Living in a big city to living in a small city Essay

Living in a big city to living in a small city - Essay Example l amenities and infrastructure such as schools hospitals and spots clubs, in both big and small cities; there is piped water and electricity because of the high populations and the industries that require a constant supply of these facilities (Brown). The infrastructure in both cities includes good paved roads that are made relative to the size and population of the city to accommodate human and vehicular traffic. This makes it to be easier for the resident to access their offices and homes by either driving or commuting in other ways such as underground trains. On the other hand, it is notable that big cities by virtue of size contrast sharply with small cities albeit on related issues. Take pollution for instance, big cities are likely to have more industrial firms which produce comparatively higher emissions in the form of smoke and water pollutants which result in the residents of big cities suffering more from air and water pollution. This is seen in the smog found that is experienced in many large cities such as London as a result of high vehicular traffic as well smoke produced by the many industries therein (Jarvis). Indeed, many of those who move from big to small cities justify their moving is because they want to live in a cleaner environment with fresher air and clean water. Moreover, the other way in which big and small cities differ is the diversity big ones allow the residents in terms of social experiences, as well as economic opportunity. Many big cities like New York are home to many intentional organizations such as the UN headquarters, as a result, they are more cosmopolitan because of they are a melting point of culture from all over the world. Consequently, in such cities one will have better exposure to foreign cultures and will learn to appreciate the diversity, as well as be squinted with new ideas, and to make connections. Economically, in big cities, employment opportunities are easier to come by because of the many firms, which have

Kraft Foods Board of Directors Essay Example for Free

Kraft Foods Board of Directors Essay Reviewï ¼Å¡ Kraft Foods Inc. is a global snacks powerhouse with an unrivaled portfolio of brands people love. The Compensation Committee of the Board of Directors of Kraft Foods Group, Inc. will discharge the Board’s responsibilities relating to compensation for executives and independent directors. In fulfilling its responsibilities, the Committee will have full access to all of Kraft’s books, records, facilities and personnel. The Committee will also have the authority to conduct investigations and to retain independent counsel and advisers, as it determines necessary to carry out its duties and responsibilities, including sole authority to engage, retain, approve fees and other retention terms of, and terminate compensation consultants. - HP’s Board of Directors Name/Title| Current Board Membership| Ralph V. Whitworth, 57Independent Non-Executive Chairman| Sovereign Bank, Na (pennsylvania), Hewlett-packard Co.| Meg Cushing Whitman, 57President, Chief Executive Officer Director| Hewlett-packard Co., Zipcar, Inc., The Nature Conservancy, Inc., Teach For America, Inc., Zaarly, Inc., Procter Gamble Co.| Marc L. Andreessen, 41Independent Director| Tinyco, Inc., Zend Technologies, Inc., Glam Media, Inc., Kno, Inc., Ebay, Inc., Stanford Hospital Clinics, Hewlett-packard Co., Hewlett-packard Development Co. Lp, Facebook, Inc., Skype Sarl, Tidemark Systems, Inc.| Ann M. Livermore, 54Director| Hewlett-packard Co., United Parcel Service, Inc., Lucile Packard Childrens Hospital| Rajiv Lochan Gupta, 67Lead Independent Director| Hewlett-packard Co., Information Resources, Inc., Avantor Performance Materials, Inc., Stroz Friedberg Llc, The Vanguard Group, Inc., Delphi Automotive Llp, Affle Pte Ltd., Tyco International Ltd., The Conference Board, Inc., Delphi Automotive Plc| Shumeet Banerji, 53Independent Director| Hewlett-packard Co.| Gary M. Reiner, 58Independent Director| Hewlett-packard Co., Box, Inc., Norwalk Health Services Corp., Appirio, Inc., The Norwalk Hospital Association| Patricia F. Russo, 60Independent Director| Alcoa, Inc., General Motors Co., Kkr Management Llc, Kkr Co. Lp, Hewlett-packard Co., Merck Co., Inc., The Partnership For A Drug-free America, Inc.| Ray J. Lane, 66Lead Independent Director| Alertenterprise, Inc., Spikesource, Inc., Virsa Systems, Inc., Visible Path Corp., Xsigo Systems, Inc., Elance, Inc., Hewlett-packard Co., Special Olympics, Inc., Greatpoint Energy, Inc., Ausra, Inc., Quest Software, Inc., Kenandy, Inc., Carnegie Mellon University, Enigma, Inc., Hara Software, Inc., West Virginia University, Luca Technologies, Inc., Think North America, Mevio, Inc.| Reviewï ¼Å¡ HP announced changes to its board of directors. Raymond J. Lane has decided to step down as chairman of the board, to be replaced on an interim basis by Ralph V. Whitworth. The board is commencing a search for a permanent nonexecutive board chairman. In addition, John H. Hammergren and G. Kennedy Thompson, after eight and seven years of service to HP stockholders, respectively, have decided to leave the board. Both directors will continue to serve until the May board meeting. The board is commencing a search for two or more new independent directors. This news release contains forward-looking statements that involve risks, uncertainties and assumptions. If such risks or uncertainties materialize or such assumptions prove incorrect, the results of HP and its consolidated subsidiaries could differ materially from those expressed or implied by such forward-looking statements and assumptions. - Macy’s Board of Directors Name/Title| Current Board Membership| Terry J. Lundgren, 61Chairman, President Chief Executive Officer| Macys, Inc., National Retail Federation, Procter Gamble Co., The Partnership For New York City, Kraft Foods Group, Inc., Federal Reserve Bank Of New York| Steven F. Bollenbach, 70Independent Director| Time Warner, Inc., Ludwig Institute For Cancer Research Ltd., Los Angeles World Affairs Council, Mondelez International, Inc., Macys, Inc., Kb Home| Craig E. Weatherup, 67Independent Director| Macys, Inc., Starbucks Corp.| Sara L. Levinson, 62Independent Director| Macys, Inc., Harley-davidson, Inc., Cmi Marketing, Inc.| Joseph L. Neubauer, 71Independent Director| The Jewish Theological Seminary Of America, The Barnes Foundation, The University Of Chicago, Catalyst, Inc., Macys, Inc., Verizon Communications, Inc., Aramark Refreshment Services Llc, The Horatio Alger Association Of Distinguished Americans, Aramark Holdings Corp.| Paul C. Varga, 49Independent Director| Brown-forman Corp., Macys, Inc.| Marna Cupp Whittington , 65Independent Director| Macys, Inc., Oaktree Capital Group Llc, Phillips 66| Meyer Feldberg, 71Independent Director| New York City Ballet, Inc., Managed High Yield Plus Fund, Inc., Global High Income Fund, Inc., Macys, Inc., Revlon, Inc., Strategic Global Income Fund, Inc.| Deirdre P. Connelly, 52Independent Director| Pharmaceutical Research Manufacturers Of America, Macys, Inc., Human Genome Sciences, Inc.| Joyce M. Rochà ©, 66Independent Director| Dr. Pepper Snapple Group, Inc., Tupperware Brands Corp., Macys, Inc., Association Of Governing Boards Of Universities Colleges, Dillard University, Att, Inc.| Review: Managing a nation-wide retail business requires a team of committed, talented and experienced executives. Macy’s stores and direct-to-customer business compete with many retailing formats in the geographic areas in which they operate, including department stores, specialty stores, general merchandise stores, off-price and discount stores, new and established forms of home shopping (including the Internet, mail order catalogs and television) and manufacturers’ outlets, among others. In addition to competing with these other retailers for customers, Macy’s also must compete very aggressively for executive talent. These talented executives are accountable for the performance of the business units they manage and are compensated based on that performance.

