buy custom Under the Cope of Heaven by Patricia U. Bonomi essay

buy custom Under the Cope of Heaven by Patricia U. Bonomi essay In her literary work, Patricia U. Bonomi overviews the topic of religion during the colonial years. The author provides a detailed narrative about religious life, conflict, and toleration in the United States of those times. Also, Bonomi investigates the relationship between religion and politics, specifically their tight links. The study illuminates the crucial role of religion in the American Revolution. The author researches the religious life in the Middle and Southern colonies depicting its vitality among churchgoers and clergy. Moreover, this updated edition of the book contains a new preface on the study of African American people, Indians, the Great Awakening, and women opening the new perspective on the issue. Under the Cope of Heaven is an enlightening story showing the impact the religion has made on the American society during the colonial period. Therefore, Bonomi's book demonstrates that religion has been a political, as well as economic instrument that shaped American life and values at that time. Under the Cope of Heaven begins with an overview of colonies, specifically their religion. Bonomi argues that religious toleration was granted to colonies in order to promote immigration. Furthermore, the author states that this act has been done begrudgingly. The most interesting part of the study is masterful connections the author makes between religion and the Revolution. The writer shows that the latter has been a key motivator forcing colonists to question the authority's power. The literary work regards not only the religious argumentation but also the set of religious events in the scopes of revolution in late years of colonial America. At the same time, the author dispels the two myths: the religious decline in that century and an irreligion of the Middle Colonies. In fact, there was no substantive decline in religiosity but there were enough congregations per capita in the Middle Colonies. Bonomi concludes the book with an informative section portraying the Great Awakening and the contribution it has made to the American Revolution. In her book, Bonomi refers to multiple sermons that prove the greatly individualized conception of the Christian faith. Thus, the author provides the audience with a good summary of the emerging ideology showing her own understanding of the colonials situation. In this respect, Bonomi discovers the religious productivity of the tradition existing in the American colonies. The author investigated why this tradition seemed so relevant to the late colonial crisis. The entire book depicts convincingly that religion has played a vital role in the Revolution, as well as its expansion. Moreover, the two chapters of Bonomi's religious discovery explore the Great Awakening underlying the resistance within the clergy. This friction has led to the conditional neglect of the impact the Awakening has made on the lay people. The author maintains that the revival converted models of popular participation in organized opposition to authority (Bonomi, 2003, p. 161). Thereby, Under the Cope of Heaven is an informative study of the writer who has made a deep research in order to characterize the particular era. Under the Cope of Heaven is a powerful and thought-provoking book. Bonomi demonstrates religious, as well as the political background of American people living in the colonial period. In her study, the author also regarded Americans' attitude towards the Revolution. Bonomi also examined political and religious concerns existing in the colonial America. At the same time, Bonomi's book is a valuable investigation of the development of colonial religion and tradition existing at those times. Although Bonomi's work is provocative, it is respectfully written taking into consideration the opposing views. Thereby, the book possesses style and grace of the author, as well as a stimulating new perspective on the developmental era of the religious culture of America. Buy custom "Under the Cope of Heaven" by Patricia U. Bonomi essay

Steam Boats essays

Steam Boats essays Robert Fulton started the very first commercially successful steamboat service in America. His steam-powered paddleboat, the Clermont, sailed up the Hudson River from New York City to Albany in August of 1807. This trip lasted 32 hours The first steamboats were demonstrated in1787. They were used on the river ways to bring cargo, cotton, sugar, and people to their destinations. The steamboat played a major part in the population growth. The steamboats were usually made of wood and were all kinds of sizes. They looked like giant floating houses with large smokestacks and paddlewheels. They were used for carrying people and supplies up and down the river. Steamboats were later used as show boats for entertainment. The purchase of Louisiana in 1803 made New Orleans a part of the U.S. and opened the door to gamblers. The high life so popular in New Orleans spread north which ushered in the era of the riverboat gambler. By 1820, 69 steamboats were operating the western rivers. And by 1860, that number had increased to 735. These steamboats were christened "floating palaces with luxurious quarters, world class food well stoked bars and wealthy passengers. In1937 riverboat travel entered the passenger boat era. Calliopes were used on the boats to let people know that the boat was docked. The name "calliope" comes from the Greek goddess "muse of sound." The paddle wheels were mounted either on the side or back of the boat. After the Civil War, the stern (back of the boat) paddle wheel was most popular. Although the paddle wheel is very large it draws just a few feet of water. The wheel spins about 18 times a minute with only four planks in the water for best speed. A steamboat travels about 15 miles an hour and 16 to 17 miles an hour on a swift river. The very first paddle boats ran on wood. Coal replaced wood in 1860 and oil replaced coal in 1950. Many of the earl steamboats b ...

