maryland Essays (896 words) - Regions Of The United States

Rusy Riggs 4/13/19 Jour 101 Maryland The United States of America is a wonderful place to live. We live in a country where every state is unique in its own little ways. California is known for Hollywood and c elebrities. New York is known for Manhattan being the greatest city in the world. Every state has something that no other state does. I am from the great state of Maryland and am proud to be a Marylander. Maryland wa s the 7 th state admitted to the Union in 1788. Many people believe that Maryland is considered a Southern state. Yes, Maryland is south of the M ason Dix on line and was a slave state before the Civil War but when it came time to secede or stand with the Union Maryland aligned with the North . Maryland , in contrast with Mississippi, Alabama and Georgia , does not offer the same kind of southern atmosphere . I view Maryland as n either a northern or southern state but rather a state wh ich is its own . People do not view each other as southerne rs like those in Mississippi. No Marylander views themselves as a northerner like those in New York . I love the great state of Maryland becaus e, although it is such a small state according to the City-Data.com , with just 10,460 sq. miles , there is so much to offer and so much to enjoy every day . Maryland is known for its three major cities : Annapolis, Baltimore and Washington DC . All three cities were founded in the early years of our country . Having large cities near by can be a bonus if you are looking for job opportunity. Those who want to find a good start in a career would most likely look in the Washington DC area. A downside to living in Maryland is cost. According to the Financial Investigator, i n 2019, the median household income in Maryland is estimated to be around $ 78 , 945 . With plenty of jobs in DC and access to the northeast corrido r the wage is higher in salary but cost is far greater. If you were to pick any state to travel to it would have to be Maryland. This fine state offers so much history that not even Philadelphia can match it. The best place to start your adventure is no ne other than the capital of Maryland, Annapolis. Annapolis was founded in 1649 and is home to the oldest running capital building still in use today. Old Town Annapolis is home to the United States Naval Academy where you can find midshipmen wear ing their white suits and hats. According to the Historic Inns of Annapolis, t he oldest hotel in Annapolis that's still in use today is t he Governor Calvert House which dates back to the 17 th and 18 th century . Annapolis , being a huge tourist attraction , has many hotels to stay at . One of the biggest things Annapolis is known for is boating. Being the sailing capital of the world, the Chesapeake Bay is a sight to see. The main boating attraction is the so-called Ego Alley , where m any show off their boats and , every once in a while, you may catch Johnny Depp's yacht. Being right on the Chesapeake Bay, Maryland is best known for its amazing crabs. You'll never find better crabs than those in Maryland. Annapolis isn't the only great thing in Maryland , though . The largest city in Maryland, Baltimore is well worth the trip. Baltimore is absolutely a beautiful spot and also has much history. Here is Eger Allen Poe's resting spot , located at the back of Westminster Hall and Burying Ground in the heart of Baltimore. Like so many large cities, Baltimore is known for its high crimes but, having visited the area, I f ind it quite pleasant. If you stay near the Patapsco R iver , which connects to the Chesapeake Bay, you'll fin d a view that is beautiful and an ambiance that is serene . For sports lovers, Maryland 's baseball team, the Baltimore

