bowel movement.He also had bouts of colic especially during the day. He does not cry much but when he does cry it took him a long time to quiet down. His mother noticed that he seemed to shiver when he cries and go blue when he does not get what he wants. When he is angry or upset, he will cough or make vomiting actions. The mother was alarmed with this behavior but when she talked to her pediatrician, he said that Aaron was merely trying to get his own way by vomiting and turning blue because when he checked him he was really just a normal child. The mother has learned not to reinforce vomiting or holding his breath and this have now disappeared.At one year old, Aaron was hospitalized for diarrhea and vomiting, he was having high grade fever and was throwing up and had very loose bowels. He was brought to the hospital because he was already showing signs of dehydration. He stayed in the hospital for 3 days and came home fine. His teeth came out in pairs and started when he was 9 months old, at 1 year and 4 months, he already had 8. He seemed to have the colds and low grade fever whenever his teeth were coming out. He has not been dropped, had his head banged or fell from the stairs. He started walking at one year old and was running before he reached 2 years old.He did not have any illnesses up to the time of the interview. Health and Medical Analysis From the case study presented, it seemed that Aaron’s major health condition that has brought about medical attention was on his digestive system. He had constipation, colic, indigestion; diarrhea and vomiting at a young age this would imply that he has a weak stomach or a very sensitive digestive system. He had been on infant formula since he was born and it could be that his stomach have not adapted as well as children who have been breastfeed (Shonkoff & Phillips, 2000).He also had been using distilled water since he was born and it could be that his stomach does not have the friendly bacteria that normal children have. The problem is that Aaron likes food; he has a healthy appetite but since he suffers from indigestion or diarrhea he might lose his love for eating because it was the source of his discomfort, however, at present Aaron has not shown any aversion to food. In the future, Aaron may have more instances of diarrhea because when he gets older, his mother would have lesser control over what he eats (Berk, 2005).At present he is being taught to always wash his hands before eating and to not place anything on his mouth, but the difficulty is that he still sucks his thumb before going to sleep. It is recommended that the mother try to introduce Aaron to regular water and juice and to have him eat different foods so his stomach would be accustomed to it. It was also recommended that the mother bring this to the attention of the pediatrician and to learn more about how to keep the digestive system healthy and functioning well. References Berk, L. (2005). Factors affecting growth and physical health. In Infants and children: Prenatal through middle childhood 5th ed (pp. 293-303). Needham Heights, MA: Allyn & Bacon. Shonkoff, J. & Phillips, D. (2000). From neurons to neighborhoods: The science of early  childhood development. Washington D.C.: National Academy Press.   

Nationalism Essay †Nationalism Forms & Theories â€

Define Nationalism – Nationalism Forms and Theories – our site1. IntroductionWhat is Nationalism and how do you define NationalismThis essay will discuss definitions and forms of nationalism in an attempt to define nationalism phenomenon. The first section will focus on presenting contemporary and historical definitions. Secondly, a brief account of the emergence of nationalism and debates over its origins will be presented. The subsequent section will detail practical and theoretical forms of nationalism and argue for the fact that distinct definitions derive from different theories and forms of nationalism. Define Nationalism To provide a deeper analysis, forms of nationalism and their definitions will be connected with theories of nationalism. Based on these sections, this essay will argue that due to various ramifications of the concept of nationalism, this notion exists in various forms accompanied by a variety of definitions, each serving similar and distinct purposes. Finally, concluding remarks will be drawn based on the evidence presented throughout this essay.2. Define NationalismTo initiate an analysis of definitions and forms of nationalism, this essay will focus on four main definitions (Smith, 2016; Anderson, 2006, Gellner, 1969 and Khon, 1965). When referring to â€Å"nation† and â€Å"nationality† Smith (2013: 7) defines nationalism based on three generic goals which have emerged from the academic study of this ideology, namely national unity, national autonomy and national identity. In this framework, nationalism is defined as ‘an ideological movement for attaining and maintaining autonomy of unity and identity for a population which some of its members deem to constitute an actual or potential â€Å"nation†.’ However, for Anderson (2006: 211), nations are merely â€Å"imagined communities† as members of these communities will rarely know each other, and thus they will draw upon the concept of nationality from their own imagined population to which they belong to. This idea emerged from earlier concepts elaborated by Gellner (1969) who argued that nationalism is nothing more than the process of imagining nations. A similar definition that focuses on the idea that nationalism is internally felt by the individual was developed by Khon (1965: 9) arguing that: â€Å"Nationalism is a state of mind, in which the supreme loyalty of the individual is felt to be due to the nation-state†. Similar to Smith (2013), Coakley (2012) argues that many of the current definitions on nationalism overlap with each other and also with definitions of other notions, such as the concept of state. The state has been defined as a compulsory political organisation operating on a continuous basis (Weber, 1968) while a nation has been defied as a human population sharing a common territory and culture (Smith, 1991). Each of these terms can be encountered in definitions of nationalism which, according to Coakley (2012)see this concept as a form of political mobilisation or an ideology that justifies this mobilisation and diminishes the barriers between nation and state. As it can be observed from the above, in some areas these explanations converge while in other areas these notions seem to be divergent. Smith (2013) looks at nationalism as being a concept that describes self-governing capacity while Andersen (2006) and Gellner (1969) see this notion as the process of imagining communities. Similar to Smith (2013), Khon (1965) sees nationalism as connected with the notion of state. It can therefore be argued that nationalism is understood differently by these theoreticians. Finally, it can be observed that