Revelance In Modern Indian Strategic Context

Revelance In Modern Indian Strategic Context This single treatise on the Science of Politics has been prepared mostly by bringing together the teaching of as many treatises on the Science of Politics as have been composed by ancient teachers for the acquisition and protection of earth. Indian strategic thought in modern times is more often than not submerged in the western thought processes. Allusions to Sun Tzu, Machiavelli, Clausewitz and more recently the treatise on Unrestricted Warfare by the two Chinese colonels is recurrent in the writings on theories of international relations and warfare, mostly crafted by the developed countries. Orations on political science consider the idea of the state as an European phenomena. Lessons on political theory and political philosophy confine to the Greek Trinity of Socrates, Plato and Aristotle and stay within the Western World. Modern India, at times, seems to flounder in its responses to these thought processes. India, a nation, which bequeathed Zero to the world, is justifiably determined not to be reduced to a nonentity in the international arena. As it marches firmly into the 21st Century, it would do the nation a world of good, if it pauses, and looks back hard, at the rich strategic and military heritage of its own, stretching back to more than two and a half millennium of recorded history. Significant amongst them would be Kautilyas Arthashastra a cornucopia of economic, political, diplomatic, administrative, military and strategic perspicacity. Many of the aspects of a State that the Westphalian system incorporates in 1648, were already done by the Kautilyan State in 300 BC. India, it seems, has unfortunately turned its back on its rich heritage. Does this fourth century BC treatise have any relevance for modern times? Do we have anything to learn from it? Or is Kautilya predestined to be relegated to the dustbins of history or ordained to a few convenient quotations? Can we be justifiably proud of his astuteness or flinch at some of his statements to the point of disowning him or both? Has modern day warfare and international relations moved far ahead so as to render his teachings to be extraneous? Do we need to spend valuable time studying his manual? These are some of the thoughts that arise in the mind, as one occasionally picks up and glimpses through the Kautilyas Arthashastra. Hypothesis. With the above background, the following hypothesis has been formulated:- The timeless nature of Kautilyas teachings has significant relevance, both in the present and foreseeable future, for the conduct of foreign policy and warfare in the Indian context. Statement of the Problem. To prove the line of argument mentioned in the hypothesis, statement of the problem of the dissertation is as delineated below. To study the salient teachings of Kautilya and analyse their relevance, with respect to foreign affairs and warfare, in the Indian context, in the present and foreseeable future. Justification of the Study. Kautilya or Kautilya also known as Vishnugupta has had a reverential fascination for the Indian students of warfare. For many Indians, brought up in the Sino-Indian rivalry, subconsciously, he has been Indias answer to Chinas Sun Tzu (544 BC-496 BC) their nearly contemporaneous lives furthering their comparisons. However, unfortunately, the Indian Army has never institutionalized the study of Kautilya and his famous treatise Arthashastra. Promotion exams have never deemed it fit to cast a glance at the man and his work while seriously lapping up lesser mortals. But for a research project or a dissertation once in a couple of years, the neglect has been deafening. Stray quotes, often without the benefit of a serious study, do embellish individual speakers talks/presentations. Various seminars such as the Indian Art of warfare by the Integrated Defence Staff (IDS) in 2008, One Hundred Years of Kautilyas Arthashastra by the Institute of Defence Studies and Analyses (IDSA) and a Worksho p on Kautilya by the IDSA on the 18 Oct 2012 have been held, however, no serious effort has been made to make Kautilyan Arthashastra a mandatory part of the curriculum in Indian Army. To be honest among ourselves, much of what passes for strategic thinking in India today is derivative, using concepts, doctrines and a vocabulary derived from other cultures, times, places and conditions. This is why, with a few honorable exceptions like the home-grown nuclear doctrine, it fails to serve our needs, impact policy, or to find a place in domestic and international discourse  [2]  . By reading Kautilya (and other texts like the Shantiparva of the Mahabharata) one is reminded of the rich experience in our tradition of multipolarity, of asymmetries in the distribution of power, of debate on the purposes of power (where dharma is defined), of the utility of force, and of several other issues with contemporary resonance. In many ways it is Indias historical experience of poly-centric multi-state systems, plurality, and of the omni-directional diplomacy and relativistic statecraft that it produced, which is closer to the world we see today. Does this fourth century BC treatise have any relevance for modern times? Do we have anything to learn from it? Or is Kautilya ordained to be consigned to the dustbins of history or relegated (as he is at present) to a few convenient quotations? Can one be justifiably proud of his teachings or cringe at some of his statements to the point of disowning him or both? Has modern day warfare and international relations moved far ahead to render his teachings irrelevant? Do we still need to spend valuable time studying his manual? These are some of the thoughts that arise in the minds as one occasionally picks up / glances through Kautilyas Arthashastra. It is interesting to note that many other antagonist countries neighbouring India, have studied Kautilyan theories in greater detail than we have, only to use Kautilyan model to contain and degrade Delhis power. The study is believed to be a part of the curriculum in the Defence Services Staff College at Quetta. The study of Kautilyas Arthashastra has to be annealed by the realism that the world has definitely moved on, especially since the Industrial and Informational Ages. The more significant of the changes include:- Nation-States have emerged since the Treaty of Westphalia of 1648 and have replaced monarchies. Democracy has spread its roots wide and deep and a more egalitarian society is on the upswing, albeit with glaring exceptions. The idea of war as the preferred option to settle disputes has been largely replaced by war as the frowned upon option in international forum with deterrence being the buzzword. Economics and trade in an progressively globalised and symbiotic world have become major thespians in the arena of international relations. Multi National Corporations (MNC) has grown in stature, power and influence. Religion as a factor has gained disproportionately greater prominence in international relations. Terrorism and fourth generation warfare have begun to alter the fundamental rules of warfare. Scales of destruction wrought by nuclear and conventional weapons have increased by phenomenal multiples coupled with increased battlefield transparency, real