Anti

Anti Marcelo M. Surez-Orozco and Carola Surez-Orozco discuss the topic of anti-migration measures taken in the USA, and the genuine implications of the tendencies observed in the field. The authors provide the findings of a statistical report of the Pew Hispanic Center about a dramatic reduction of illegal migration rates from the south of the continent to the USA.Advertising We will write a custom case study sample on â€Å"Anti-Anti Migration† a Article by Marcelo M. Surez-Orozco and Carola Surez-Orozco specifically for you for only $16.05 $11/page Learn More The authors initially assess the tendency as a logical one, since the greatest economic recession since the times of the Great Depression reduces the migration incentives seriously, with advanced economies offering much fewer jobs and much worse living conditions for immigrants. However, the author indicate that this is not the key point to consider with the framework of illegal immigration topic. T hey offer an alternative approach to the topic consideration, claiming that it is more constructive than the modern anti-migration measures. The statistics the authors offer shows that there are $14.9 billon expenditures on the US Custom and Border Protection services, which is incredibly much in the conditions of the economic crisis in the country. However, even under the strengthening power of enforcement officials at the border and the aggravating policies of deportation, there are still 300,000 illegal immigrants recorded annually (Surez-Orozco and Surez-Orozco). The authors assess this tendency as a major breach of the fundamental US legislation, which is integrity of its borders and national security. The access of illegal immigrants erodes public trust and creates the projects of hopelessness in the issue of immigration. The authors expand on this critical situation even further, assessing the number of children of illegal immigrants who become US citizens by birth (4 million in 2008), while the official applicants for immigration have to wait for years, and sometimes decades, to join their relatives, official residents and citizens of the USA (Surez-Orozco and Surez-Orozco). The present tendency is shown by the authors as a dramatic discrepancy in the anti-migration theory and practice, harming obedient citizens, and ignored by deviant ones. Upon a critical appraisal of the present situation, the authors of the article offer a different approach to the issue of illegal migration. They remind to the reader that it is actually the American population that created the demand for illegal, cheap labor in the 1990s, and that employs illegal immigrants as nannies and gardeners. It is useless to reject people once they are already in the USA. Hence, the authors claim that in case Americans could have given cheap manual jobs for those immigrants, they should consider the opportunity of welcoming them in their community, at their workplace, and in the neighborho od. To achieve that, immigrants have to fit a certain set of characteristics that will enable them to assimilate with the mainstream American society as equal members thereof.Advertising Looking for case study on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Surez-Orozco and Surez-Orozco propose a three-stage program for fighting illegal immigration. They state that each illegal immigrant, after living for three years in the USA, has to sign an affidavit in which he or she accepts unlawful stay in the country. After that, the immigrant will have to pass a security check and pay a fine of $6,500 for the unlawful stay in the United States, and will then take a course of studies including the US history, English language, and fundamentals of the US government system (Surez-Orozco and Surez-Orozco). However, the authors emphasize that the program will not achieve success in case there is no support from government and admi nistration; the officials have to accompany these comprehensive steps on assimilation of worthy immigrants with the tough deportation and border security measures. Surez-Orozco, M. Marcelo, and Carola Surez-Orozco. â€Å"Anti-Anti Immigration: Principles to Make Migration Work.† Huffington Post. 2010. 7 Oct. 2011. https://www.huffpost.com/entry/antianti-immigration-prin_b_706609 Anti Introduction Over the years, marriage has been thought to be a private affair between two partners who express love and commitment to each other. However, this has grown to be referred to as a public institution. Marriage originates from time immemorial where the Christians profess that God created man and woman and put them in the Garden of Eden to reproduce and take care of the garden.Advertising We will write a custom essay sample on Anti-same-sex marriage laws and amendments violate the constitutional guarantees of equality for all citizens of the United States. specifically for you for only $16.05 $11/page Learn More Therefore, the marriage institution has existed for a long time now. However, different scholars have emerged with various definitions of the term marriage. The marriage bill in the United State has had various amendments as different leaders considered it a sensitive issue in the country. The issue of gay marriage has always been brought a bout by lawmakers in the country since the 1970s where they advocate for legalization of the same sex marriage. This paper brings into light several amendments to the Marriage Act where it guarantees the constitutional right of all citizens in the country. The Defense of Marriage Act is abbreviated as DOMA was enacted on September 1996 by the United States Congress. This legislation was enacted under President Bill Clinton, and it recognizes the marriage institution. According to DOMA, marriage refers to a union between a man and a woman that is legal under law that give the right of each partner in the marriage. However, the law does not acknowledge the existence of the same sex marriage, and this has brought about legal cases to the government by aggrieved parties. The act signed into law by President Clinton raised a lot of questions about the Marriage Act where different lawmakers failed to acknowledge homosexual marriages under the law. The failure to recognize same sex marriag e brought a lot of legal action to the government by aggrieved parties (Perkins, 2). Definition of key terms Federal law refers to a state regulation of Acts that each citizen is supposed to follow without fail. The Federal bills are passed by the Congress and signed by the President before being gazetted into law. The laws provide guidelines of how citizens should carry themselves under the legal framework of the given country. The law protects the citizen from arbitration or any breach of their right and freedom either by the state or any citizen (Cott, 73). Marriage can be defined as a legal union between two individuals who express love and commitment to each other. The union is recognized under the country’s legal framework as a binding agreement where benefits to both individuals are paramount. Under a common law, marriage is a legal union between a man and woman who come together to express love, sacrifice and commitment to each other under the law. This union is guard ed by a legal document signed by the couple in front of a witness. There are different kinds of marriage that exist. This includes the Christian marriage that permits only one man and woman to have a marriage union.Advertising Looking for essay on family law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The other kinds of marriage include civil union, which is officiated by the Attorney General. Over the years, debate about legalizing the same sex marriage had challenges following what is seen as a breach of the public view on the moral standards and especially in the church and family setting. In the past, most churches could not ordain gay priests as they were considered to have gone against the Biblical teachings. Criteria for value judgement Under the DOMA agreement enacted on September 1996, no state or even political subdivision can recognize same sex marriage for federal reasons including benefits to government employees o r even social security for survivors’ benefits (Perkins, 2). Under the Clinton government, the law was put in the letter, and this raised a lot of questions and cases castigated towards the government. As the government tried to criminalize homosexuality in the country, the homosexuality conduct law brought a case of Lawrence and Texas in 2003. The case was a follow up of the country in a move to overturn any same sex marriage where the parties to the marriage had no right under the law to conduct such an act. The case was decided that brought power to the gay rights community in the state of Texas. The sodomy laws had criminalized many gay and lesbian couples before the Lawrence v Texas case in June 2003, which overturned the implications that the same sex marriage couple suffered under the sodomy laws. Before this case was brought out into the public domain, the homosexuals had been criminalized for their acts. The same sex marriage law had extended to the military where th e soldiers were not supposed to indulge in these acts. The law also sought to remove the children from their lesbian mothers’ home as a justification of these harsh laws against gay marriage. The Texas case impacted on the Marriage Bill in that the exclusion of gays from the military was now seen as a breach of their right to join the army and serve in the country’s military as they deemed fit (Duncan, 623-663). Application of the criteria In declaring the sodomy law unconstitutional in the country, the court that ruled the Lawrence v Texas case the court sought clarification of the Georgia sodomy statute that banned the same sex marriage in the country (Chauncey, 509-538). Sodomy laws were thought to be the ideological, but they never considered the rights of the rising outcry by the gay community that sought the court orders to deem their marriage fit under the law. The anti-gay legislations that were eminent before had to be criticized to enable the observation of t he rights of the different people who wanted to indulge in same sex marriages and relationships.Advertising We will write a custom essay sample on Anti-same-sex marriage laws and amendments violate the constitutional guarantees of equality for all citizens of the United States. specifically for you for only $16.05 $11/page Learn More Following the election of President Obama into power, the Congress was mandated to look into the matter regarding same sex marriage and whether to legalize the union of the same sex partners. The DOMA act that was signed by President Clinton had to be investigated to allow for more public opinion about the same sex marriage in the country. The Massachusetts court granted several follow up with the same sex marriage bills seeking to allow for civil union of the same sex couple in the country. The Supreme Court held meetings to discuss the implication of legalizing the same sex marriage, and various issues were raised that necess itated the need to legalize the bill into law. By the year 2009, most states had legalized the same sex marriage and started to issue certificates to the couples. States like California legalized the same sex marriage, and it was seen as a win for the gay community as their constitutional rights were finally recognized and considered (Condit and Lucaites, 56). Conclusion The anti same sex marriage laws has over the years seen as abusing the constitutional right of many citizens in the United States. The law criminalizes against gay and lesbian marriages. However, the trend seems to be changing with many people coming out to declare their sexuality. This has led to the public outcry to amend some of these laws. The sodomy law in the State of Texas was criminalizing gay couples and made it difficult for the gay community to serve in the military. Chauncey, George. â€Å"What Gay Studies Taught the Court: The Historians’ Amicus Brief in Lawrence v. Texas.† GLQ: A Journal of Lesbian and Gay Studies, 10.3 (2004): 509-538. Print. Condit, Celeste and John Louis Lucaites. Crafting Equality: America’s Anglo-African Word. Chicago: University of Chicago Press, 1993. Print. Cott, Nancy. Public Vows: A History of Marriage and the Nation. Cambridge, Mass: Harvard University, Press, 2000. Print. Duncan, William. â€Å"The Litigation to Redefine Marriage: Equality and Social Meaning.† BYU, Journal of Public Law, 18 (2004): 623-663. Print.Advertising Looking for essay on family law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Perkins, James. Defense of Marriage: Does It Need Defending? New York: Novinka Books, 2004. Print.

Britain and Revolutionary war

Britain had control over the colonists which cant they werent free men and couldnt make their own government like the Declaration of Independence stated that they could. The colonists that wrote the Declaration of Independence were Thomas Jefferson, Benjamin Franklin, Roger , Sam Adams and Robert E. And with what they wrote they were trying to convince other people that how Britain was treating them wasnt justified and that they were Just like the people in Britain and they werent less human than them so they had the right to be free Just like Britain.The Declaration of independence was in the point of view of the colonists but it was still Justified because Its true that all men are created equal and that the colonists arent any less than the British so the colonists had all the rights to declare their independence. The colonists fought alongside Britain in the French and Indian war, which they didnt even start, and when they won the war Britain decided to take advantage of the colo nists. One way Britain took advantage of the colonists was that they taxed them. Britain put a stamp act, which stated that any legal document had to have a stamp that had to be bought.But that wasnt the worst part because Britain also taxed them for tea. Tea was like a necessity for the colonists. Colonists drank tea dally but now they were being taxed for it. The colonists were also in charge of supplying for the British army that was in America. The colonists didnt need all those soldiers in America but Britain Just wanted to make profit off them. Britain was just taken advantage of the colonist by Just taxing them to pay off Britains war debt, taxing the colonists for their necessities Like tea, sugar, coffee, and wine, plus they had to supply Britains soldiers. Britain also took away the privilege for the colonists to move Into he new land that they Just fought hard for. The colonists werent able to migrate Into land that they just won because Britain had control over them and didnt want them to so basically Britain took advantage of the colonists because they helped them in the war but at the end the colonists were paying for the war and couldnt get something that was theirs which was the new land they had Just conquered.Since the colonists were taken advantage of by Britain by being taxed without representation and having things taken away from them It was completely Justified for the colonists to declare their independence. Britain also put an act called the sugar act, which taxed the colonists for things like sugar and molasses. This upset the colonists because they were just being taxed on more necessities and most people couldnt afford it anymore so they were Just other necessities taken away from them. The British were Just doing it to pay off their war debt.The colonists complained about the sugar act and being taxed but Britain did not listen to them so and placed more acts against the colonists. The sugar act also affected merchants and shippers because they were being taxed on their product that they were making money off so they would eventually end up losing money. The colonists were angry that the British werent listening to them and being unjust by taxing them without representation so they had the right to claim their independence. There was a news article that said that the colonists were over reacting to the taxes.They said that they were lucky they werent being taxed on other things like beer but even so what the colonists were being taxed on were necessities to them. The colonists drank tea almost every day and sugar was a major thing for the colonists because they all used it. The article on the newspaper written by someone from England also said that the taxes did not affect the poor only the rich because the poor didnt buy newspaper so the stamp act did not affect them and that stamps arent a necessity of life.But poor people still needed other things that they were being taxed on. So Britain taxing the colonists was Just unfair and gave the colonists more reasons to rebel. The colonists originally did not want to break from Britain and loyalty to the king. They tried to propose their concerns and ideas for resolve peacefully to Britain but they would not even listen to their proposal. Instead they continued to worsen the colonists anger towards Britain until it drove them to revolt.In 1775 the colonists finally declared themselves to be in a state of rebellion. They had had enough years of unfair and poor treatment. The government as corrupt and they had the right to abolish it and create a new one like the Declaration of independence stated they could but Britain did not let them. The colonists had many reasons why they were morally Justified in declaring Independence, and without their bravery and determination for liberty we would not live in this wonderful country the United States of America today.