notions of self-determination and nationalism seen as an imagined form of identity expression have been maintained from the 19th century (Khon, 1965; Gellner, 1969) to the 21st (Smith, 2013). Thus, the following sections will attempt to uncover the reasons behind these differences.Define Nationalism – To modify or extend this essay or to get pricing on a custom essay Contact Us Today3. Nationalism Forms and TheoriesTo better understand why a unified definition of nationalism is not established, it is important to look at the epicentre from which nationalism arises. Consequently, a historical analysis of the concept and its subsequent forms, corroborated by theories of nationalism, will be attempted in order to understand this notion. The following section will thus discuss these themes.3.1. The Emergence of NationalismAlthough the word nationalism o nly emerged in political language after 1840, its importance grew significantly in the 19th century with revolutions across Europe (Hirschi, 2011). In this period, the most significant event involving nationalism occurred in 1914, when a fear of Slav nationalism led to the assassination of the Archduke Franz Ferdinand which resulted in the First World War (Breuilly, 2013). After the war, the Versailles Treaty made reference to notions of â€Å"nation states†, which became the primary concept used by US President Woodrow Wilson when instituting the doctrine of national self-determination (Breuilly, 2013). This action subsequently gave rise to substantial claims of nationalism around the world (Hirschi, 2011). Dahbour (2003) contradicts this, arguing that national self-determination was a response to the colonisation of states which eventually demanded national liberation. Furthermore, self-determination not only gives rise to nationalism but also to ethical and legal citizenship and with it, the ability of a nation to self-govern. As a result, Dahbour (2003) argues that nationalism is a specific claim made for self-determination. Both ideas elaborated by Dahbour (2003) and Breuilly, (2013) are noticeable in the definitions provided by Smith (2013) and Khon (1965). It can therefore be argued that the notion of self-governance and self-determination are connected with the emergence of nationalism and subsequently to its definition. Another opposing view comes from Andersen (2006) who emphasises language, specifically the shared language of a nation. According to this author, nationalism could not have spread and matured without people being able to read about this notion and debate this notion in writing (Andersen 2006). As a result, a cultural element – language- aided in the spread and maturation of nationalism (Andersen, 2006). Nevertheless, this argument does not concern itself with the emergence of nationalism but rather examines its consolidation. However, it emphasises the importance of culture in the definition of nationalism which spirals from a collective mind. This can thus support ideas of Andersen (2006) and Gellner (1969) of imagined communities as shared language is an acquired cognitive function and thus it is a part of the collective mind.Define Nationalism – To modify or extend this essay or to get full references Contact Us Today3.2. Forms of NationalismNationalism can be mani fested as a state ideology or as a non-state popular movement. These manifestations give rise to five forms of nationalism (ethnic, religious, civic, cultural or ideological) which are used to classify sub-types of nationalism (Chatturvedi, 2005). There are over 10 sub-types of nationalism (Snyder, 2009), some of which seek unity and self-governance for people of certain ethic groups while others seek expansion and economic growth for nations against the global community (Chatturvedi, 2005). Other forms of nationalism have been criticised for hiding racism (i.e. al-right nationalism favouring white supremacy) (Snyder, 2009) while other forms of nationalism seek to bring social unity and equality regardless of ethnicity (i.e. left-wing nationalism) (Maxwell and Maxwell, 2014).Ethnic NationalismFor ethnic nationalism and derivate sub-types, nationalism functions on the principle that a nation can only be defined by its ethnic connection which encompasses shared language, culture, heri tage and ancestry. Because of this characteristic, Roshwald (2001) describes this form of nationalism as intolerant and descriptive of authoritarian regimes. Studies (Gil-White, 2006; Sulaiman, 2016) looking into this concept have concluded that similar to nationalism in general, ethnic nationalism is composed of a series of terms that have distinctive definitions, including ethnicity, nation and state. When looking at manifestations of ethic nationalism in the world, research (Sulaiman, 2016) seems to describe similar lines with theory (Roshwald, 2001). This demonstrates thatethnic nationalism leads to conflict, especially in ethnic diverse locations (i.e. Niger Delta) (Sulaiman, 2016).Religious NationalismReligious nationalism denotes a form of nationalism which relies upon a central religion or dogma that has implications in politics and state affairs (Omer and Springs, 2013). This notion contrasts strongly with modern forms of nationalism and has been described as an irration al form of nationalism (Omer and Springs, 2013: 80). Several real world examples include non-secular states, such as Iran, Saudi Arabia or Afghanistan, where the religious law (Sharia Law or the Islamic Law) is the ultimate law of the state (Kavalski, 2016). As ethnic nationalism, religious nationalism shows little to no tolerance for other religious beliefs (Kavalski, 2016), however it does not focus on ethnic unity, but rather on religious unity by repelling any opposing views.Civic NationalismAt the other end of the spectrum, civic nationalism (also referred to as progressive nationalism) advocates for social unity, individual rights and freedoms. This form of nationalism is centred on the idea of a non-xenophobic society, which shows tolerance for all its individuals and strives to provide equality and social justice (Hall, 1998). A practical example of this can be found in Singapore, where the government’s strategy for development derived directly form civic nationalism and globalisation (Brown, 2000). Empirical evidence (Kwan, 2016; Modongal, 2016) shows that while civic nationalism is the driving force of globalisation, it also leads to a dilution of intrinsic values in highly traditional societies (i.e. China). However, civic nationalism, as nationalism, has different forms of interpretation. Focusing on a definition provided by Habermas (1996), Shen (2007: 17) argues that civic nationalism is â€Å"a voluntary selection of allegiance based on values†. If contrasting the two definitions, it can be observed that civic nationalism is defined from a societal-national perspective (Hall, 1998) but also from a global, international perspective (Shen, 2007). Here, nations