time data transfer, precision strikes and communications. Human migration and the consequent influence positive and negative of diasporas have created subtle pressure points. Notwithstanding the dramatic transformation in the society and conduct of warfare and diplomacy, any serious student of warfare needs to study Kautilyas Arthashastra. But why? As practitioners of national security, to gain a deeper understanding of ancient Indian military tradition. It is not only sufficient to lay claims as one of the worlds ancient civilizations, as military men, it is important to understand the military contribution to the growth of ancient Indian civilization. Certain aspects of warfare, international relations and internal security do not change and are timeless. Nation states are primarily driven by their national interests. Hence we must not fail to learn from the wealth of accumulated wisdom of centuries of yore since Those who fail to learn from history are condemned to repeat it  [3]  . Although, we live in a world that is different from Kautilyas in terms of technology and experience, But human responses are still similar, as is the behaviour of the states that humans create and run. Human emotions, however rational and cool, are the basic drivers of policies and actions at all levels. Reading and understanding Kautilya helps us by broadening our vision on issues of strategy. To develop pride in Indian lineage of strategic thought. To reconnect with the rich Indian tradition of strategic thought and contribute to the evolution of our own strategic vocabulary and thought. The fact that the script of Arthashastra was discovered only in 1905 and was translated and published in 1914, gave it a delayed start over many other schools of thought. Moreover, India at the height of Non-violent Independence Struggle and Gandhian-Nehruvian- Buddhist ideology had no place for Kautilya Neeti with its strong streak of Realist School of Thought. Indians own lack of pride in Ancient Indian Civilization and the desire of the elite to read English, speak English, think English and behave English could have led to the marginalisation of Kautilyan thoughts. The difficulty in studying Kautilya and his times are due to the cartographic gaps, poor state and progression of maps and the controversies about the age and identity of the Kautilya himself. The contemplations about the age of the work vary between 4th century BCE and 3rd Century ACE. There are different views about the authorship of the ArathaShastra. One holds that Kautilya was a single person who wrote it by himself while the other claims it to be a compiled work by authors under the rubric of Kautilya. A few scholars find the traces of all strategies and diplomacy within the Arthashastra while others allege that its importance is magnified and overstated. English translations published, including those of foreign authors were serious scholarly studies. Even Penguins Kautilya, The Arthashastra, a mammoth classic of 868 pages authored by L N Rangarajan (LNR) and published in a simplified form in 1992, dissuaded many but the most ardent of the readers. Arthashastra remained out of reach for all but the serious scholars. However, to the credit of the scholars, both Indian and foreign, it must be well acknowledged, that they have done a monumental service in bringing Arthashastra to our doorsteps. The Indian defence forces immersed in their studies of military campaigns and principles of warfare propounded by Europeans and Americans have found little use (but for a few quotations here and there) for a man who was supposed to have penned his thoughts during the Mauryan Era. In fact, the Indian defence forces have largely been guilty of neglecting pre-independence home-grown military craft and strategic thought. We are afflicted with neglect of our pre-modern histories. Indias supposedly incoherent strategic approach is actually a colonial construct, as is the idea of Indians somehow forgetting their own history and needing to be taught it by Westerners who retrieved it to perpetuate colonial rule and, after independence, to induce self-doubt and a willingness to follow. Limitations and Certain Guidelines Followed The study is limited by the authors inability to understand Sanskrit, the language in which Kautilya wrote his Arthashastra. The research is hence based on English Translations of Kautilyas Arthashastra. Prof RP Kangles seminal three volume publication, The Kautilya Arthashastra, has been considered as the basis of research, supplemented by Prof LN Rangarajans 868 pages classic, Kautilya The Arthashastra, published by Penguin, Dr R. Shamasastry, the first discover and translator of manuscript of Kautilyas Arthashastra and other publications mentioned in the bibliography. The names Kautilya and Kautilya have been interchangeably used since different authors have used either or both the names. Mostly, the dissertation has endeavoured to use the name Kautilya. Scope. This study will begin with the Arthashastra itself with more detailed consideration to those portions that specifically deal with interstate relations and warfare. Although there is a substantial text related to the economic, political, administrative, judicial and strategic aspects of the state, they will not be discussed in this thesis. Methods of Data Collection The study is based on descriptive research. All the information for the study is gathered from various books available in the library and from the Internet. The following books have been consulted:- The Kautilya Arthashastra by RP Kangle (CDM Library). Kautilyan Arthashastra by MB Chande (CDM Library). Kautilya Arthashastra original translation by R. Shamasastry in 1915. (Internet Download http://www.sdstate.edu/projectsouthasia/Docs/index.cfm). The First Great Political Realist : Kautilya and his Arthashastra by Roger Boesche (Recommended to be procured by CDM library USD 28). Layout The dissertation is organised into six chapters. Chapter One deals with introducing the subject, hypothesis and the methodology of the research. It is proposed to study the subject under the following heads:- Chapter 2 Introduction to Kautilya and his premier work the Arthashastra. Chapter 3 Essentials of Kautilyan teachings on foreign affairs and their relevance to modern times in Indian context. Chapter 4 Kautilyan thoughts on conduct of warfare and their relevance to modern times in Indian context. Chapter 5 Recommendations Conclusion. CHAPTER II KAUTILYA: THE MAN AND HIS WORK A PRIMER Introduction. Kautilya is well known in history as a kingmaker. He overthrew the last king of Nanda dynasty and placed the great Maurya Chandragupt on the throne and established him in Magadh. Magadh was the largest, richest, and most powerful kingdom in India in 300 BC. Kautilya was also known by other names such as Vishnugupt and Kautilya. There are various theories about origin of Kautilya. One theory is that he was a brahmin from Kerala who was in the court of Nanda King at Patliputra. Another states that he was a North Indian brahmin, born and educated at the famous town of Taxila who came to Patliputra to win laurels in philosophic disputations. Kautilya was known for his proficiency in the Vedas, skill in strategy, intrigue and also physical ugliness. There are various legends