An analysis of ethics in the 21st Century Research Paper

An analysis of ethics in the 21st Century - Research Paper Example Types of ethics will give us information about how ethics are related with various folds of our life. Amongst the type of ethics we will discuss in brief about Business Ethics in our report. This discussion would include details of business ethics as in what business ethics are, how they affect business and limitations of business ethics. After getting information of business ethics we will discuss about ethics in 21st century and finally moving on with the conclusion of report about what we have discussed in the report. Ethics may be defined as the philosophical study of behavior that is considered as correct amongst a particular profession or group. Ethics are also termed as Moral Philosophy. It is the discipline or study guiding about what is morally correct and what not. Ethics and values are essential for the development of every society, state, region or country. Today the world around us is changing with a fast pace thus creating uncertainty in lives. This may be due to cut throat competition and globalization. Thus ethics may serve as a guidance laying principles of conduct which is considered as morally correct. The universal values for natural environment, health and safety, human rights, equality of men and women and principles of human conduct all comes under study of Ethics. It is a broad term covering almost all the spheres of life laying principles for fair behavior (Singer 2011). Business Ethics is about responsibly doing the business. It means that the businessmen must keep away from indulging in unfair trade practices like publish misleading advertisements, adulteration, black marketing etc. The businessmen should supply quality products to their consumers at reasonable prices all the time. There should be no unfair competition and monopolies. Workers exploitation should not be there and they must get proper wages with good working condition. Business Ethics can be divided into two parts

Labor Relations and Collective Bargaining an Overview Research Paper

Labor Relations and Collective Bargaining an Overview - Research Paper Example Reference is also made to collective bargaining as an important aspect of labor relations. Moreover, the cost of labor contracts is analyzed, as possible, as this cost is differentiated across industries and enterprises. The examination and the analysis of the above elements of labor relations leads to the following assumption: labor relations are necessarily influenced by the local economy and social ethics, as this influence is reflected in the cost of labor contracts and the level of success of collective bargaining. From this point of view any effort for the improvement of labor relations would be based on the following criteria: close monitoring of the costs involved and cooperation with unions, as representatives of an important part of the local population. The form of labor relations worldwide is based on similar criteria: the need for employee safety, for trust in the workplace and for increased protection of employees’ compensation, including salary and potential benefits. For many decades, legislators in all countries have tried to develop a legal framework for ensuring the protection of rights of both employers and employees, as incorporated in labor relations. However, the enforcement of relevant laws has been often proved problematic, a fact that is reflected in the high number of legal texts emphasizing on the particular sector. Moreover, it should be noted that the intervention of legislators and judges in labor conflicts has not been always in favor of employees. In the study of Holley, Jennings, and Roger it is mentioned that ‘in 1884 a judge in the state of Tennessee wrote: all may dismiss their employees at will’ (Holley, Jennings, and Roger 522). In any case, the need for effective management of labor relations, in all their aspects, has been a priority for politicians, legislators and theorists. An example is the theory