Grief and Life Essay Example | Topics and Well Written Essays - 1000 words

Grief and Life - Essay Example At first she thought that the feeling of meaninglessness and the feeling of grief are very different from each other. But she realizes, after being a mother and a wife, and after losing someone she dearly loves, that what she felt as a child was very similar from the grief that struck her as an adult. This essay talks about the journey of Didion through grief, particularly how she describes her experience with grief in terms of the feeling of meaninglessness that plagued her throughout her young life. Didion explains how different our notion of ‘grief’ is from what it really is in real life. She explains how our expectations of grief are too ‘simple’ or ‘easy’. We know that we will lose someone we love. We expect to go through definite changes, and ‘heal’ immediately. We expect that we should be strong during this very tough time (Worden, 40). Didion explains such in the following manner: â€Å"In the version of grief we imagine, the model will be ‘healing’. A certain forward movement will prevail† (Didion, 392). We think that the normal course of grief is toward ‘healing’ or ultimate ‘acceptance’ of a loss of a loved one. That we do not have to exert too much effort in moving on because everything will resolve by itself. She adds that â€Å"we imaging that the moment to most severely test us will be the funeral, after which this hypothetical healing will take place† (Didion, 392). She mentions ‘hypothetical’ to emphasize the fact that this belief is somewhat flawed. However, based on her experience with grief, it is an emotion that does not subside easily; it is an emotion that is very difficult, sometimes impossible, to deal with. As Didion says, â€Å"We have no way of knowing†¦Ã¢â‚¬  Grief is something that is uncertain; something that is unimaginable (Didion, 392). Grief is a feeling of

How is the theme of friendship developed in merchant of Venice Essay

How is the theme of friendship developed in merchant of Venice - Essay Example Friendship between Antonio and Bassanio is both deep and complex. Male friendship is usually formed in the course of life when men share particular experiences, for example, helping each other in difficult situations. In friendship, each person is willing to sacrifice his life to help his friend, and this makes the bonds even stronger. In The Merchant of Venice, the nature of friendship between Antonio and Bassanio is different. Indeed, it is possible to say that it seems to be one-sided with Antonio being a better and more devoted comrade. From the very first scene, the audience gets to know that all Antonio worries about is not his business, which is at stake, but his friend Bassanio. It is even possible to say that Antonio is in love with his friend; perhaps, he is jealous, and this is what causes his melancholy. While critics still argue on the issue of Antonio’s affection to Bassanio, the fact remains that Antonio cares about his friend more than Bassanio cares about him. Bassanio, in his turn, seems to take advantage of such affection. The matter is that he is used to live outside of his means and always relies on Antonio to give him money. As Shakespeare puts it into Bassanio words, â€Å"To you, Antonio, / I owe the most, in money and in love, / And from your love I have a warranty / To unburden all my plots and purposes / How to get clear of all the debts I owe† (I. I. 132-136). Apart from financing all the plans and affairs Bassanio has, Antonio also chooses to support his friend in quite an unusual way so that Bassanio is happy. In particular, despite the fact that all the assets Antonio has are spread out, he does not give up an idea to secure happiness of Bassanio. He goes to his enemy Shylock and agrees â€Å"seal unto this bond†, to give one pound of his flesh if he cannot pay off the debt (I. I. 169). At the same time, Bassanio tries to be a good friend as well. He remembers whom he owes his happiness and