about the meeting of Kautilya and Chandragupt Maurya. Some say that Chandragupta was of a royal lineage and while he was shunted out from the Nanda Kingdom, saw a young Brahmin pouring sugar syrup on some grass so that the ants could eat up the grass which had cut his feet. Seeing the determination and perseverance of Kautilya, he asked him for help. Another story goes that the scholars of Patliputra recognising the genius in Kautilya had honoured him by making him president of a Sangha (Trust), which administered kings grants and charities. The king felt disgusted at the ugliness of Kautilya and developed contempt towards Kautilya. There was no refinement in the words and conduct of Kautilya. The king removed Kautilya from the post of the president, Kautilya vowed to uproot his dynasty. During his wanderings, he came across Chandragupta Maurya. He found Chandragupta and other boys playing in a field. In their games Chandragupta was always the king and other children brought their problems to him. Kautilya was impressed by the wisdom of the child and chose him to be the king. While it is not the purpose of this research paper to question the veracity of the the origin of Arthashastra, it is nevertheless necessary to briefly touch upon this subject with a larger aim in mind. Whatever may have been the true circumstances of their meeting, both needed each other. After Kautilya got Chandragupta educated at Taxila, together they set about attacking the Nanda kingdom. Jointly they succeeded in defeating the king and installing Chandragupta as the king. They expanded the empire and created a vast kingdom in the Indus valley and the Gangetic plains even destroying the Greek-Macedonian troops led by Alexander the Great and firmly established the Maurya Empire. Once the empire was established, Kautilya retired from active life and is believed to have written Arthashastra during that period around 320 BC. Scriptures say that it is more in upbringing that makes a man as compared to his genetic makeup or even the company he keeps. Therefore it is important to know the atmosphere in which a person was brought up to make out his essence. However, our ancient historians and writers were not well versed with keeping a very exhaustive record of their times. This becomes more evident in the case of Kautilya whose early life has not been recorded. However, almost all agree to the fact that Kautilya was born to a well read scholar who knew the importance of education. It is this background that needs to be examined in any objective study of Kautilya. Kautilya has been misunderstood by a lot of people, mainly the modern western scholars. He was fearless, not afraid of death, disgrace or defeat. He was compassionate of the poor and kind and evil to schemers. His writings which clearly show his fearlessness in the pursuit of truth have been echoed over 2000 years later when Swami Vivekananda cried out, Arise, Awake, and Sleep not till the goal is reached. Probably the most accurate description of Kautilya can be found in Nehrus words in the Discovery of India, Kautilya has been called the Indian Machiavelli and to some extent the comparison is justified. But he was a much bigger person in every way, greater in intellect and reason. He was no mere follower of a king or a humble adviser of an all powerful emperor. He was bold and scheming, proud and revengeful, never forgetting a slight, never forgetting his purpose, availing himself of every device to delude and delude and defeat the enemy. He sat with the reins of empire in his hands and looked upon the emperor more as a loved pupil than as master. Simple and austere in life, uninterested in pomp and pageantry of high position, when he had redeemed his pledge and accomplished his purpose, he retired to a life of contemplation. There is an ethical undertone in his thought and teaching. If one looks closely into his teaching, it is seen that Kautilya advocated moderation in material pleasures and adherence to the path of righteousness. He himself lived such a life, refusing all adornments or riches even after establishing the first Indian empire. He constantly exhorted to give up sensory pleasure and cultivate qualities like kindness, patience etc. In talking about the four stages of life (commonly followed in Hinduism), he feels mixing of spiritual and sensual aspects are essential with the former slowly displacing the latter in stages. One can go on and on with illustrations to prove Kautilyas farsightedness, keenness of perception, and infallibility. Arthashastra In 1902 a little known Bhatta Swamy of Tanjore chanced upon 168 palm leaves of text written sometime in the 4th century BC, he handed it over to a Sanskrit scholar Dr Rudrapatna Shama Shastry, who was a curator at Oriental Research Institute (ORI) of Mysore. Dr Rudrapatna Shama Shastry deciphered it to be the Kautilan Arthashastra and published the text in1909 and an English translation in 1915 along with an Index Verborum listing the occurrence of every word in the text. Subsequently another original manuscript and some fragments, in a variety of scripts, were discovered. Dr R Shamasastry then revised his original translation. In addition to Dr R Shama Shastrys translation there is an edition of the text with a complete Sanskrit commentary by T Ganapati Sastri, a German translation with voluminous notes by Mr JJ Meyer, a Russian translation and translations in many Indian languages. Sometime in 1960s Dr RP Kangle of Bombay University published an edition of three volumes which contained the text with precise numbering of the verses, an English translation and an exhaustive study. In 1990 Dr LN Rangarajan published an edited and rearranged translation that has grouped the verses and improved clarity. Dr RP Kangle first published his three-volume edition between 1960 and 1965. The Volume I contains a definite critically edited text with precise numbering of the Sutras and Verses, Volume II is an English translation with the detailed notes which take into account all other translations and Volume III is an exhaustive study.  [4]  The reference in this dissertation to Kautilya Arthashastra i.e. the Book, Chapter and Shlokas is from Kangles English translation i.e. Volume II, unless otherwise specified. Arthashastra is a the product of centuries of evolved strategic thinking. Kautilya himself cites several previous authorities differing views on many issues. Bharadvaja, Vishalaksha, Parasara, Pisuna and others are mentioned often. Kautilya argues with them, while presenting their views before his own. Sadly, what we know of many of them is limited to what Kautilya tells us  [5]  . Kautilyan Arthashastra is a treatise on Arthashastra by Kautilya. The word Artha is the sustenance or livelihood (Vrtthih) of men; in other words, it means the earth inhabited by men. Arthashastra is the science, which is the means of the acquisition and protection of the earth. In words of the author himself The subsistence of mankind is termed artha, wealth; the earth which contains mankind is termed artha, wealth; that science which treats the means of acquiring and maintaining the earth is the Arthashastra, Science of Polity. The Arthashastra, literally translated as the art of wealth, is an examp le of a genre common to the period. Arthashastra is a handbook for the king on art of governance. It is defined as the Shastra that shows how this activity of the acquisition and protection of the earth should be carried out. Arthashastra has a two-fold aim. First, it seeks to show how the ruler should protect his territory. This protection (palana) refers principally to the administration of the state. Second, it shows how territory should be acquired. This acquisition (labha) refers principally to the conquest of territory from others. Artha is understood to stand for material well-being as well as the means of securing such well-being, particularly, wealth. Thus, Arthashastra is understood as the science dealing with state affairs in the internal as well as the external sphere it is the science of statecraft or of politics and administration.  [6]  The name Arthashastra for the science of politics and administration, though unusual, appears to be quite old and even finds mention in Mahabharata  [7]  . Thus the two cover the whole range of state activity. The Kautilyan Arthashastra contains fifteen Adhikaranas or Books, 150 Chapters, 180 Sections and 6000 Shlokas  [8]  . Of these, the first five deal with tantra or the internal administration of the state, the next eight deal with avapa or relations of a state with neighbouring states, while the last two are miscellaneous in character.  [9]  Kautilyan Arthashastra is a detailed examination of all factors affecting the internal administration of the state, foreign policy and waging war. The topics covered by each of these 15 books are given below: Book 1. Deals with king his training, the appointment of ministers and other officers of the state, the daily routine to be followed by the ruler and his safety and security. Book 2. Describes the duties of various executive officers of the state and a full picture of state activities in agriculture, mining, leisure activities and so on. Book 3. It is concerned with law and the administration of justice, reproduces a complete code of law. Book 4. Deals with the suppression of crime and includes sections on detection of crime, control over merchants and artisans, torture and capital punishment. Book 5. It is a miscellaneous collection of topics including the salary scales of officials Book 6. It is very short, containing only two chapters, but both are important, since they set out the theoretical basis for the whole work. The first chapter sets out the theory of the constituent element of a state and the second the theory of foreign policy. Book 7. It contains an exhaustive discussion on the way in which each of the six methods of foreign policy may be used in various situations that are likely to arise in the conduct of foreign policy. Book 8. This is concerned with Vyasanas, usually translated as calamities, which may affect adversely the efficient functioning of the various constituent elements. Book 9. Deals with preparation for war and includes topics such as the different kinds of troops that could be moblised, the proper conditions for starting an expedition and the dangers to be guarded against before starting. Book 10. This book is concerned with fighting and describes the main battle camp, types of battle arrays and different modes of fighting. Book 11. This book has only one chapter and describes how a conqueror should tackle oligarchies governed by a group of chiefs instead of a single king. Book 12. It shows how a weak king, when threatened by a stronger king, should frustrate the latters designs and ultimately overcome him. Book 13. This book is concerned with conquest of the enemys fort by subterfuge / fight. It also describes how the conquered territories should be ruled. Book 14. It deals with secret and occult practices. Book 15. Describes the methodology and the logical techniques used in the work.  [10]   Disputes Over Period of Arthashastra The arguments put forth by the non-traditional school are many. The significant ones amongst them are outlined in the succeeding lines. There are no references to Chandragupta Maurya and his kingdom and his rule in Kautilyas Arthashastra. It also does not refer to the wars fought by Chandragupta. Megasthenes, the Greek Ambassador at the court of Chandragupta Maurya, in his famous account, Indica, does not refer to Kautilya at any time. Julius Jolly a German scholar for example, argues that according to Megasthenes, Indians knew only five metals and were inexperienced in mining and metallurgy, but the Arthashastra shows a highly developed technical skill and knowledge of chemical processes including knowledge of alchemy.  [11]  Hence it belongs to a later date. Theres also no reference to Pataliputra, the capital of Chandragupta Maurya at all in the text. Further, the text is primarily addressed to the ruler of a comparatively small state, a member of a circle of twelve more or less similar states.  [12]  This argument is also advanced to imply that the treatise was written much latter, even later than the Gupta period, when there was no empire in India. With respect to place names which figure in the text in Book 2 (The Activity of the Heads of Departments), K Nag has this to say Every serious historian will hesitate to consider as written in the fourth century BC, a treatise containing names like Harahura and Kapisa, Kamboja and Aratla, Bahilika and Vanayu (Arabia), Tamraparni and Pandyakarataka, Suvarna Kudya and Suvarna Bhumi, Cina and Nepala.  [13]  The mention of Cina has been especially singled out to indicate that the name came to be used for China only after the Chin dynasty established its sway over the whole of China in the second half of the third century BC  [14]  . The appearance of the word surunga a tunnel is shown by Otto Stein that the word is Greek in origin and hence a work making such frequent use of the word could not have been written so early as the fourth century BC  [15]  . Further, Stein asserts that the Arthashastra cannot claim a higher antiquity than those sciences, which the Chapter 2.10 (T he Topic of Edicts) presupposes, viz, stylistics, niti and writing  [16]  . The use of Sanskrit instead of Prakrits for writing royal decrees (as was done during Ashokas period and the practice of the Satavahanas  [17]  is also held up to indicate a later date. Others state that Arthashastra uses Philosophical Sutras, which appeared not before the fifth century AD. Certain well known treatises having similarity of content, like Yajna Valkaya, Manu Smriti, SilpaShastra AlamkaraShastra and Kamasutra of Vastsyayana have also been referred to, to indicate that Kautilyas Arthashastra could not have preceded them and hence has to be assigned a later date (third or fourth century AD). Some like RG Bhandarkar refer to the circumstance that Patanjali in his Mahabhasya  [18]  does not mention Kautilya, though he refers to the Sabha of Chandragupta and to the Mauryas. He therefore concludes that Kautilya must be assigned to a date later than that of the Mahabhasya  [19]  . Kangle in his seminal work has considered each of these objections and a few more. He then goes on to systematically put forth convincing arguments against them and proves that Kautilyas Arthashastra was indeed written in the fourth century BC. Megasthenes Indica is not completely available and is preserved only in fragments. One cannot be