Impact of Technology Essay Example for Free

Impact of Technology Essay Students in the early grades, from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs. In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem. ODwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test. Michigans Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005). In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests. Cavanaughs synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Boster, Meyer, Roberto, ; Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. Wenglinsky (1998) noted that for fourth- and eighth-graders technology has positive benefits on achievement as measured in NAEPs mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used. Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information. Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry by engaging students in authentic, complex tasks within collaborative learning contexts (Roschelle, Pea, Hoadley, Gordin ; Means, 2000; Means, et. al. , 1993). While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouris Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students now take advantage of the eMINTS program offerings. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms scored higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers (eMINTS, 2005). Results from other studies (Perez-Prado and Thirunarayanan 2002; Cooper 2001; Smith, Ferguson and Caris 2001) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process. Roschelle, Pea, Hoadley, Gordin, Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a schools capacity for change. Back To Top FACTORS TO CONSIDER Inclusion: Reaching All Students A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning, technology will be of limited use in achieving the goals of NCLB if is not available to all students. Students at Risk. Research demonstrates that the challenge of helping teachers and students achieve ICT literacy, and the challenge of establishing frameworks for assessing their skills, is most acute in schools serving low-socioeconomic, minority students (Becker, 2000b; Becker ; Ravitz, 1997). While public debate about the digital divide centers on basic technology access, the gap is even wider when measured by the pedagogical practices associated with technology use in different schools. More than half (53%) of teachers in public schools who have computers use them or the Internet for instruction during class. But in schools whose students are from higher-income families, 61 percent of teachers with computers use them in class compared to 50 percent of those teaching in schools with lower-income students (Lenhart, Rainie ; Lewis, 2001). And as wired as many young people are, the same study that found 87 percent of young people use the Internet also found that 3 million remain without Internet access. Many of those without access come from financially disadvantaged backgrounds, and a disproportionate number are black (eSchool News, 2005a). Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression. A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low-SES schools correlated most strongly with using technology for reinforcement of skills and remediation of skills, while teaching in higher-SES schools correlated most with analyzing information and presenting information to an audience (Becker, 2000b). At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills (specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills (Lau ; Lazarus, 2002). Back To Top Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for todays information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of todays social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005). In Oregon secondary schools, wirelessly networked note taking is used to support Hispanic migrant students who speak English as a second language (ESL). As part of the InTime project, ESL students attend regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicate using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ESL students can read their note takers translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox and Anderson-Inman, 2001). Students with Disabilities. For several decades, the American educational system has taken a narrow view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the staff, faced a group of students with an incredibly wide range of abilities and disabilities and made the best of it. Today, that view of special education is giving way to a broader, more philosophical approach—an approach designed to weave inclusive practices into t he fabric of the whole-school environment. (MOSAIC, 2000a). The shift in recognizing the needs of students with disabilities in relationship to their general education peers began with the 1997 amendments to the Individuals with Disabilities Education Act. Before the law, many children with disabilities who were not in schools at all because schools had chosen to exclude them (MOSAIC, 2000b). IDEA clearly established that all students with disabilities have the right to public education. More than 6 million children with disabilities ages 3 to 21 years old are served in federally supported programs (Snyder Tan, 2005). However, students with disabilities frequently experience insufficient access to and success in the general education curriculum. This is especially true for adolescent learners, even non-disabled students, who must cope with the emphasis on learning from text (Biancarosa Snow, 2004; Kamil, 2003). Universal Design for Learning (UDL) takes advantage of the opportunity brought by rapidly evolving communication technologies to create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum (Rose Meyer, 2002). UDL assumes that students bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and make use of, these differences (Bowe 2000; Rose Meyer, 2002). To promote improved access to the general curriculum for all learners, including learners with disabilities, Rose Meyer (2002) have identified three key principles or guidelines for UDL: Presenting information in multiple formats and multiple media. Offering students with multiple ways to express and demonstrate what they have learned. Providing multiple entry points to engage student interest and motivate learning. For example, printed reading materials pose substantial challenges to the learning of students with disabilities (J. Zorfass: personal communication, October 2005). Technology can assist with such difficulties by enabling a shift from printed text to electronic text, which Anderson-Inman and Reinking (1998) assert can be modified, enhanced, programmed, linked, searched, collapsed, and collaborative. Text styles and font sizes can be modified as needed by readers with visual disabilities; read aloud by a computer-based text-to-speech translators; and integrated with illustrations, videos, and audio. Electronic text affords alternative formats for reading materials that can be customized to match learner needs, can be structured in ways that scaffold the learning process and expand both physical and cognitive access, and can foster new modes of expression through revision and multimedia (J. Zorfass: personal communication, October 2005). It represents one way that technology can support the achievement of students with disabilities. Technology also has a role to play in the testing of students with disabilities. A notable outgrowth of NCLB is the legislations mandatory requirement that states account for individual subgroups, which has further challenged schools and districts to acknowledge students with disabilities (McLaughlin, S Embler, K Nagle, 2004; Nagle, 2005). State academic content and achievement standards now define the goals of education for all students, and most students with disabilities are now expected to reach the same level of proficiency as their non-disabled peers. In order to ensure that disabilities do not prevent students from participating in standardized assessments, students with disabilities are entitled to take these tests in the same way as their peers, with accommodations, or with an alternate assessment (Thompson, Thurlow, ; Moore, 2003). These accommodations or alternatives must not alter the content standard being measured nor the achievement standard (McLaughlin, Embler ; Nagle, 2004). While technology can support such accommodations and alternatives, striking a balance between accommodation and standardization across all students testing experiences remains a subject of debate today (Murray, 2005). Back To Top Educational Technology and Data Driven Decision Making The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions. NCLB has prompted educators to think much more systematically about educational decision-making and the use of data to inform their decisions about everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish targeted, responsive, and flexible ways to improve this academic standing (Mitchell, Lee, Herman, 2000, p. 2). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey Makar, 2005; Olsen, 2003; Hammerman Rubin, 2002; Herman Gribbons, 2001; Kearns Harvey, 2000). Recent research conducted by EDCs Center for Children and Technology has found that educators working at different levels of a school system have distinctive intuitive approaches to the process, despite the absence of systematic training in a particular approach to data-driven decision-making. For example, school administrators use high-stakes test data to allocate resources and plan professional development and other kinds of targeted intervention activities by identifying general patterns of performance, class-, grade-, and school-wide strengths and weaknesses. Teachers tend to use multiple sources of data—homework assignments, in-class tests, classroom performances, and experiential information—to inform their thinking about their students strengths and weaknesses (Brunner, Fasca, Heinze, Honey, Light, Mandinach ; Wexler, 2005; Light, Wexler ; Heinze, 2004; Honey, Brunner, Light, Kim, McDermott, Heinze, Bereiter ; Mandinach, 2002). While drawing on varied sources of data to form opinions about students competencies is not new behavior for teachers, significant research (Mandinach, Honey, Light, Heinze, Rivas, 2005; Confrey Makar, 2002, 2005; Hammerman, Rubin, 2002, 2003) suggests that teachers examine factors that contribute to individual patterns of behavior and think case-by-case, rather than identify patterns in data at different levels of aggregation, from student-to-student, class-to-class, and year-to-year, and systematically analyze the relationship between student performance and instructional strategies and materials. Data literacy—the ability of instructional leaders and teachers to work individually and collectively to examine outcomes-based achievement data, formative assessment