would accept cooperation with other nations to whom they share similar values. In practice, this rarely occurs (i.e. China and US economic trade), and countries with distinctive cultures will end up in cooperation for economic development; hence the potential for culture dilution (Modongal, 2016). Thus, civic nationalism and ethnic nationalism have a converging point, namely the element of shared culture. The cultural form of nationalism thus defines a middle ground between civic nationalism and ethnic nationalism (Fedorenko, 2012; Song, 2009). Hutchinson (1987) argues with historical examples from Arab, Jewish and Hindu nations that cultural nationalism plays a significant part in the building of nations, as it is a shared belief, value and tradition alongside with ethnic heritage which can lead to the consolidation of states.Ideological NationalismFinally, ideological nationalism is a form of political nationalism which argues for the capacity of nations to self-govern (Smith, 2013). This notion can also be seen Dahbour’s (2003) idea of self-determination as well as in the definition of nationalism provided by Smith (2013). Looking at the history of nationalism two main conclusions can be drawn. The first refers to the fact that nationalism is highly connected with t he concept of national identity and claims made for self-governance. Thus it may be argued that early forms of nationalism were ideological in nature and focused on notions of territory, population and self-government. This seems to justify Coakley’s (2012) ideas, according to which definitions of nationalism overlap definitions of state, nations and ethnicity. Secondly, because nationalism comes in various forms and subsequent types, a unified definition of nationalism is most likely unachievable. As a result, different forms of nationalism will automatically lead to the conclusion that each form defines a different concept, which although similar in some respects, will also be very distinctive in others. Because the progression of nationalism gave rise to different definitions and forms of nationalism, to better understand their nature, theories on nationalism need to be approached in a structured way (REFERENCE). The next section will therefore look at different theories of nationalism and attempt to set different forms and definitions of nationalism within these theoretical boundaries.3.3. Four Theories of NationalismAccording to Llobera (1999) four main theories dominate the notion of nationalism. These are primordial and socio-biological theories, instrumentalist theories, modernisation theories and evolutionary theories. Primordialists such as Herder and Fichte and more recently Smith and Connor, see nationalism as something which was always present in people but had been reawakened under political self-consciousness (Brown, 2003). Geertz (1973) argues for the concept of given identity, as an individual who is born within a group will receive its identity. Consequently, ethnic boundaries are established which are represented by the individual’s shared experience with family members and the group (Tishkov, 1997). Socio-biologists claims derived from this theory argue that heritage and implicitly ethnicity is passed on genetically (Llobera, 1999). These theories frame the notions of ethnic nationalism and cultural nationalism. Ozkirimli (2017) argues that these two forms of nationalism have their roots in primordial theory. Hutchinson and Smith (1994) have analysed primordialism in depth and argue that human social interaction will take place based on three elements: kin selection, reciprocity and coercion. From this notion, the authors hypothesise that ethnic groups are in fact super-families. Therefore, members of these super-families will be biologically inclined towards cooperation and reciprocity with their own kin while also resorting to some forms of coercion (Hutchinson and Smith, 1994). Conclusively, it can be argued that notions of belonging and indirectly excluding others, encountered in definitions of nationalism derive from these theories. Instrumentalist theories diverge from primordial theories by arguing that ethnic groups can be seen as nations and their boundaries are not fixed, but in fact these can vary according to specific needs (i.e. economic development) (Llobera, 1999). A representative figure in this domain is Barth (1969) who supported this theory by arguing that ethnicity is not a reference to biological or cultural heritage but more a form of social organisation. In Barth’s (1969) assertion, boundaries serve a specific purpose, either biological, ecological, economic, political and/or historical. Transposed, this idea can be encountered in the notion of religious nationalism (Sandler, 2004) where Islamic cultures maintain boundaries for political interest but individuals become a part of their nation when converting to Islam. Modernisation theories strongly oppose primordialism by arguing that nationalism emerged as the result of modern processes, such as industrialisation, favourable political, cultural and socio-economic conditions (Llobera, 1999). Hence, theoreticians who support this claim such as Kohn, Kedourie and Gellne, see nationalism as a modern invention (Hall, 1998). According to Hall (1998) this idea can be seen in notions of civic nationalism and ideological nationalism. Although these three theories show substantial contrasts, the fourth theory of nationalism, namely the Evolutionary theory attempts to bring together the notion of modern and primordial (to some extent). As a result, evolutionary theories argue that indeed, nationalism is a product of modern times; however in Europe, this concept evolved from the ideas of Andersen (2006) and Gellner (1969) of imagined communities corroborated by a form of patriotic nationalism which was present since the medieval period (Llobera, 1999). However, as Smith (1981) observed, in order to pinpoint the emergence of nationalism, an analysis of the transference from medieval to modern needs to be conducted. In order to accomplish this, all societal elements must be considered, including economic, social, political and ideological (Smith, 1981). By assessing the aforementioned theories of nationalism, several elements can be noted. Firstly, the evolutionary theories focus on the emergence of nationalism in Europe, which thus implies that this theory cannot be applied for explaining how nationalism emerged elsewhere (i.e. Hutchinson (1987) on the emergence of nationalism in Hindu nations). However, evolutionary theories can be used to explain the formation of definitions that rely on state and nation. Secondly, primordial, instrumentalist and modern theories of nationalism can be used as frameworks to explain the differences between forms of nationalism and subsequently between definitions of this phenomenon. Another observation that can be made in this case is that nationalism cannot be