Yanomamo Essay -- Anthropology

Yanomamo The Yanomamo are a tribe of twenty thousand who live in about two hundred and fifty widely dispersed villages in Brazil and Venezuela. It was first thought that the Yanomamo were a group of hunter-gatherers, but contrary to that thought they actually cultivate their own crops for food. They also hunt and forage, but only as needed. While the Yanomamo travel for several weeks when the jungle fruits and vegetables are ripe, they are a tribal society settled in villages, which break into small groups to go off on collecting expeditions. During such expeditions, game such as wild pigs, large and small birds, monkeys, deer, rodents, and anteaters, are hunted. The bulk of the Yanomamo food, more than eighty percent, is grown in their village gardens. The size of the garden is dictated by the size of the family it must feed. Because village headmen will have the responsibility of entertaining visitors and sponsoring feasts, they plant and care for larger plots. Plantain is their most important domesticated crop. Manioc, taro, and sweet potatoes are also cultivated along with cane, used for arrow manufacture, and tobacco, a crop of central importance. All women, men, and children chew tobacco daily and guard it jealously. The Yanomamo word for being poor is literally translated as without tobacco. Cotton is al so grown in the village gardens to provide the materials for hammocks and clothes. The Yanomamo envision the universe as having four layers hovering at...

Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).

Homeschooling as a Valid Alternative to Formal Education

Homeschooling as a Valid Alternative to Formal Education Homeschooling is a form of education which implies that children should be taught by parents or by tutors at home, rather than in the formal setting of public or private schools (Vahid 9). This is the main peculiarity that should be kept in mind. It is estimated that in the United States at least 2.2 percent of school-age children are educated at home (Vahid 9). However, this trend is likely to become more popular in the future. This is why educators and policy-makers pay close attention to the advantages and disadvantages of homeschooling.Advertising We will write a custom essay sample on Homeschooling as a Valid Alternative to Formal Education specifically for you for only $16.05 $11/page Learn More This paper is aimed at discussing the peculiarities of this approach in greater detail and its impact on learners, especially their academic performance and socialization. Overall, it is possible to argue that homeschooling can be a valid alternative to formal education provided that parents and tutors can properly design courses and foster intellectual and psychological development of a child. Moreover, there is no evidence which can confirm the alleged negative effects of education at home, especially lack of social skills. Admittedly, there are certain difficulties, but parents and tutors can cope with them. This is the main thesis that should be examined in greater detail. One of the main questions that should be examined is the academic performance of children who were educated in this way. This is the main criteria to which educators and parents usually pay attention to. On the whole, the results of standardized tests indicate that the test scores of these learners are not lower in comparison with those learners who attended private or public schools (Lines 81). This trend can be observed in many areas of study such as mathematics, natural sciences, languages, and other disciplines. Moreover, many of them show better results than th eir peers (Lines 81). In this case, one should also speak about the integrity of homeschooling which means that a tutor, who works with a single child or a very small group of children, is more able to ensure that each of them understands the topics or questions that should be examined. Under such circumstances, a learner has virtually no opportunities for cheating. Certainly, one can say that these children could not perform equally successfully in public or private schools. In fact, they could easily achieve similar results. Nonetheless, it is not possible to argue that homeschooling impedes academic attainment of learners. They are able to meet the requirements set by educational organizations that are governed by the state. This is one of the main aspects that should be considered by policy-makers who determine the legal status of homeschooling. Furthermore, it is important to note that homeschooling provides more flexibility to children and parents. For instance, the teacher ca n choose the order of topics that should be covered. Similarly, a learner will have more opportunity to review the previous material and evaluate his/her knowledge. As a result, he/she can acquire in-depth understanding of the material. This is one of the main issues that should be considered. Certainly, school educators also try to offer these opportunities to students, but their work is affected by time constraints. Apart from that, the study of academic performance among homeschoolers indicates that there are no gaps between the representatives of various cultural and racial groups (Clincy 18). This is one of the reasons why many African-American families prefer homeschooling. To some degree, these cases suggest that homeschooling does not obstruct the learning of a child. In many cases, it can even be beneficial. This is the main issues that can be identified.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Admittedly, there are certain risks that can be closely tied to homeschooling. They are often mentioned by the critics of this educational approach. It is necessary to determine whether these concerns are justified. In this case, one can speak about lack of socialization. It is sometimes believed that homeschooled children practically do not interact with their peers. According to a popular stereotype, they struggle with low self-esteem and many other emotional problems. However, there is very little evidence showing that home-schooled children are alienated from the peers. In contrast, many of these children can have an active social life, and they are not necessarily separated from other children or teenagers. This is one of the main stereotypes that should be refuted. Furthermore, the study carried out by Drenovsky and Cohen suggests that these learners can be well-prepared for college life (19). They can successfully adapt to the situation when they are not monitored by parents and tutors (Drenovsky and Cohen 19). Additionally, they are more likely to regard their college life in a positive way (Drenovsky and Cohen 19). This is one of the things that many college students lack. Therefore, lack of socialization is not widespread among homeschooled learners. Furthermore, it is believed that these students are more resistant to the effects of peer pressure (Saliger 1). In fact, they are accustomed to self-sufficiency and independent decision-making. Moreover, these children can avoid the dangers of bulling which is very widespread in many private schools. These are some of the main benefits that homeschooling can bring. Therefore, one cannot say that this approach to education adversely affects the social skills of children or adolescents. Admittedly, one cannot say that the children, who attend public or private schools, are inevitably exposed to bullying or negative peer pressure. These problems can be managed by school teachers. Howev er, homeschooling does not impede the social life of a child and his/her ability to establish relations with other people. This is one of the main points that can be made. Additionally, the critics of homeschooling argue that this form of education is mostly motivated by the religious beliefs of parents (Lines 76). Many of these people can be intolerant of other religions. Therefore, some people can assume that these parents can only stress religious education of children. Moreover, the critics can argue that these parents who do not want their parents to be exposed to the theories which can run contrary to their beliefs, for instance, the theory of evolution. Nevertheless, some of the arguments put forward by the critics are not quite valid. For instance, in the majority because parents prefer homeschooling because they are dissatisfied with the quality of education offered at public schools (Vahid 9). In this case, parents speak mostly about the failure of teachers to ensure the d evelopment of students’ skills such as critical thinking and analysis (Vahid 9). Thus, it is not reasonable to argue that homeschooled children can develop religious dogmatism. This assumption contradicts the empirical findings derived by researchers. This is one of the main issues that should be taken into account by people who believe that homeschooling can adversely affect a child. Very often, the concerns that they raise are based on stereotypes, rather than empirical findings.Advertising We will write a custom essay sample on Homeschooling as a Valid Alternative to Formal Education specifically for you for only $16.05 $11/page Learn More Certainly, parents should not assume that homeschooling will inevitably bring benefits to their children. This approach will require full commitment of parents who will need to dedicate a significant amount of time to this task. This activity is time-consuming and challenging. Moreover, these people should have significant expertise in education, psychology, instructional design, and other areas. If they lack these skills, homeschooling is not likely to be effective. Additionally, they should regularly assess the progress of their children according to the standards that are set for public or private schools. In this way, they can detect possible problems at an early stage and make necessary corrections. Provided that tutors or parents do not cope with this task, a child may not be able to acquire relevant knowledge and skills. Apart from that, much attention should be paid learning resources that children can use. For instance, students can acquire knowledge of physics and other natural sciences, if they have an opportunity to experiment in a laboratory. This is another issue that not be disregarded by parents. On the whole, these examples indicate homeschooling is associated with some difficulties that cannot be underestimated. However, it is impossible to argue that parents and tutors c annot educate children at home. This is one of the main issues should be taken into account. These are the main issues that should be considered by parents, teachers, and policy-makers. On the whole, various peculiarities of homeschooling have not been fully examined, but at this moment, researchers have not identified risks that cannot be managed by parents and tutors. This is the key issue that should be taken into consideration. Finally, parents should not suppose that homeschooling is not compatible with formal education. In many cases, parents choose to foster their children’s learning at home by explaining various topics to them. This strategy can be widespread among people who have expertise in a certain area of study like mathematics, physics, literature, and so forth. In many cases, this assistance can be of great value to students who may not understand some complicated topics or concepts. These learners can significantly improve their academic performance. Thus, on e can argue that homeschooling can supplement education in formal education. In many cases, this approach to learning and teaching can be very productive. This discussion indicates that homeschooling can indeed suit the needs of both parents and teachers. The academic performance of homeschooled children has been examined by educational researchers, and it is not inferior to the performance of students educated in formal setting. This is one of the main points that should be taken into account. Moreover, the social skills and their psychological development are not impaired. However, this approach is applicable in those cases, when parents and tutors have an in-depth understanding of instruction methods, learning theories, and psychological development of children and teenagers. These are the main challenges that parents should be aware of. However, these challenges can be overcome. This is why homeschooling can be a valid alternative to formal education, but parents should know wha t kind of obstacles they will need to surmount.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Clincy, Sekou. The Socialization of the African American Child: In Contemporary America, New York: AuthorHouse, 2010. Print. Drenovsky, Cynthia K., and Isaiah Cohen. The Impact of Homeschooling on the Adjustment of College Students. International Social Science Review 87.1 (2012): 19-34. Print. Lines, Patricia. Homeschooling Comes of Age. Public Interest. 140 (2000): 74-85. Print. Saliger, Lena. The Homeschooling Movement in the United States of America, New York: GRIN Verlag, 2010. Print. Vahid, Amy. Homeschooling: A Path Rediscovered for Socialization, Education, and Family, Boston: Lulu, 2007. Print.