measures of student performance, and students work products, and to develop strategies for improvement based on these data—is now widely recognized as a critical strategy in the academic performance of schools (Fullan, 1999; Haycock, 2001; Johnson, 1996; Love, 2004; Schmoker, 1999; Zalles, 2005). A key concept of data literacy is generating only the data that are needed and making full use of whats collected. The National Research Council (1996) notes that, far too often, more educational data are collected and analyzed than are used to make decisions or take action (p. 90). Those resources become meaningful to educators only when they are transformed into information, and ultimately into usable or actionable knowledge (Mandinach Honey, 2005). Taken as a whole, the emerging research in this area suggests that what is needed is a comprehensive and purposeful approach to the use of data that not only informs the practices of individual teachers, but is supported as an essential and strategic part of school-wide improvement strategies. New professional development programs are now training teachers and school leaders in how to make use of data in systematic and rigorous ways to continuously improve student performance. For example, TERC has created Using Data, a professional development model that introduces teachers to a process through which they learn to frame questions, collect data, formulate hypotheses, draw conclusions, take action, and monitor results (Love, 2002). Preliminary studies have indicated that this model has had an impact on teacher classroom behavior and on their approach to data analysis and interpretation (Love, 2004), and has also improved student learning as indicated by state and formative assessments (Zuman, 2005). Results from external evaluations of the intervention conducted in various locations have shown substantial gains in student performance on state accountability measures in the areas of math and language arts. Technology has a vital role to play in enabling data-driven decision-making. Web-based test data reporting systems provide an interface to the state and city testing results by organizing raw data into information that is aligned with state standards and mobile computing devices, such as handhelds, provide teachers with a platform to administer and analyze the data of classroom-based assessments. For example, according to the 2004 Quality Education Data, 55 percent of the nations public school districts used PDAs or handheld PCs in the 2002-2003 school year with an additional 8 percent expected to purchase them for use during the 2003-2004 school year. The numbers released by Wireless Generation, a for-profit company that designs educational assessment applications for handheld devices, suggests an even greater increase. During the fall of 2005, Wireless estimates that roughly 80,000 teachers, working in 48 states will be using their software to collect and analyze data for up to one million students in pre-K through sixth grade. The company currently has contracts with ten Reading First states, as well as with some of the largest school districts in the nation, including the New York City Board of Education and Chicago Public Schools. While using PDAs to administer assessments and view data are becoming increasingly popular, few studies have examined the effect they have on teacher practice and student achievement (Brunner ; Honey, 2001; Hupert, Martin, Heinze, Kanaya, ; Perez, 2004; Sharp ; Risko, 2003; Sharp, 2004). Studies that have begun to examine this trend suggest that that these tools assist teachers in thinking more substantively about students progress. As a whole, the research indicates that the single most powerful affordance of the technology is its ability to support teachers in using assessments to acquire information about students thinking and learning, and to use the understanding gained to further shape their instructional practice (Brunner ; Honey, 2001; Hupert et al. , 2004; Sharp ; Risko, 2003). Such a strategy places assessment squarely in the center of the classroom where it can potentially count the most. Back To Top The Complex Nature of Change Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan ; Melmed, 1996; Hawkins, Panush, ; Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers perceptions of their students capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez ; Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement. Back To Top IMPLICATIONS These findings have implications for every district and school using or planning to use technology. Research on successfully developing, evaluating, studying, and implementing a wide range of technology-based educational programs suggests that the value of technology for students will not be realized unless attention is paid to several important considerations that support the effective use of technology (ISTE, 2002; Byrom ; Bingham, 2001; Chang, Henriquez, Honey, Light, Moeller, ; Ross, 1998; Cradler, 1997; Frederiksen ; White, 1997; Hawkins, Panush, ; Spielvogel, 1996; Honey, McMillan, Tsikalas, ; Light, 1996; National Foundation for the Improvement of Education, 1996; Pea ; Gomez, 1992). These considerations are: Specific educational goals and a vision of learning through technology Ongoing professional development Structural changes in the school day A robust technical infrastructure and technical support Ongoing evaluation Back To Top 1. Educational Goals and a Vision of Learning Through Technology Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals? To answer these questions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. In fact, communitywide involvement in determining the schools technology goals benefits the entire educational process (Byrom Bingham, 2001; Panel on Educational Technology, 1997). Rather than using technology for technologys sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology. Cuban (cited in Trotter, 1998) states, The obligation is for educators, practitioners, and educational policymakers to think about what they are after. Only with clear goals can educators be intelligent about how much they want to spend for what purpose and under what conditions. If there is a clear understanding of the purpose of and type of technology used, evaluating the impact is easier and more valuable. According to Hawkins, Panush, and Spielvogel (1996) and Byrom ; Bingham (2001), school districts that successfully integrate technology show a clear and meaningful connection between technology and larger educational goals. Next, the planning team develops a vision of how technology can improve teaching and learning. Without a vision, lasting school improvement is almost impossible (Byrom ; Bingham, 2001). Team members come to consensus in answering the question How Will You Use Technology to Support Your Vision of Learning? Essential to this vision is an emphasis on meaningful, engaged learning with technology, in which students are actively involved in the learning process. Educational technology is less effective when the learning objectives are unclear and the focus of the technology use is diffuse (Schacter, 1999). The schools vision of learning through technology also emphasizes the importance of all students having equitable access and use of technology—females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. All students need opportunities to use technology in meaningful, authentic tasks that develop higher-order thinking skills. (For further information, refer to the Critical Issue Ensuring Equitable Use of Education Technology. ) Back To Top 2. Professional Development After the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen Weil, 1995). Wenglinsky (cited in Archer, 1998) found that teachers who had received professional development with computers during the last five years were more likely to use computers in effective ways than those who had not participated in such training. Yet teacher induction programs too often focus narrowly on helping new teachers survive the initial year (Fulton, Yoon, Lee, 2005). Ongoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom (Ringstaff Kelley, 2002). Teachers must be offered training in using computers, notes Sulla (1999), but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process. In successful projects, teachers are provided with ongoing professional development on practical applications of technology. Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum (Kanaya Light, 2005). Teachers also need embedded opportunities for professional learning and collaborating with colleagues in order to overcome the barrier of time and teachers daily schedules (The National Council of Staff Development, 2001; Kanaya ; Light, 2005). Skills training becomes peripheral to alternative forms of ongoing support that addresses a range of issues, including teachers changing practices and curricula, new technologies and other new resources, and changing assessment practices. This time spent ensuring that teachers are using technology to enrich their students learning experiences is an important piece in determining the value of technology to their students. According to Soloway (cited in Archer, 1998), teachers always have been the key to determining the impact of innovations, and this situation also is true of technology. Besides pedagogical support to help students use technology to reach learning goals, teachers also need time to become familiar with available products, software, and online resources. They also need time to discuss technology use with other teachers. Transforming schools into 21st century learning communities means recognizing that teachers must become members of a growing network of shared expertise (Fulton, Yoon, Lee, 2005). Professional collaboration includes communicating with educators in similar situations and others who have experience with technology (Panel on Educational Technology, 1997). This activity can be done in face-to-face meetings or by using technology such as e-mail or videoconferencing. The effects of introducing technology on teacher professionalization include increased collaboration among teachers within a school and increased interaction with external collaborators and resources. Back To Top 3. Structural Changes in the School Day It is important to build time into the daily schedule allowing teachers time to collaborate and to work with their students. Engaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research projects for which they are making use of online resources (such as artwork, scientific data sets, or historical documents), they may need more than a daily 30- or 40-minute period to find, explore, and synthesize these materials for their research. As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time (Becker, 1994). Back To Top 4. Technical Infrastructure and Support