understood as functioning from a pure ideological, ethnic, dogmatic or religious form.Define Nationalism – To modify or extend this essay, let us know and we will write your essay Contact Us TodayAs it was discussed, its emergence and consolidation was favoured by specific politic, economic, social and cultural circumstances, while at the same time its development was favoured by the same notions (Smith, 1981). An exemplification of this can be seen in civic nationalism which serves the purpose of developing social inclusion and globalisation (Brown, 2000) while religious nation alism can be seen as a political instrument(Omer and Springs, 2013). Considering the multiple ramifications of this phenomenon, the existence of various forms and definitions of nationalism becomes explainable.4. ConclusionThis essay discussed various definitions and forms of nationalism and argued that a unified definition of nationalism is not likely achievable due to the existence of various forms of this notion. In the first section of this essay, by focusing on four definitions of nationalism issued by Smith (2013), Anderson (2006), Gellner (1969) and Khon (1965) it was observed that these theoreticians have different perceptions over the notion of nationalism. As a result, the emergence of nationalism and its forms was assessed in an attempt to explain these differences. By analysing the emergence of nationalism and its various forms it was noted that each form of nationalism derived its own definition. Furthermore, it was observed that definitions of nationalism are connected with its emergence. Hence the existence of various forms of nationalism cannot be used alone to explain its distinctive definition. To do so, understanding where and how this phenomenon emerged is also important. To provide a structured framework for the various forms and definitions of nationalism, theories of this concept were combined with the identified forms of nationalism and linked with the studied definitions of nationalism. Here, it was observed that definitions of the broad concepts of nationalism fit within the elaborated theories while forms of nationalism also fall within this framework. By assessing current notions of nationalism it can be concluded that the exact emergence of nationalism cannot be pin-pointed however primordial theories (Geertz, 1973) argue that this concept may have innate characteristics, thus it was always present in humans. Secondly, by observing the various forms of nationalism it can be concluded that this concept may have begun as a simple ideology from medieval times however it evolved to serve various purposes resulting in the variety of definitions and forms. Thus, a single definition of nationalism is unlikely to be developed (Hall, 1998).Define Nationalism – To modify or extend this or get full references Contact Us TodayNeed help with Best AP Books Selection Take a look at http://www.StudyAPExam.com Summary Article Name Define Nationalism Essay – our site – 3000 Words Description From the definition of nationalism to emergence of nationalism, practical & theoretical forms & conclusion, everything is covered in this 3500 word Nationalism Essay. 1000s of happy students! Author Silvia – our site Publisher Name our site Publisher Logo

Response to "Is the American Dream Over" Essay

Response to "Is the American Dream Over" - Essay Example The primary question is â€Å"is the American Dream Over?† Whereas this question has been asked over and over by different scholars, there seems to lack a definite answer to this question. This is because different authors and scholars seem to have a different definition of the topic â€Å"The American Dream.† However, Cal goes on to explain define what American Dream is. He argues that American Dream simply means fulfilling one’s life objectives. However, he goes on to claim that the institutional frameworks of the American government have been so corrupted that it is impossible for the common American person to achieve the American Dream. The question â€Å"Is American Dream Over† is arguably a debatable question at issue. This is because the question brings about the room for debate on both sides of the issue. For example, in his work Cal actually points to the possibility of old and new definitions of American dream and then takes on the modern definition. He however goes on to explain why he believes that the American dream died long time ago because of the challenges facing the modern American citizen. This opens up room for debate because, a significant number of Americans are actually living a life of their dreams. Indeed, it can be debated that American dream has been achieved to some extent. However, the question at issue also overlaps as a controversial issue because it opens wide the room for criticizing the government for the failure of Americans to achieve the American dream The issue of American dream is a question at issue because it provides a good and fair basis in which both proponents and opponents can exchange intellectual fists. Indeed, the question of whether American dream is alive or dead has received equal measure of debate from both sides. In his side, Cal gives reason such as lack of â€Å"employment, overspending, overtaxing, and overregulating government† as some of the reasons why American

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Architecture in the Baroque period - Essay Example Since the origins of the Baroque period can be readily traced to the religious developments during the period, it is also possible to differentiate and isolate that various characteristics of the structures during this period from others. Baroque artists did not make use of lines so that the volumes of the structures they built appear massive and weighty; instead they designed the structures such that the spaces between objects in them seemed vast and infinite. They also placed their figures and forms in a diagonal form rather than in rows so that the viewer could become more involved in the art. In line with the same ideas, figures in composition were made such that there were no clear boundaries between them. Such and other similar practices were employed in order to emphasize emotion and heighten the mood. It was done so with a purpose of arousing religious emotion. All these effects were created in the two most popular structures during the period, namely the church and the palac e. During the Baroque period, artists began to use their own symbolism rather than conforming to the previously established rules of the Renaissance era. Thus, the Church symbolism that had been created by the previous era began to vanish and as a consequence the influence of the Church on artistic content and form decreased. In fact, the events that heavily influenced all the works of art during this period were those of the Reformation and the Counter Reformation. One of the guiding principles was to reduce the influence of the Church.