The relationship between the angle of a slope incline and the acceleration Essays

The relationship between the angle of a slope incline and the acceleration Essays The relationship between the angle of a slope incline and the acceleration Paper The relationship between the angle of a slope incline and the acceleration Paper As the angle of the slope incline increases, the acceleration of the model cart moving down it will also increase. I have predicted that acceleration is directly linked with the angle of the slope on which the object is moving. When coming up with this hypothesis, I asked myself the following question, what forces actually act on the model cart as it is going down the slope. There are in fact three forces acting on the cart. The force of gravity (g), friction (F), and the force of reaction (R) (see diagram 1). If we were to draw a Y and X axis on the object, the X axis showing the movement along and the Y axis being perpendicular to that then we can find out how the forces act. On the Y axis, there are two forces, the force of reaction and a fraction of the force of gravity. Since there is no movement along the Y axis we know that the forces cancel out. To find out the reaction force, we can use the formula R = mg cosine   (see diagram). The aim of our experiment is to measure the acceleration as best we can of a wheeled trolley at 3 distinct slope inclines. The steps I took to do this are written bellow: 1. Gather all necessary equipment (see Equipment section on following page) and locate a large flat surface, preferably above the group, like a large table 2. Stack several books on one end of the table, not too many. 3. Rest the end of the large wooden board on the stack of books, creating an incline. 4. Measure the angle of this incline from the table, either with a protractor or by using sin/cosine. Record that angle. 5. Carefully place the ticker timer parallel to the top of the board, so that it would be convenient for the tape to come out. Attach all necessary wiring (seek teacher guidance if unaware of what do it). 6. Attach the tape (by means of sticky tape) to the end of the model cart 7. Make sure that there is some sort of block or stopping point at the bottom of the slope, for safety purposes and to know the total distance that the cart will cover (could be used later) 8. Place the cart on its starting point at the top of the slope (try to get it to be in the centre and facing totally forwards to avoid any sideways movements), measure and record the distance from the head of the cart to the blockage point (this will be the distance the cart travels) 9. Switch the ticker timer on (switch on the back), and then carefully release (without any additional force) the cart down the board 10. After the cart has hit the stopping point you may turn off the device. Be sure to then carefully obtain the necessary ticker timer tape and safely store it for further analysis (I will be covering what can be obtained from the information on the tape in the Analyzing Results section). 11. Repeat steps 2-10 again so that you have a 2nd trial (this is handy because you can obtain an average result in order to eliminate any errors) 12. Repeat steps 2-11 using more books, this will give the 2nd larger angle 13. Now finally repeat steps 2-11 using even more books, giving the 3rd and final angle. NOTE: if still unsure of what to do, I strongly recommend viewing Diagram 1 (the set up) below. It should become very clear. Equipment: Usable protractor, Ticker-tape timer (with necessary wiring), flat long wooden board, non-motorized wooden and wheeled trolley, a pile of books or something with height and stability to rest the wooden board on Variables: In this experiment I tried to keep all variables constant, with the exception of the angle of the slope which was changed twice. The distance the cart descends, the surroundings, the cart used and board were all held constant throughout the trials. I have decided that in order to prove my hypothesis correct, I would need to use at least 3 different angles and use 2 trials for each angle (to ensure validity). The 3 angles I chose to investigate were 2. In order to record the acceleration for each, I would first need to have a complete record of the motion of the trolley. The dots that would be presented on the ticker-tape would be sufficient enough for me to then calculate the acceleration of the trolley in each case. The following 3 pages contain results of all three ticker-tapes. To understand what the ticker timer tape does and how we can obtain acceleration from it, see Analyzing Results. Also from those results I have constructed velocity-time graphs (attached) for all trials of all the angles. Results: See following pages Analyzing results (Finding acceleration): In order to analyze the results, we first marked off sections on the tape with 5 dot spaces. This means that 1-dot space is the distance traveled by the trolley in 1/50 second (0. 02 s). So 5 dot spaces is the distance traveled in 1/10 (0. 1 s) If the tape is chopped into its 5 dot-spaces sections, and the sections put side-by-side in correct order, the result is a chart very similar in appearance to that of a speed vs. time graph. The lengths of the sections represent speeds because the trolley travels further in each 0. 1s as its speed increases. Side-by-side, the sections become a time scale because each section starts 0. 1 after the one before. The acceleration of the trolley can be found from measurements on the tape. As I had predicted in my hypothesis, the angle of the slope is directly related to the acceleration of the trolley on the slope. My results strongly suggest that because the acceleration results for a bigger angle were significantly larger then the acceleration for a narrower angle. I believe that the reason for this is due to the relationship between force and acceleration. If the force is larger, then the acceleration is also larger. The forces that were most important in this experiment were the forces of gravity and friction. Gravity pulls all objects down to the surface at an acceleration of 9. 8m/s. And the friction that the cart experienced was increased as the angle increased, making it come down at a greater acceleration. If the trolley was simply dropped next to the slope when the slope was at 90, then the trolley would accelerate to the ground at 9. 8m/s (taking into account that the cart would not make contact with the board, hence no friction). However the angle was 0, or 180 , then the trolley would not move or accelerate at all. Gravity would be affecting it due to the force of reaction canceling it out, and the horizontal surface beneath the trolley would prevent the trolley from moving. When the angle is at 25 , gravity affects the trolley enough to make it accelerate. If you change the angle to 45i however, the force of gravity would be more influential on the trolley. Therefore the trolley would come down at a faster acceleration. Evaluation When it comes to measuring the sources of error and uncertainties in this experiment, I doubt that there is little else to be done to cancel out any more errors. Since a mechanical device (the ticker-timer) did most of the measuring and recording for me, I am unable to be held responsible for any errors inside the machine itself. There was no measurement of time with a stopwatch, however I when I cut up the pieces of the ticker timer tape to be analyzed, that is where errors could have been made. The precision of cutting, and then measuring with a ruler only gave correct measurements to the nearest millimeter. One of the errors I avoided early on while analyzing was to assume that the acceleration was constant since it was partly gravitational. In labs like these, even the most obvious and logical factors may not be just assumed, steps most be taken to prove it. the importance of the errors is very small indeed as seen from the difference in the two trials for each angle was insignificantly small. Also for the aim I chose, and the nature of this experiment, the errors were always unlikely to get in the way of the final result. If granted another opportunity to repeat this experiment, I would certainly change some things. First of all I would chose to perform more then only 2 trials for each angle. I would opt for about 10 trials, then find the average of the 8 best and use that as the final result. Also I would like to experiment with more then 3 angles. As hard as it might be, I would like to try a very steep angle, around 70. Moreover, it would be interesting to see the effect of mass in terms of acceleration. Perhaps try carts with different weights. All in all, the experiment was a success. The small errors did not alter the answers too greatly. The accelerations of both trials where close enough to each other. And my hypothesis stood correct.