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). Critical Issue: Promoting Technology Use in School. Retrieved from http://www. ncrel. org/sdrs/areas/issues/methods/technlgy/te200. htm. on December 15, 2006 Harrison , J. and M.. (October 1983). How computers can help the schools. Education Flip Side. 2(7) page 70. Impact of Technology on Student Achievement, The. Apple Education; K-12 Education. Retrieved from http://www. apple. com/education/research. on December 15, 2006 Lane, C. , Portway, P. (No Date). Trends. The Education Coalition. Life of Thomas A. Edison,The. Retrieved from http://memory. loc. gov/ammem/edhtml/edbio. html. on December 15, 2006 Miller, M. and Cruce, T.. A 20th Century Timeline: Classroom Use of Instructional Film, Radio, and Television, retrieved from http://www. arches. uga. edu/~mlmiller/timeline/timelineintro. html. on December 15, 2006 Reeves, Thomas C, (1998). The Impact of Media and Technology in Schools. Retrieved from http://www. athensacademy. org/instruct/media_tech/reeves0. html. on December 15, 2006 Saettler, Paul (1990). The Evolution of American Educational Technology. Englewood, CO: Libraries Unlimited.

My First Visit to Nigeria Essay -- Personal Narrative Traveling Essays

My First Visit to Nigeria In this essay I will reconstruct my first visit to Nigeria. The journey took place when I was seventeen in early 1993, during which time Nigeria was under the military rule of General Sanni Abacha. For the most part of my trip I stayed in Lagos, former capital state and still highly recognised as the commercial capital of Nigeria, although I did visit other parts of the country including Ondo State and Jos. Between this time and the time I left, in early 1994, I experienced and learnt a lot about the Nigerian culture. My main focus will be on the particular aspects of Nigerian culture that I saw as relevant to me as a teenager at the time, and also on my views before and after the journey. Up until the point of this journey I had lived most my life in the city of London and my cultural views were very much British. I was not very familiar with Nigerian culture, and the parts I was familiar with, which came mostly through my parents and other family members, were not very appealing t o me. Thinking back now I imagine that one of the reason things like that did not appeal to me was because it went so much against the British culture which I had already related to; fully accepted as my own; and deemed as ‘normal’. For example eating certain food, not including chips, with your right hand instead of with a knife and fork. Leading up to the time I left for Nigeria, I had never really identified myself with the Nigerian culture even though both of my parents where originally from Nigeria. I was the first born of my mother followed by my two younger brothers, Steven and William. We were all also given Nigerian names along with are English ones; mine was Femi and my brother’s were Ayo and Bayo. My father was still studying along with working when I was born and my mother was working also, when I was about three years old I was sent to live with a white middle class nanny in a town called Warminster in Wiltshire. It was a common phenomena in Britain in that period to see West African being bought up by Foster parents while their parents worked or studied (Groody and Groothuues, 1977). I did my first two or so years of primary school in Warminster before my parents decided it was time for me to return to live with them in London. I was one of very few blacks in Wiltshire at the time, so apart from the occasional rare visit made by my par... ... you is to experience it first hand. I found it much easier to accept traditional aspects of Nigerian culture when there where others, who like me were also infected with western popular culture, around me who appreciated also. I do not feel that this acceptance came from any sort forced group conciseness, but more from having the ability to choose aspects of the culture which I liked in an environment where my choices were more sociably accepted. While in Nigeria I also met a reasonable amount of other Nigerians who had had similar experiences while growing up as I did. Meeting with such people was one of the significant aspects of my journey as it enabled me to talk and laugh about some of the things I went through as a child which originally made me feel socially excluded. It also helped me to discover my cultural identity as a British born Nigerian. Bibliography Bammer, A, (1994), Displacements, Volume 15, Bloomington and Indianapolis, Indiana University Press Kureishi, H, London and Karachi, in, Patriotism: The Waking and unmaking of British National Identity, Volume 2, Minorities and Outsiders Watson, J.L,(1977), Between Two Cultures, Oxford, Basil Blackwell