Compare and contrast the views of Meyer and Bok on the issues of Essay

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Ethics and Performance Measures Research Paper Example | Topics and Well Written Essays - 1750 words

Ethics and Performance Measures - Research Paper Example It is imperative to measure the extent to which ethics are applied, so that the company becomes resourceful to employees and the community at large. By doing so, it win the trust of consumers, as well as gaining more profits for the organization. When a company manages to have a greater profit margin, it has a better opportunity to expand and offer more opportunities for employees. The vices that are taken for granted in the company are the ones that draw back the efforts in the organization (Shell, 2009). Unethical Behavior As A Result of Wrong Performance Measures There are many things which lead to the unethical behaviors in an organization. There is a need for constant checking of the manner in which employees conduct themselves because, if they are left on their own, they end up making mistakes due to peer influence or greed. In Sparkling Automotive Company, the presidents need to ensure that there is the measurement of ethics and behaviors of the employees because failure to ch eck on the behaviors can ruin a business that has been operational since 1930. The fact that there are no unethical behaviors exhibited by the employees does not mean that the employees are trustworthy (Arveson, 2002). Most of the employees harbor bad intentions or they get influenced by corrupt distributors or suppliers who access commodity from the company in wholesale. They may offers bribes to the respective employees for some under movements which will cause the company a lot of money. This ends up making the company undergo loss because the workers will out any money to be paid. Competitors use the gullible employees to carry out destructive missions, such as pirating the procedures used in manufacturing of the plugs; they result in production of counterfeit products which affect the results in the markets. Many workers who do not keep the secrets of the company line of production cause a dent to the company because they create unnecessary fracture to the production niche. Whe n counterfeit products are in surplus in the market, it takes the market a hard time to realize, hence, it affects the turnover of the company (Arveson, 2002). Corrupt means of cost cutting in the company where the heads of the organization acquire bribe to give tenders affect the image of the company. All this needs to be checked because neglecting such issues only worsens the situation in the organization of Sparkling Automotive Company (SAC) (Shell, 2009). When performance measures are tied to compensations, it creates a workforce that is driven by the need to create more resources for the company. This propagates the encouragement of unethical behaviors due to compromised honesty. In Sparkling Automotive Company, performance measures fall into four categories, which are customer perspective, financial perspective, internal process perspective, and learning and growth perspective. All these categories need to be acted upon for the company to flourish in its manufacturing and sale s of plugs in Sparkling Automotive Company. When all levels of employees in the company are not involved in the company activities pertaining production and selling of the plugs, there would be a lot of frauds that can choke the running of the organization. Delivering the plugs can counter a lot of hiccups which slow the

Curriculum as Influenced by Society and Technology Essay Example for Free

Curriculum as Influenced by Society and Technology Essay The current trend of technology in the classroom can be traced back to the early1900s when schools and museums, as a complement to verbal instruction, began to use visuals aids including drawings, paintings, and slides. In the 1920s, as film became widely used, The National Academy of Visual Instruction was formed to help distinguish between films that were for entertainment or educational value. As technology progressed and the television was introduced, the educational system began to use instructional television. During the 1970s and 1980s the biggest influence in the classroom, to date, came in the form of computers. As the 1990s progressed, computers and multimedia equipment continued to become more affordable and they began to be used across the world. The trend of technology in the classroom currently consists of multiple categories including Multimedia, Internet and Networking, Computer-assisted instruction (CAI), Computer-managed instruction (CMI), and teacher training. As the current trend of technology in the classroom continues to be centered on the inclusion of computers and other mediums, it only awaits to incorporate the next big step in technology. The Ever-changing Technology Trend The abacus, the slate, the red pad of paper, it is amazing to view the ever-changing technology in education today. As a society, not only has our language and communication developed, but the way that language and communication are expressed has changed drastically. In Mathematics an abacus was used to solve problems, now a student can program a graphing calculator to solve problems for them. Some schools allow children to bring laptops into class with them, in other schools it is mandatory that all students have a laptop to bring to school. From having no computers in the classroom to having dozens of computers in the classroom has been an evolution of the educational system. Technology in the educational system consists of many mediums, and the history to the current educational system is quite fascinating. What remains to be seen is how the ever-changing, ever-evolving technology will impact the schools today, and how technology will affect our schools in the future. The view of a teacher as the possessor and transferor of information is shifting to a new paradigm in which the teacher is now a facilitator or a coach. These new teachers provide appropriate learning environments that engage students in collaborative activities that require communications and access to information that only technology can provide. Technology engages students, and as a result they spend more quality time on basic learning tasks than students who use a more traditional approach. Students who have the opportunity to use technology to acquire and organize information show a higher level of comprehension and a greater likelihood of using what they learn later in their lives (Impact, 2005). The integration of technology into the curriculum has been shown to decrease absenteeism, lower dropout rates, and motivate more students to continue on to college. This current trend of technology in the classroom consists of multiple categories including multimedia, Internet and networking, computer-assisted instruction (CAI), computer-managed instruction (CMI), and teacher training: Multimedia Interactive multimedia combines text, graphics, sound, animation, and video into a single learning environment. The hardware of multimedia can include: Macintosh computers, audio digitizers, CD ROM players, graphic scanners, and videodisc players. Since information is presented in visual and verbal modalities, individual learning styles of students are easily accommodated. It is not only a presentation tool for the teacher, becoming the basis for classroom lectures, discussions, and simulations, but it is also a reporting and reference tool for students in preparing class assignments. Example of use: There is an ongoing multimedia project that is part of the seventh grade science curriculum at the Baker Demonstration School at National-Louis University. Students choose a mammal to study at Lincoln Park Zoo in Chicago, IL. They then spend several sessions at the zoo observing