Sphere Book review essays

Sphere Book review essays Michael Crichton was born in Chicago, in 1942. After graduating from the Harvard Medical School, Crichton embarked on a career as a writer and filmmaker. Called "the father of the techno-thriller," his novels include The Andromeda Strain, Sphere, The Jurassic Park and Prey. Many of his books have been made into films, including the phenomenally successful Jurassic Park. Crichton has directed six films, and is also the creator of the hit television series E.R. Always interested in computers, he once ran a software company- FilmTrack. Overall Michael Crichton has proved that he is both a dynamic person and an equally dynamic writer. In the Pacific at the bottom of the ocean is discovered a massive spacecraft- a spacecraft entombed for at least 300 years... To the scene are rushed a team of scientists to unearth and reveal the spacecrafts hidden past. They arrive at the depths of the pacific and enter the mysterious spacecraft with apprehension, dread and anticipation... What they discover is that the spacecraft was American and it had been transported back in time through a black hole and had ended up in the ocean. The Situation just looks like a case of Physics gone wrong Until they find an ominous and seemingly Alien Built Impenetrable Silver Sphere on board As they investigate, their computers start to receive strange coded messages from an unknown intelligence Whatever the entity is, it doesnt seem to like them very much... The team of scientists consisting of the astute and intelligent Psychologist Dr. Norman Johnson, the critical and sarcastic mathematician Harold Adams, the excited and ever-optimistic Astrophysicist Theodore Fielding, and finally the paranoid biologist Elizabeth Halpern then proceed to do everything they can to figure out how to open the ...

Assessment Plan Research Paper Example | Topics and Well Written Essays - 1250 words

Assessment Plan - Research Paper Example The results will be used to gauge the level of knowledge and skills acquired by every student. Student participation in discussions, research papers, and writing assignments will also be used to evaluate them. These results will be graded according to the course assessment rubric and will serve as an indication of the level of skills achieved by every student. Students enrolled in this course will have to participate in a debate session, write a research paper, sit for written tests, and sit for a final examination. The debate or discussion forum will involve student groups of five members each. Every group member will present an item from the material prepared by the group. The purpose of the discussion is to evaluate communication, creative thinking, and performance skills. However, student performance will be graded according to the overall group performance and not on individual performance. This will encourage the students to work together as a group and will enhance individual participation during presentations. Students will also be required to write a research paper in groups of five students. The research question will be provided by the instructor, and students will have a maximum of five weeks to complete the research paper. The research paper will aim at evaluating the ability to analyze and evaluate a particular problem. The paper will be graded according to group performance instead of individual performance. A maximum of five written tests will be issued in a semester to evaluate writing skills and creative and critical thinking. These tests will be graded according to individual student performance and will cover the coursework covered by the instructor. Written tests will assess grammar, writing, clarity in expression, and precision in answering questions. The wording should capture the important and clear issues contained within the test questions. Students should have the ability to apply writing skills learned in the course and exhibit their understanding of a particular question. The final exam will cover the whole coursework outlined in the course outline. This involves areas covered in the class, assignments, and other areas included in the outline, which may not have been covered with the instructor. The exam will have the highest contribution in the overall student grade. Students who perform poorly in the final exam will be considered to have failed the entire course. Deficient Unpreparedness and the students have underdeveloped ideas. No research-based literature in the whole paper. Fragmented writing and ideas are not logically presented. Many spelling, grammatical, and punctuation errors. Poor sentence structures. Thesis and purpose are unrelated to the question and cannot be determined. No apparent transition between sentences, paragraphs, or sections. Underdeveloped Student has confusing ideas, and the topic is not well covered. Overemphasis upon non-research-based literature. Little research-based literatur e. Some ideas are presented in a logical order. Weak organization with constant shifting in presentation of ideas. Several spelling, grammar, and punctuation errors. Inconsistent sentences. Thesis and purpose are vague and loosely related to the subject. Vague transitional devices and unclear structural sequence. Average Student is prepared and presents major ideas. Adequate emphasis on important researched literature. Ideas are