11th and 12th section review

What was America's first major industry? In what region of the nation did it center? Lowell, Massachusetts(Northeast). Textiles became America's first major industry. 2. Name three of this era's important inventors and their respective inventions. John Deere perfected the plow. Cyrus McCormick, in 1834, received a patent for a reaping machine, a horse-drawn device that allowed one man to cut and stack ten to twelve acres of grain in a single day. Samuel Colt made his mark on the firearms industry.He patented and manufactured a â€Å"six-shooter,† a pistol with a revolving cylinder which allowed a user to fire six times before reloading. . Why was the discovery of anthracite coal in western Pennsylvania important? American farm production grew at a tremendous rate. In 1789, farmers had generally eked out only enough to feed their own families. But by 1861, the United States was producing nearly $2 billion worth of agricultural products each year. 4. How did the invention of the cotton gin increase the differences between the South and the rest of the nation?The growth of the cotton kingdom, however, widened the gap between the South on the one hand and the North and the West on the other. Cotton growing, for one thing, revitalized slavery. In 1790, slavery had seemed an increasingly unprofitable and dying institution. With the advent of the cotton gin, however, many planters thought that slavery was necessary again. 1. Name two methods of surfacing roads in the nineteenth century. Corduroy roads and toll roads 2. What event marked the beginning of the canal era?The canal era began in 1817, when New York, at the urging of Governor DeWitt Clinton, began building a canal from Albany to Lake Erie. 3. What was America's most important method of transportation by 1861? The clipper ship 4. What was the first economically successful railroad in America? Who designed its first steam engine? Baltimore & Ohio (B & O) Railroad and Peter Cooper 5. What system of carry ing mail across the continent began in 1860? What invention put it out of business? Semaphore and Telegraph 1 . What was the most controversial reform movement of the first half of the nineteenth century?Who was its most important leader? Without doubt the most controversial reform movement in the first half of the nineteenth century was abolitionism, the movement to eliminate slavery and William Lloyd Garrison. 2. What were the two important trends in American education in the early 1800s? Two important trends developed in the reform of American education during this period: the growth of both public education and teacher education. Most schooling since colonial days had been a private affair. 3. What is the difference between temperance and Prohibition?Reformers eventually replaced their call for temperance, or moderate drinking, with a call for the outright prohibition, or banning, of the sale and consumption of alcohol. 4. How did utopian reformers differ from other reformers? M ost reformers focused on a single major problem in society, such as prison reform r alcohol, and aimed at eliminating the problem throughout society. Utopian reformers, on the other hand, sought to establish small, perfect communities that would serve as models tor the retorm ot society at large.A utopia is an ideally perfect place. 5. Which authors defended romanticism's idea that man is basically good? Which authors denied this idea? 6. How did the Journalistic approach of the New York Sun differ from that of the New York Tribune? He Sun contained sensational accounts of murders, scandals, and other lurid events to appeal to the baser tastes of readers. The Tribune, edited by Horace Greeley, supported reform fforts and attempted to educate and uplift its readers.The two approaches proved equally successful, and both the Sun and the Tribune attracted readers even outside of New York. 1 . Why did western Pennsylvania become an early center of American heavy industry? Guns and patent s 2. How did reform movements affect the American public during the first half of the nineteenth century? More religion groups 3. During the Second Great Awakening, which were more emotional, the revivals in the East or the revivals in the West? In which region did the revivals center in the schools and churches? East and Northeast

The Contributions of Abigail Adams

Though quiet, sickly, and shy, Abigail Adams, the wife of second president John Adams, helped plant the seeds that eventually led to the concept of women ¹s rights and women ¹s equality with men. For a country which had been founded on the idea of independence for all, these concepts were still considered radical and even ridiculous. Abigail believed that a good education was just as necessary for girls as for boys. This was a departure from the prevailing feeling of teaching girls only the skills necessary for keeping a household running smoothly. She had a passion for reading history, theology, and political theory which she passed on to her children. For Abigail to have taken such a strong interest in her education was a brave stance for her time. Education was often viewed as a corrupting influence on a woman. She requested her husband John, who was a delegate to Congress and later a U.S. president, to draft into law a commitment to supporting education for women. John was in full agreement with Abigail ¹s views on this subject. Abigail made her strongest appeal for women ¹s rights in 1776, when John was in Philadelphia serving in Congress. As members drafted laws to guarantee the independence for which the colonist were fighting, Abigail wrote to John begging him to remember that women also needed to be given the right of independence. She sensed the struggles that were to come and understood the unfairness of making one group subject to the will of another. She supported her husband through every phase of his rise to power and fame. His dependency and reliance on her as his partner was apparent. He considered her advice and assistance as critical to his success as a president. Ultimately, Abigail brought about no immediate changes in the way women were treated. However, it would not be long before others followed her lead.