this mammals physical characteristics, behavior, locomotion, and its zoo habitat. These observations become the raw data for constructing a multimedia presentation about their mammal. Internet and Networking There is a clear direction towards using the Internet to open education to students everywhere. The use of the Internet ranges from making course materials available on-line, to using the Internet as the communication tool for the course. With the vast capabilities of the Internet, computers are being networked for communication, research, and remote collaboration. Networks can help to break down communication barriers and connect students and teachers with the outside world. Access to a computer, a modem, and phone lines frees students and teachers from the physical limits and time constraints of the school environment. Networking also allows them to send electronic mail, participate in computer conferencing, and access information from remote sources. Example of use: Students studying the solar system can send questions directly to NASA scientists. Classes from different parts of the world could read the same book and share ideas and conclusions throughout the reading of the book. Another idea is for one class to write cliff hangers and have the other class finish the stories. In some cases, classes have done parallel science experiments or conducted surveys and then compared results with the other class. Computer-assisted instruction (CAI) and Computer-managed instruction (CMI) (CMI) is the use of the computer to maintain records associated with student performance. This usually includes, but is not limited to, the results of particular Computer-Aided Instruction (CAI) packages. As the student completes each lesson, the computer stores the progress, scores, records the results of all tests or quizzes completed, and it provides progress reports to the teacher. These reports, either individual or class-wide, may be used to rapidly identify unsatisfactory progress or weak areas (Harrison 1983). Example of use: An individualized curriculum could be written for each student allowing the teacher to more effectively utilize the limited class time available. These tools can help remediate students lacking in certain skills and allow students access to information presented in multimedia formats. Teacher Training Tremendous increase in technology-related in-service teacher training is taking place. Teachers are learning how to use electronic grade books and other teacher utilities to create puzzles, tests and quizzes, and other materials in order to assist them. Examples of training: After-school workshops conducted by the computer enrichment instructor and/or volunteers is one form of teacher training available, another is one-on-one tutoring carried out by volunteers or a computer enrichment instructor. Technology conferences attended by selected members of the faculty and teacher-to-teacher instruction utilizing those faculties with advanced technology skills also provides valuable teacher training. In addition to the technologies mentioned, the Education Coalition (TEC) considers the merger of computing, television, printing, and telecommunications as the most significant trend in education and technology. Bringing them together results in the whole having greater impact than each individual part (Lane Portway, ND). Technology is abundant in the classroom today in many forms such as computers, the internet, DVDs, CD-ROMs, etc. However, technology in the classroom â€Å"can be traced back to the early 1900s, when schools and museums began to include visuals such as drawings, paintings, slides, films, and models as a complement to verbal instruction† (Summary of Major Events in the Field, 2005). In the early1900s, still and video cameras were considered to be the technology of the future, the likes of which had never been seen before. It was hard to imagine, at this time in history, that they would be used on a daily basis in the home, let alone in the schools. Contrary to popular belief, the history of technology within education goes back a lot further than simply the introduction of computers and televisions into the classroom in the 1980s and 1990s. Throughout history, many people have had high hopes of how technology would affect education in the future. Thomas Edison said, books will soon be obsolete in the schools. Scholars will soon be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed in ten years(Major Trends of the Decade, 2005). In the late 1800s and early 1900s, Thomas Edison was working on perfecting his invention, a kinetophone, which synchronized sound on a phonograph cylinder with pictures on a screen (Life of Thomas A. Edison, 2005). Edison dreamed that films would one day revolutionize education. â€Å"In 1911, he released a series of historical films about the American Revolution, becoming one of the first producers of films for classroom use† (Major Trends of the Decade, 2005). While his invention did not exactly revolutionize education, the modern version of inventions like the kinetophone is used on a regular basis in the classroom via television, video, and DVD. In the 1920s, film was seen as a progressive style of teaching, and was used in only a few select classrooms across America. To aid in the process of incorporating film into education, The National Academy of Visual Instruction was formed in order to help distinguish between films that were for entertainment and films that had educational value (Major Trends of the Decade, 2005). During this time, there was also an attempt to use radio broadcasts in the classroom; however, this trend died out within 15 years as there were often technical problems that could make teaching unpredictable. As film began to be used more often in classrooms across the world, the United States government had to prepare teachers for the advancement of technology in order to keep up with other advancing countries throughout the world. This was hard to do as many teachers worried about the fire hazards from film projectors and also feared that technology would one day replace them and they would no longer have jobs (Major Trends of the Decade). Classrooms would continue to experiment with this new technology for years to come, in hopes of keeping up with the changing times. In the 1950s and 1960s, the demand for instructional television reached its height due to a shortage of teachers and overcrowded classrooms. In 1959, the Midwest Program of Airborne Television Instruction (MPATI) was created and 34 courses were televised to 2,000 elementary and secondary schools in six states (Saettler, 1990). Students were able to watch and learn from their classrooms, and many schools that were unable to participate in the program tried to acquire it by borrowing from other schools across the nation. It was a big step forward for the educational system and later in 1990, Christopher Whittle created a more advanced version of this known as Channel One, a show that aired in almost 12,000 public and private middle and high schools nationwide, while reaching 7. 