Increased use of technology in the school requires a robust technical infrastructure and adequate technical support. If teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. Back To Top 5. Evaluation Ongoing evaluation of technology applications and student achievement, based on the overall educational goals that were decided on, helps to ensure that he technology is appropriate, adaptable, and useful. Such evaluation also facilitates change if learning goals are not being met. Administrators can acknowledge and recognize incremental improvements in student outcomes as well as changes in teachers curricula and practices. Gradual progress, rather than sudden transformation, is more likely to result in long-term change. Baker (1999) emphasizes that besides being a means to collect, interpret, and document findings, evaluation is a planning tool that should be considered at the beginning of any technology innovation. She adds that the overall focus of evaluation is student learning. Heinecke, Blasi, Milman, and Washington (1999) note that multiple quantitative and qualitative evaluation measures may be necessary to document student learning outcomes. To ensure that evaluation procedures are adequately designed and carried out, administrators and teachers may wish to consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. All of these issues are important in using technology to improve student achievement. Educational technology is not, and never will be, transformative on its own. But when decisions are made strategically with these factors in mind, technology can play a critical role in creating new circumstances and opportunities for learning that can be rich and exciting. At its best, technology can facilitate deep exploration and integration of information, high-level thinking, and profound engagement by allowing students to design, explore, experiment, access information, and model complex phenomena, note Goldman, Cole, and Syer (1999). These new circumstances and opportunities—not the technology on its own—can have a direct and meaningful impact on student achievement. When educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members nderstand what role technology is playing in a school or district and how its impact is being evaluated. Finally, they will be able to justify the investments made in technology. To help states, school districts, and school personnel plan ways to measure the impact that technology is having on classroom practices and academic achievement, Dirr (2004) in partnership with the Appalachian Technology in Education Consortium and the Mid-Atlantic Regional Technology in Edu cation Consortium, identified the following evaluation strategies: Encourage SEAs and LEAs to set aside 10 percent to 15 percent of funds to evaluate their technology grants. Provide a model comprehensive plan for states and districts to consider as they design their own evaluation plans to include a statement of purpose, identifies clear objectives, demonstrates valid approaches to research design, and specifies appropriate time frames for analysis and reporting. Support efforts to develop shared instruments and sets of common data elements. Develop a database of best practices for technology programs and applications that have shown to support student achievement in scientifically based research studies. Develop a list of highly qualified researchers and evaluators from whom SEAs and LEAs can obtain guidance. Explore the development of validated instruments that could be shared across states. Back To Top ACTION OPTIONS: Administrators, the technology planning team, and teachers can take the following steps to improve student achievement through technology. Administrators and the Planning Team (comprising teacher representatives, technology coordinator, students, parents, and interested community members): Review a range of national and state educational standards for student learning (such as those listed in Developing Educational Standards). Seek out content standards that articulate the goals for students to achieve. Determine key aspects of national and state student learning standards for the school or district to focus on as educational goals. Involve teachers in this process to ensure that their expertise and opinions are considered. Charge cross-disciplinary groups of teachers and technology coordinators with finding new ways that technology can help students to achieve those learning goals. Collaborate to create a technology plan for the school. (Refer to the Critical Issue Developing a School or District Technology Plan. ) Set one-, three-, and five-year goals for improving student learning through technology. Identify specific curricula, practices, skills, attitudes, and policies that can be enhanced through the use of technology to foster significant improvement in the character and quality of student learning. For example, if the district is interested in improving students writing performance, word processing with an emphasis on revision and editing should become a salient part of the curriculum across disciplines. ) Identify classrooms in the district where students are already producing exemplary work using technology; or visit virtual classrooms by viewing CD-ROMs (such as the Captured Wisdom CD-ROM Lib rary produced by the North Central Regional Technology in Education Consortium), videotapes of echnology use in schools (such as the Learning With Technology videotapes), or Internet sites relating to technology integration in content areas (such as lessons using the Amazing Picture Machine and the Handbook of Engaged Learning Projects). Build a database or other resource that allows the school to share these best practices with school staff and the community in general. Be aware of state technology plans, district technology plans, and related policies. Ensure that the school is in compliance. Become familiar with factors that affect the effective use of technology for teaching and learning. Learn about research studies conducted in real school settings that describe how technology use is influenced by teachers experience with technology, adequacy of release time, professional development opportunities, and length of class periods. Ensure that teachers are aware of the value of technology for all students, especially those considered at risk of educational failure. (Refer to the Critical Issue Using Technology to Enhance Engaged Learning for At-Risk Students. ) Ensure that all students have equitable access to effective uses of technology. Develop strategies for addressing access inequities, strategies for addressing type-of-use inequities, and strategies for addressing curriculum inequities. Provide ongoing, extensive, and research-based professional development opportunities and technical support to help teachers use technology to develop meaningful instructional strategies for students. (Refer to the Critical Issues Realizing New Learning for All Students Through Professional Development and Finding Time for Professional Development. ) Ensure that new, research-based approaches to professional development are consistent with the National Staff Development Council (NSDC) standards for staff development. Provide incentives, structures, and time for teachers to participate in highly effective staff development (such as study groups and action research) to help them integrate technology into their teaching and learning. Find ways to make app ropriate structural changes in the school day and class scheduling to support engaged learning with technology. Consider block scheduling as a possibility. Educate parents about new assessment methods that enable teachers and administrators to make judgments about the effectiveness of technology in supporting student learning. Use appropriate evaluation procedures and tools to determine the impact of technology use on student achievement based on the learning goals that were set. Consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. Share findings with the community. Teachers: Determine the purpose of using technology in the classroom, as determined by the specified educational goals. Is it used to support inquiry, enhance communication, extend access to resources, guide students to analyze and visualize data, enable product development, or encourage expression of ideas? After the purpose is determined, select the appropriate technology and develop the curricula. Create a plan for evaluating students work and assessing the impact of the technology. Coordinate technology implementation efforts with core learning goals, such as improving students writing skills, reading comprehension, mathematical reasoning, and problem-solving skills. Collaborate with colleagues to design curricula that involve students in meaningful learning activities in which technology is used for research, data analysis, synthesis, and communication. Promote the use of learning circles, which offer opportunities for students to exchange ideas with other students, teachers, and professionals across the world. Encourage students to broaden their horizons with technology by means of global connections, electronic visualization, electronic field trips, and online research and publishing. Ensure that students have equitable access to various technologies (such as presentation software, video production, Web page production, word processing, modeling software, and desktop publishing software) to produce projects that demonstrate what they have learned in particular areas of the curriculum. Encourage students to collaborate on projects and to use peer assessment to critique each others work. In addition to standardized tests, use alternative assessment strategies that are based on students performance of authentic tasks. One strategy is to help students develop electronic portfolios of their work to be used for assessment purposes. Ensure that technology-rich student products can be evaluated directly in relation to the goals for student outcomes, rather than according to students level of skill with the technology. Create opportunities for students to share their work publiclythrough performances, public service, open houses, science fairs, and videos. Use these occasions to inform parents and community members of the kinds of learning outcomes the school is providing for students. Learn how various technologies are used today in the world of work, and help students see the value of technology applications. (Pertinent online information can be found in the 1998-99 Occupational Outlook Handbook and the Bureau of Labor Statistics Career Information. ) Participate in professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum. Use technology (such as an e-mail list) to connect with other teachers outside the school or district and compare successful strategies for teaching with technology.