Food Inc Response Paper Essays

Food Inc Response Paper Essays Food Inc Response Paper Essay Food Inc Response Paper Essay Food IncLance Street Food Inc. Response 11/15/11 Food Inc Food Inc is a documentary about the state of the food industry within the United States. was a very in depth look at the farming industry that not a lot of people get to see. There were a few moments and certain topics that stood out to me. This paper will explain my reaction to the film and its contents. This film definitely reminded me that the â€Å"bad† food is cheaper and more abundant than it has ever been and we have  detached ourselves from how food ends up on our plates. I’ve always thought of food as it is marketed to us, coming from a little farm with a white fence and rolling hills, but this film taught me that all this is simply an illusion. The food actually comes from mega factory farms, I learned. Our society has cheaper food but there have been more E. coli  and Salmonella outbreaks in the past twenty years than ever before and obesity and the rate of diabetes are through the roof. One of the things that truly touched me was the story of the child who died from eating a burger. It was very sad to see a healthy little boy die from mistakes in the food industry. It definitely makes you wonder just how many times has this happened before without the public knowing. This was definitely the one issue that stood out for me among other obvious topics. Overall I have to say that the movie Food Inc. was a huge â€Å"eye opener† for me to pay more attention to what I am putting into my body. I need to read labels and do more research rather than buy what they tell me. This movie was a great teacher and I loved it. :

What are Behavioral Interview Questions and How Should You Answer Them

What are Behavioral Interview Questions and How Should You Answer Them When you hear the phrase â€Å"behavioral questions,† it might call up unpleasant memories of sitting outside the principal’s office, waiting anxiously while you come up with all the reasons it wasn’t your fault. But really, it’s just a type of question used by job interviewers to help suss out a candidate’s likely performance beyond the bullet points on the resume. This type of questions are among some of the hardest interview questions. Behavioral questions are discussion topics like, â€Å"Tell me about a time you†¦Ã¢â‚¬  or â€Å"How would you handle it if X happened?† They’re an important part of the job interview because they give the interviewer a sense of what you’re like in action. These questions tend to fall into a few different categories, so let’s explore those (with some samples of each).Communication QuestionsCommunication skills are an essential part of every job, whether you’ll be connecting with clients or vendors, internal employees, or customers. Everyone and his brother lists â€Å"strong communication skills† on his resume, but you should also arm yourself with some concrete examples of how you have communicated successfully in the workplace.Examplesâ€Å"Tell me a time when you had to communicate a complex situation to someone else. What did you do, and what was the result?†Ã¢â‚¬Å"Tell me about a time when you had to communicate bad news to a client or stakeholder. How did you handle it?†Ã¢â‚¬Å"How would you persuade someone who doesn’t agree with your point of view?†Time Management and Prioritization QuestionsTime management is another biggie for interviewers. After all, your resume might have an amazing lineup of completed projects, but if it took you a year and a half to complete something that should have taken six months, that could be a red flag. They also want to know whether you’ll be able to prioritize tasks on the job.Examplesâ€Å"You have two deadlines on the same day. How do you decide which one to prioritize?†Ã¢â‚¬Å"Tell me about a long-term project you managed. How did you keep your team on deadline?†Ã¢â‚¬Å"Describe your busiest time at work. How did you juggle all of the projects that were going on?†Personal Creativity and Accomplishment QuestionsThis is usually an attempt to get to know your motivations, or understand how you see yourself. It’s similar to the common â€Å"what are your strengths/weaknesses† questions that pop up in a majority of interviews.Examplesâ€Å"What has been your biggest professional accomplishment so far?†Ã¢â‚¬Å"Describe a time when you had to be creative to get a task done.†Ã¢â‚¬Å"Give an example of a time you had to think on your feet to overcome an obstacle.†Problem Solving QuestionsThis is perhaps the most common type of behavioral question in an interview, because it helps the interviewer really fill i n context for your resume. In any job, accomplishments are often the end result of problem solving, but the bullet points tell very little about what led up to that point.Examplesâ€Å"Tell me about a time when you saw a problem and took initiative to solve it.†Ã¢â‚¬Å"Describe a situation where you faced conflict on a team. What did you do to resolve that?†Ã¢â‚¬Å"What has been the biggest challenge in your career, and how did you deal with it?†Ahead of interview day, if you can come up with specific examples in each of these areas, you’ll be ready to impress with your quick thinking. You don’t need to come up with every possible instance of problem solving or workplace creativity- one or two anecdotes per area should cover you, and make you a model of candidate behavior. No principal’s office necessary!