7 million students (Borja, 2005). Studies done on MPATI showed that teachers disliked the program and found it interrupted their classes, so it lost much of its attraction to schools. While teachers did come to understand the importance of bringing the world into their classroom, the same situation evolved later with the classroom interruptions and Channel One in the 1990s and it has steadily declined in its use in classrooms. The decade of 1960 saw the introduction of computers into the educational setting, although it was not in many schools as the costs to supply them was too great for most school systems. The development of computers would continue to grow in the ‘70s and ‘80s, when microcomputers became available; more convenient for schools and somewhat more affordable. These decades saw rapid advancement in the way of computers, television, and video recorders, making it hard for schools to keep up with the latest equipment. As the 1990s progressed, computers and multimedia equipment continued to become more affordable and were widely used in many classrooms spanning the globe. While in the past students were content and well supplied by having a set of crayons, pens, pencils, books, and a chalkboard, technology has quickly advanced over the years to a point in which no classroom or student is complete without sophisticated sets of computers, DVDs, scanners, and the Internet. Technology has had a great impact on education in recent years. The trend to modernize schools and increase the amount of technology in the classroom has become apparent with the passing of new educational legislation and an increase of electronic devices in classrooms. Studies by major universities have also been undertaken to look at the use of computers and other items in learning and the effect that they have on students. The impact of technology on schools has been both positive and negative. While educators embrace the idea and the opportunities that new technology provides students, the trend has caused an increase in costs for an already under-funded system. Keeping up with such advances will be increasingly more expensive as time goes by. This cost is worth paying; however, as the trend in the workplace has also been moving toward technology as well. Studies have been undertaken by universities and researchers to learn the impact and necessity of technology in schools. A research project at the University of Georgia focused not only on the United States, but on many other English speaking countries as well, including Australia, Canada, and Great Britain. This study focused on the incorporation of media and technology in schools and the impact to which it has had on students and learning. The researchers found that these tools â€Å"are effective in schools as phenomena to learn both from and with. † (Reeves, 1998, The Impact of Media and Technology in Schools) The results of this effort point towards the importance of technology in school, and make an argument for its continued and increased use. Legislators, voters, and school officials have also realized the benefits of giving students an education involving technology. In recent years, the number of computers and other devices in schools has increased drastically. According to a study done by the California Department of Education in 2004, there were 1,181,649 computers in classrooms across the state. At that time, this was approximately 1 computer to every 5. 3 students. (California Department of Education, 2004) The number of computers in classrooms is expected to increase yearly, although the data has not yet been released for 2005. As these electronics do not come to schools cheaply, unless through donation, the State of California, as well as other states across the Union, have passed legislation to assist schools in purchasing the items. An example of this is California’s SB 1863, which was a bill signed into law by Governor Davis in 2002. This act grants non-profit organizations, such as public schools and hospitals, the ability to purchase computers and telecommunications systems at a discounted price (Bowen, 2002, SB1863). With legislation such as this in place, it is easier for schools to afford the necessary items they need to keep up with changing technology. As computers and other items are introduced into classrooms across the nation, teachers are being forced to learn how to use the technology and software in order to incorporate it into their lessons. For some, learning to do this can be difficult, while for others it may be simple. The amount of time it takes to learn the information and skills needed cuts into personal lives, taking away from family events and other activities. These hours are often unpaid, and are done from the teacher’s own desire to better instruct students for the future. Educating oneself to use computers and other devices is also expensive. Computers and their components are quite costly. Many teachers have to afford to buy the computers themselves. Teacher salaries are not exceptionally high, and purchasing such items is not always feasible. According to the American Federation of Teachers: The average teacher salary in the 2003-04 school year was $46,597, a 2. 2 percent increase from the year before. This falls short of the rate of inflation for 2004, this was 2. 7 percent. When adjusted for inflation, the 2003-04 salary actually drops 0. 4 percent from 2002-03. (American Federation of Teachers, 2005, Teacher Salaries Lag Behind Inflation) Teachers are also placed in another predicament as workplace trends are requiring computer and technology skills be incorporated into everyday business. A teacher’s job is to prepare their students for the future. In order to accomplish this goal, educators must be able to instruct their pupils in the areas of technology. To do this, teachers must be educated themselves, and in such a fashion that the teachers are forced to purchase nearly unaffordable items out of their own salaries. Including technology into the classrooms is important. Teaching students to use these items is beneficial to them and their futures. However, getting the tools to all students is difficult as funding is limited. Underprivileged schools tend to be less likely to have the computers that they need as funding is simply not available for them. This contributes to the problem of the technological divide, in which students from lower income areas do not have the equipment or skills to keep up with students in better neighborhoods and situations. In 1998, the incorporation of technology in schools cost roughly 16 billion dollars (Reeves, 1998, The Impact of Media and Technology in Schools). This money comes mostly from federal funding, but according to the study at the University of Georgia, it will not be enough to keep up with future needs. Technology in the schools is important. The inclusion of computers and other media in education of students will have a drastic impact on their future. These items are expensive but needed. Legislators are passing actions that will allow for funding to be available to purchase these items and place them into classrooms. In order for teachers to keep up with advancements in education, they have to learn to use the technology themselves. This takes their time away for other activities which they participate in and it can be costly in itself. The monetary cost of the inclusion of this trend in education is the biggest impact to which the system faces. Affording to pay for such material is difficult, as funds are hard to obtain. So, where will classrooms be in 10 years, 20 years? The question becomes where will teachers be? There are many proponents for online and virtual classrooms where a school room is not required, but there are many who object to this because school is not only where a child goes to learn, but it is also where a child goes in order to learn how to function in society. Currently in California, a new program has been implemented into high schools, it is the virtual enterprise, which gives students the opportunity to learn about business. However â€Å"there are no textbooks in the virtual enterprise (VE) programs. The classrooms don’t have the average-looking furniture; the furniture generally consists of cubicles, office desks, computers, fax machines and telephones. The teacher is called the coordinator, and the daily instruction is conducted with direct input from appoint company officers† (Tekaat-Davey, 2006). This form of environment is giving children a look into a more corporate environment, and for those students interested in a corporate world it is a very interesting form of education, and it is giving students a