Odour of Chrysanthemums: observations Essay -- English Literature

Odour of Chrysanthemums: observations ‘‘Odour of Chrysanthemums’’ was written between the end of the Victorian period in 1901, and the beginning of World War I in 1914. It was a time when England was still a powerful international force, and the head of a huge empire that extended from India to Nigeria, which demonstrated England’s political power and also provided a vast market for its manufactured goods. During the nineteenth century, England’s industrial machine had developed the factory system, which produced surplus goods for export. ‘‘Odour of Chrysanthemums’’ focuses on a dramatic moment in the life of Mrs. Elizabeth Bates, the accidental death of her husband, Walter Bates. The story develops in three major stages. The story begins with a description of the sights and sounds of a bleak mining village at the end of the mine’s afternoon shift. Mrs. Bates calls her son, John, in for the evening meal and provides a light snack for her father, a train driver, while chiding her daughter, Annie, about being late from school. She is also upset because her husband ...

Comparative Analysis of De Montaigne and Donne on Mind and Body

Both Michel De Montaigne and John Donne argue that the cultivation of the mind is linked to the well being of the body. Both argue that a mind void of proper enrichment and education will lead to an unhealthy body. However, Montaigne argues that the appropriate means of â€Å"education and enrichment† are studying and following the works of other great thinkers of history. Additionally, Montaigne declares imagination to be the impetus for the downfall of the body. Conversely, Donne argues that a mind groomed in imagination is the proper mode of finding bodily health. In their writings, both Montaigne and Donne are seeking a unity between the mind and the body. By comparing Montaigne†s Essays and the poetry of Donne, it is evident that the means for unifying the mind and body can vary for different people. Montaigne†s general philosophy on the relationship between the mind and the physical health of the body is one that associates a healthy existence with a healthy mind. His idea of a healthy mind is that which is learned through the studies of the â€Å"great thinkers† of the past, and steered clear of being taken control of by the omnipotent imagination. In Montaigne†s essay â€Å"On the Education of Children,† Montaigne stresses the importance of education, but only promotes a select few genres of education as appropriate. Montaigne links these few genres of education directly to the well being of the body. First, Montaigne declares that â€Å"The mind that harbours philosophy should, by its soundness, make the body sound also†(pg.67). Here he argues that anyone who is soundly based in the philosophy of the â€Å"great thinkers† of history will have the wellness of body that they desire. He states that † The most manifest sign of wisdom is a constant happiness; it†s state†¦always serene†(pg.67). Montaigne†s obvious foremost concern is that people be educated in the thinking of great thinkers. Secondly, Montaigne addresses the types of free thinking that are appropriate for a healthy mind and body. He argues that the free thought of a person should be based in the thought of the â€Å"great thinkers.† Montaigne says if a person â€Å"†¦embraces the opinions of Xenophon and Plato by his own reasoning, they will no longer be theirs, but his†(pg.56). He encourages people to â€Å"†¦imbibe their [â€Å"great thinkers†] ways of thought†¦Ã¢â‚¬ (pg.56). Montaigne†s argument is that free thinking not based in the thought of the â€Å"great thinkers† is simply uneducated freethinking, and thus is unhealthy for the mind and body. Finally, Montaigne†s essay â€Å"On the Education of Children† reveals Montaigne†s argument against the learning of â€Å"profitless† knowledge, or in other words. He says that â€Å"†¦most of the branches of knowledge in current usage are valueless to us†¦Ã¢â‚¬ (pg.65) and that â€Å"†¦we must limit the extent of our studies in those branches†¦Ã¢â‚¬ (pg.65). Montaigne†s apparent argument is that only a certain type of education, one based strongly in the thought of the â€Å"great thinkers,† is the type of education that will provide for not only a healthy body, but also a healthy mind. In Montaigne†s essay â€Å"On the Power of the Imagination,† Montaigne next argues against the perils of the imagination. He declares that the imagination, unlike freethinking based in acceptable knowledge, leads directly to an unhealthy body. Montaigne first attacks the sheer power of the imagination. Montaigne states regarding the imagination that â€Å"Everyone feels its impact, but some are knocked over by it†(pg.36). He contends that the imagination is something that slowly begins to take over the mind of a person and drive them further from the appropriate lines of learning. He argues that the imagination leads to the harm of the body. His first claim on this is that bad thoughts, such as having bodily failures (Montaigne uses the example of impotence), are spawned from the imagination. He declares that the â€Å"†¦comical impediments which so embarrass our society that they talk of nothing else are most likely caused by apprehensions and fears†(pg.39). These apprehensions and fears are brought on, Montaigne argues, by an imagination that controls the mind and body. Montaigne even goes as far as to call imagination the culprit for many people falling ill, as he says that the reason some people become sick is that their imaginations concoct how bad they could feel, and their bodies simple follow suit. He states that â€Å"†¦the mind must generally be prepared in advance.†(pg.41) in order for the body to feel a certain way. Montaigne†s whole argument in the essay reflects his distaste for the cultivation of a mind through imagination and his idea that imagination leads to an unhealthy mind and consequently, an unhealthy body. John Donne†s general viewpoint on the relationship between the mind and the health of the body differs greatly from Montaigne†s. Donne†s theory is simply that the path to a healthy body is an imagination. He claims that the imagination is the machine responsible for creating the ideas that make the body feel good. As for education, he argues that the highest forms of education are not from history books or philosophers, but from the deeper and more imaginative forms. In Donne†s poems â€Å"The Canonization† and â€Å"The Will,† Donne presents the argument that there is a knowledge to be sought that is much deeper and truer than any book knowledge. In â€Å"The Canonization,† Donne boldly states that earthly knowledge and materialistic cultivation of the mind is far below the education of the mind through love. He says: â€Å"For Godsake hold your tongue and let me love†¦ With wealth your state, your minde with Arts improve, Take you a course, get you a place, Observe his honour, or his grace†¦ Contemplate, what you will approve, So you will let me love†(pg.28). Here Donne states that to him the ultimate knowledge is that of love and that he would choose this before all other earthly types of knowledge. Donne argues that love can teach all necessary knowledge in life. He continues this argument in his poem â€Å"The Will,† in which he discusses all of the knowledge that love has imparted on him. He states: â€Å"Thou, Love, hast taught mee†¦ That I should give to none, but such, as had too much before†¦ Onely to give such as have an incapacatie†¦ Onely to give to those that count my gifts indignity†¦Ã¢â‚¬ (pg.60). Donne reveals hear some of the lessons that love has taught to him. Donne†s obvious argument is that the knowledge that is held in a book cannot be paralleled to that which can be learned through the higher ways of learning such as love. In Donne†s poems â€Å"The Flea† and â€Å"The Dreame† Donne lets his imagination go and argues that the imagination can be used in order to achieve a healthy and happy mind and body. First, in â€Å"The Flea,† Donne sets up a very imaginative metaphor as he uses a flea to act as the means of uniting him with his woman. He tells his woman that â€Å"†¦in this flea, our two bloods mingled bee;†(pg.48) and continues to say that â€Å"This flea is you and I†¦Ã¢â‚¬ (pg.48). This very use of the flea stretches the imagination to a great extent, as it places a seemingly bothersome insect into the place of tying together two people through its blood. It is evident then that Donne†s support for the imaginative went as far as placing it into the love poems he wrote to try to seduce his woman. Donne†s belief in imagination was wholehearted. As for relating this use of the imagination to the well being of the body, Donne addresses this as well. Donne†s imaginatively crafted metaphor is also a well-planned out scheme to seduce his woman. In other words, Donne uses the imagination to help make his body feel better by seducing and sleeping with his woman. His argument to his woman is that since the flea has drawn blood from each of them and the two have already exchanged the most special of bonds, that sleeping together would not be anything wrong. He tells her: â€Å"Thou know†st that this cannot be said A sinne, nor losse of maidenhead, And pamper†d swells with one blood made of two, And this, alas, is more than we would doe†(pg.48). Here we see Donne putting into practice his argument that the imagination can be used in order to get the body what it desires. In his poem â€Å"The Dreame,† Donne parallels his dreaming, or imagination, to the very woman of whom he is dreaming in the poem. During the poem, Donne dreams of a great sexual fantasie with his woman, and soon enough, she walks into the bedroom to find him dreaming. However, Donne†s dream is not interrupted, but rather it continues with her entrance. He says: â€Å"Therefore thou wakd†st me wisely; yet My Dreame thou brok†st not, but continued†st it, Thou art so truth, that thoughts of thee suffice, To make dreames truths; and fables histories; Enter these armes, for since thou thoughtst it best, Not to dreame all my dreame, let†s act the rest†(pg.45). Donne†s apparent argument is then one that declares imagination to be the precursor to reality. He argues that if a person does not first imagine how a certain circumstance will result, then they will certainly not have the pleasure of knowing what circumstances may follow. In other words, Donne believes the imagination to be a passageway from mental health and pleasure to bodily health and pleasure. Montaigne and Donne are two people seeking the same result: a unity between the mind and body. Both incorporate their compelling philosophies into their writing and present convincing arguments in order to explicate their theories. Each of the two agree that the body and the mind are related, and additionally that the imagination is a powerful controller of both the mind and body. However, the two disagree in their sentiments towards what types of learning and creativity create a healthy mind and body. Each of the two present their respective theories in very coercive arguments, and yet very disparate arguments. However, the two may have more ecumenically similar qualities when brought into modern society. Perhaps the greater message imparted upon the reader by the two authors is that the unity between the mind and the body is found through different means for different people. Each person must seek out their own form of mental cultivation that will help them to achieve both a healthy mind and a healthy body.