Change from Quantitative to Qualitative using template Article

Change from Quantitative to Qualitative using template - Article Example Research Purpose Thus, the aim of this quantitative descriptive research study was to appraise nurses’ knowledge on the subject of prevention of unpremeditated perioperative hypothermia (Hegarty, & ettal, 2009). As a result, Hegarty, & ettal (2009) observes that between 60%-90% perioperative patients by chance become hypothermic, which then results in significant negative outcomes on the patient health, including increased hospital-stays, as well as further procedures and even forced to undergo further diagnostic tests. It therefore becomes important to every perioperative nurse to have an in-depth awareness of inadvertent hypothermia, particularly the risk factors and subsequent complications. Research Question The research question centers on whether perioperative setting nurses do have sufficient knowledge base concerning the management of their patients body temperature in a defined range, given the detrimental outcomes linked to inadvertent hypothermia. Normally, accident al hypothermia among perioperative patients has been linked to deprived patient outcomes, whereby control of the patient body temperature is not under a defined range which can sustain a stable body environment (Hegarty, & ettal, 2009). Informed Consent and Ethical Considerations This study can be considered ethical since it considers the basic ethical principles of research comprising autonomy, non-malfeasance, and justice. Notably, ethical approval was acquired from relevant clinical-research ethical committees, even though the researchers have not stated specifically the institutional names of the committees. Furthermore, informed consent was the hallmark of their research, since they used informational leaflet to notify the volunteers of their participation in the study, and as such, participation was voluntary and personal information acquired through questionnaires were kept confidential. Thus, the volunteers were given detailed purpose and objectives of the research study bef orehand (Hegarty, & ettal, 2009). Design In terms of design, the researchers applied a quasi-experimental design whereby the sole variable was not influenced or controlled. The strengths, sample size, limitations, and overall implications have been highlighted just as required in any evidence based nursing study. The study is based on a reflexive progression, which entailed working through every phase of the research whereby the functions of developing theory, gathering and analyzing of data, in addition to elaborating of research questions have been done simultaneously (Hegarty, & ettal, 2009). Hence, each of these functions influenced the others. Data Collection In terms of data collection, questionnaires containing structured questions in several leaflets were filled by participants, even as the entire survey package comprised two survey-tools tailored with consent from original authors of the questionnaires. The intention for tailoring the survey tools was to suit the perioperat ive setting nurses working environment. Moreover, the study participants were able to identify various techniques applied under their clinical-field when trying to make certain that their patients do not acquire hypothermia. In total there were nine questions with the major questions asking the participants to describe hypothermia and the other to list factors which can result in hypothermia for their perioperative patients. They were also asked to state likely sources of heat loss, the methods each participant applies in their

The difference in rawls and nozick is fundamentally a difference in Essay

The difference in rawls and nozick is fundamentally a difference in what it means to be an indiviudal. what is that difference and how does that difference impact their theories - Essay Example The practice of practice of political and social power should be within the limits of justice. Nozick perspective of justice is a critique of Rawls propositions. Not all members of the society benefit from the social cooperation. Rawls’ theory of justice should be based on the reality that the successful individuals in the society have an upper hand on the less disadvantaged in the society. The reality helps the theory to address diversity better in a liberal society. The theory would assist individuals to orient better in their social world. Nozick’s theory becomes a tool for determining the moral outcomes of individuals in the society. The theory should have a model that can enable people understand society from a broader perspective of justice. Human life is not defined through corruption, prejudice, and cruelty but through free and equality principles (Paul, Miller and Paul