heads-up into how the â€Å"real-world† functions. Often, it takes a lengthy period of time for schools to implement new technologies because of the money constraints, however â€Å"a unique component of VE is the fact that it is very cost effective for the respective sites† (Tekaat-Davey, 2006). Many businesses donate the computers and other supplies that are needed in order to make the virtual enterprise environment work. This is an innovative approach that is giving the teacher a different role, but it may take on force because it is so much more cost effective. It seems that the goal of the future is to show children how to integrate technology into their lives effectively. Another aspect of technology is how small it makes the world, everything is so much closer through computers now, and students are going to be taught how best to interact and learn about different cultures, but schools in the United States are also going to need to compete more thoroughly with technologies in schools worldwide. Currently, 90 percent of schools have Internet connectivity and more than 33 percent of teachers have Internet access in their classrooms (Gahala, 2001). So yes, technology availability is there, but how to use it effectively is going to be the constant battle between teachers and technology experts. This country has developed in technology gradually over the years, even though sometimes it seems like it has been overnight. The growth of technology has been an ever-adapting process, and it is constantly changing. â€Å"Technology is not transformative on its own. Evidence indicates that when used effectively, ‘technology applications can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts’ (Means, Blando, Olson, Middleton, Morocco, Remz, Zorfass, 1993)† (Gahala, 2001). But, will technology change the role of a teacher is what concerns many teachers today, and the answer is possibly. â€Å"As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, lifelong learner, and risk taker† (Gahala, 2001). So, even though the process of education may change, the traditional principles still hold, teachers are there to be a guide and a facilitator for education and knowledge. It is a teacher’s responsibility to incorporate current technologies into the history of teaching in order to give students the best possible education they can receive. Technology use impacting student grades All four research questions considered how technology use (low/high) as defined by overall use, teacher use and student use in the classroom effected at-risk students classroom grades. Inferential statistics showed no significant affect on at-risk student grades for any of the independent variables—teacher use, student use or overall technology use. For all the independent variables of teacher use, student use and overall technology use, the 1st quarter grades are higher for high technology using teachers. But that trend did not continue into second quarter for any of the independent variables. Since low GPA is a criterion for being identified at-risk at the studied school, it is logical that these students had low grades. However, some of these students had no passing grades, which is equivalent to a GPA of zero. The grade point average mean for the 66 at-risk students is 1. 52 at the end of the school year 2000–2001. Any grade mean above a zero is an improvement for some of the identified at-risk students. A possible explanation for this decline in grades is a greater use of technology in the 1st quarter. The researcher informally observed that students are immersed in technology in many of the classes: Power Point slide shows, travel brochures, postcards and video interviews are being created for presentations. During the 2nd quarter the classrooms slowly returned to a more traditional style. Some teachers, in informal discussions with the researcher, said they are using drill and practice, word processing for writing, and Internet for research projects. Without the use of technology infused in the classroom teachers would never know that with more constructivist methods students could achieve at higher levels. From research on the ACOT classrooms, students use technology as a tool to collect, organize, and analyze data; to enhance presentations; to conduct simulations and to solve complex problems. One of the changes seen over this 10-year study is the change in the lower-achieving students; the ones teachers could not reach with the teacher-centered learning. These students began to respond positively given the alternate ways of expressing their knowledge, which not only raised their self-esteem but their status with the teachers and their peers. The at-risk students are likely to show improvement in academic achievement when technology is used in the classroom appropriately. The conditions needed for appropriate use of technology to improve education are: first, the successful use of technology requires teachers to face their beliefs about learning and the efficacy of different instructional activities. Second, teachers view technology as one possible tool that must be used in the curriculum and instruction framework with meaning. Third, teachers need to become risk takers, experiment with technology, help and share with peers. Fourth, technology can be a catalyst for change, but the process of integrating technology is a long-term challenge for the teachers. In closing on student grades and technology, from the ten-year study conducted by ACOT comes this statement: â€Å"teachers also discovered that students who did not do well in a typical setting frequently excelled when working with technology. Low achievers had a chance to experience success and began concentrating and applying themselves to their projects† (p. 95). This study supports the findings in the present study indicating that the technology should be incorporated into the curriculum in meaningful, student-centered methods. Conclusion The impact of technology in schools is somewhere between its the only way to make a positive change in schools to its a new fad. They see technology as a strong tool for positive change but it must be presented in the right ways. Steps must be taken for technology to make a difference. Leaders of the schools must include everyone at the beginning of the plan, not after technology arrives. Leadership in the school system must plan for technology. Hire a full time technology director, involve the school in the changes, and provide the services that are needed for technology to succeed in the schools. Teachers must change the way they teach. Classrooms must take on the student-centered learning methods. Teachers need to become facilitators. Students need to be allowed to use technology as a tool, which will enable them to collect, analyze, and create major projects. When schools are prepared for technology, the entire school benefits. The quality of the time for technology to be integrated into the curriculum is the key to student learning, not the quantity of time with technology. Technology is not the entire solution for keeping at-risk students in the classroom, but it is a start in the right direction. References Aitoro, J. R. (2005). No Child Left Behind. VAR Business, 21, 1-2. American Federation of Teachers, (2005) Teacher Salaries Lag Behind Inflation. Retrieved from http://www. aft. org/presscenter/releases/2005/100605. htm on December 15, 2006 Borja, R. R. (2005). Channel one struggling in shifting market, Education Week, 24(43), 3-14. Bowen, D. (2002). SB 1863. Retrieved from http://info. sen. ca. gov/cgi-bin/postquery? bill_number=sb_1863sess=0102house=Bsite=sen on December 15, 2006 California Department of Education, (2004). Number of Computers Used for Instruction. Retrieved from http://www. cde. ca. gov/re/pn/fb/yr04numbcomp. asp. on December 15, 2006 Gahala, J. (2001). 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