Race and Ethics Essay

I think that race could have several meanings depending on the individual. To me, race means â€Å"a group of people that have some same, common physical attributes at one another.† I think that race is society’s way of categorizing certain people into certain groups. Ethnicity is defined as â€Å"The classification of a population that shares common characteristics, such as, religion, traditions, culture, language, and tribal or national origin.† I think that this definition pretty much covers my personal opinion of what ethnicity means. What I didn’t realize is that ethnicity can also cover religion and I never thought religion could fall under ethnicity. I thought that ethnicity only covered skin colour and other physical attributes in people. The concepts are important to United States society in that the U.S. is a melting pot already. It is an equal opportunity country. I think that race and ethnicity are used for several studies to get a good idea of the future of the United States. I think that both of these two concepts are also important to the future of education, policies, laws, opportunities, families, and future views of society. On the other hand, I don’t feel that there is a huge problem at the moment. I think that these concepts are important but I don’t think that the U.S. as a whole looks at race and ethnicity as being a problem. I feel that it’s just the norm when you see other race and ethnicity in the United States.

What were the causes and effects of World War I Essays - Free Essays

What were the causes and effects of World War I Essays - Free Essays What were the causes and effects of World War I title = What were the causes and effects of World War I World War I was a military conflict from 1914 to 1918. It began as a local European war between Austria - Hungary and Serbia on July 28, 1914. It was transformed into a general European struggle by declaration of war against Russia on August 1, 1914 and eventually became a global war involving 32 nations. Twenty - eight of these nations, known as the Allies and the Associated Powers, and including Great Britain, France, Russia, Italy, and the United States, opposed the coalition known as the Central Powers, consisting of Germany, Austria - Hungary, Turkey, and Bulgaria. The immediate cause of the war between Austria - Hungary and Serbia was the assassination of the Archduke Franz Ferdinand on June 28, 1914, at Sarajevo in Bosnia by Gavrilo Princip, a Serb nationalist. (Microsoft Encarta, 1996) On July 28 Austria declared war against Serbia, either because it felt Russia would not actually fight for Serbia, or because it was prepared to risk a general European conflict in order to put an end to the Greater Serbia movement. Russia responded by partially mobilizing against Austria. Germany warned Russia that continued mobilization would cause war with Germany, and it made Austria agree to discuss with Russia a possible change of the ultimatum to Serbia. Germany demanded, however, that Russia demobilize. Russia refused to do so, and on August 1, Germany declared war on Russia. (Microsoft Encarta, 1996) The French began to mobilize on the same day. On August 2, German troops invades Luxembourg and on August 3, Germany declared war on France. On August 2, the German government informed the government of Belgium of its intention to march on France through Belgium in order, as it claimed, to prevent an attack on Germany by French troops marching through Belgium. The Belgian government refused to allow the passage of German troops and called on the witnesses of the Treaty of 1839, which guaranteed the justice of Belgium in case of a conflict in which Great Britain, France, and Germany were involved, to observe their guarantee. Great Britain, one of the witnesses, on August 4, sent an ultimatum to Germany demanding that Belgian justice be respected. When Germany refused, Britain declared war on it the same day. Italy remained uninvolved until May 23, 1915, when, to satisfy its claims against Austria, it broke with the Triple Alliance and declared war on Austria - Hungary. In September 1914, Allied unity was made stronger by the Pact of London, signed by France, Great Britain, and Russia. As the war progressed, other countries, including Turkey, Japan, the U.S., and other nations of the western hemisphere, were drawn into the conflict. Japan, which had made an alliance with the Great Britain in 1902, declared war on Germany on August 23, 1914. The United States declared war on Germany on April 6, 1917. (Microsoft Encarta, 1996) The outbreak of war in 1914 set in motion forces more gigantic than any previous war had seen. Two million Germans were on the march, the greater part of them against France, and there were another 3,000,000 trained men to back them up. France had nearly 4,000,000 trained men at call, although they relied on only 1,000,000 active troops in the first clash. Russia had more millions to draw upon than any, but their mobilization process was slow, a large part of their forces were in Asia and even their great potential strength was to a large extent canceled out by lack of munitions. (Captain Sir Basil Liddell Hart, 1984) The growth of these tremendous forces had been due primarily to a military gospel of mass. Known by Clausewitz, the Prussian military philosopher, who drew his inspiration from Napoleons example, the spread of this gospel had been stimulated by the victories of the Prussian conscript armies in 1866 against Austria and in 1870 against France. It had been assisted also by the development of railways, which enabled far larger numbers of men to be assembled, moved and supplied than had been possible previously. Therefore the armies of 1914 - 1918 came to be counted in their millions compared with the hundreds of thousands of half a century earlier. (Captain Sir Basil Liddell Hart, 1984) The essential causes of World War I were the attitude of intense nationalism that permeated Europe throughout the 19th and into the 20th century, the political and economic rivalry among the nations, and

Zoo Activity Essay Example | Topics and Well Written Essays - 1000 words

Zoo Activity - Essay Example Although the other placental mammals had a tendency to live in grasslands, marine and other environments, the adaptive niche for the primates was trees. According to the arboreal hypothesis, this provided numerous challenges and opportunities such as depth perception and binocular vision, climbing by utilising prehensile hands and feet instead of claws, varied diet resulted to omnivorous adaptation and longer life span, increased their intelligence and more elaborate social system which they required to cope with. 1. White-handed gibbon (Hylobates lar) White-handed gibbons are diurnal, natural aerial acrobats and are fairly awkward on the ground. The have long fingers and limbs, special thumbs and strong arms are specialised to the arboreal life in their forest home. Stewart and Harcourt (16-19) noted that as they swing from limb to limb they usually hook their fingers lightly over the branches. When they meet a break in the trees, they have the capability to leap to the next tree up to 25-30 feet away. Their intelligence in locomotion makes them quick and efficient when moving from feeding to escaping from predators. The morphology and behavior of white-handed gibbon With regard to its morphology, the white-handed gibbon lacks a tail and has a throat sac located beneath the chin. The average body mass for an adult is around 5.7 kilograms, and for the female it is around 5.3 kilograms.

Gap analysis Essay Example | Topics and Well Written Essays - 750 words

Gap analysis - Essay Example They always insist on relevant case studies and reality in the job market. Through their examples and case studies, I have been able to evaluate my strengths and weaknesses and plan adequately on how to improve my capabilities. They pose different challenges like giving me assignments to solve different situations. This also includes different research studies in order to come up with different conclusions and answers to challenges that most organizations and companies are experiencing in the global market. I also intend to participate in other activities that will prepare me for the preferred field. Firstly, I plan to attend career fairs that are occasionally organized by our department through the university. Further, all movements under my department also organize different career fairs depending on the needs of the students. They also organize exchange programs for students from different universities who normally come together and discuss different issues that are in line of their course and their expectations in the job market. Through these avenues, I will be able to acquire the relevant knowledge and skills that are required in the job market. These opportunities will provide an avenue for exposure to the reality of the job market. Additionally, it will provide an avenue to network and interact with other students from different institutions and share our thoughts altogether. In the profession fairs, I expect to meet leaders of diverse companies. In my situation, the school normally invites most of the renowned global companies like the Unilever and the Coca Cola companies. Mostly, I will be involved I these activities during my last two years in the university. This will be the best time since I will be partly done with most of my course work and ready to join the world. Through the different networking opportunities during the career fairs and exchange programs,