This Means That THST 1200 Essays - Color, Minerals, Mythology

October tenth, 2018 Santiago Arango Educator Lipton This Means That I find in this photograph of a 2018 Tide Commercial a sea shore with sand, shrubberies and a palm tree to the correct side. A photoshopped extended white pony that is conveying a white man and a dark man. The White man is Stranger Things Actor David Harbor and the dark man is Old Spice on-screen character Isaiah Mustafa. The two men are wearing white jeans. They likewise both have a striped blue and white shirt around their necks. The white man is wearing a white shirt while the dark man is shirtless. The two of them are pausing dramatically with their one hand on their hips. The dark man is holding a tide bottle that and there are jewels coming out of his hand that has the tide bottle. I believe it's not unplanned that there is an over-portrayal of white in the picture. I think what it intends to our way of life is that there is an over-portrayal of the white lion's share in power. There is likewise the likelihood that it's only simpler to show no stains on white than it is on different shades of dress however that doesn't clarify why they additionally utilized a white pony rather than an alternate shading horse. The pony being the most significant part in the picture since it is what is keeping up the two men held up is outstandingly long to make more space for the two men to be situated on. In any case, the more profound importance behind it is indicating that they are attempting to isolate the white man and the dark man from further away from one another. You can without much of a stretch fit 2 men on an ordinary estimated horse they would simply must be nearer to one another. However they set aside the exertion and effort to photoshop the pony longer to isolate both highly contrasting men. This implies the white pony speaking to what is in power since it is what is keeping them both up is attempting to isolate them. Regardless of whether they decided to do this deliberately or at an inner mind level plainly shows the crack between the various gatherings of individuals. This says a ton regarding our way of life today. The pictures being demonstrated are quietly recommending partition from one another. Something different that that has a more profound importance behind the reality the white man is wearing a white shirt where the dark man doesn't. For what reason does the white man have a shirt on? For what reason does the dark man have no white shirt on? In spite of the two men being dressed to practically correct similitudes, they make an understood distinction to show how unique they look, and they chose to give the dark man less apparel to wear. The significance is that they are making the dark man show up less lucky as he doesn't have a shirt. Lastly, the exact opposite thing that has importance to our way of life is that the jewels coming out of the tide bottle is representing that tide is as valuable as precious stones and is proposing that on the off chance that you get it, its equal to having a costly precious stone. They utilize costly shakes to add a subconscious cost to the item they are attempting to sell. This is indicating how much commercialization is in our way of life. What this picture as a rule implies explicitly to me and how it identifies with me is that there is dominatingly white businesspeople attempting to sell me an item. It irritates me the amount they are attempting to exaggerate their item as though an approach to guarantee their deals. Truly, there is an over-portrayal of whiteness yet there is nothing that I can do at an individual level to change that. I likewise don't feel a need or need to change that. I'm not a white individual but rather I wouldn't fret the over-portrayal that is in our way of life or in the picture in light of the fact that regardless of whether the there was an equivalent portrayal of shading in our way of life or the picture the core of the issue remains the equivalent. Industrialism they are attempting to sell an item through any implies that they can. Causing the precious stones to show up out of the tide container to recommend it is as

Centre for Enegry, Petroleum, Mineral Law and Policy The WritePass Journal

Place for Enegry, Petroleum, Mineral Law and Policy Dynamic: Place for Enegry, Petroleum, Mineral Law and Policy Dynamic: 1. INTRODUCTION2. HUMAN RIGHTS AND CSR2.1. HUMAN RIGHTS WHICH ARE PARAMOUNT IN EXTRACTIVE INDUSTRIES2.2. THE ROLE OF NGOs2.3. THE ROLE OF THE GOVERNMENT3. ENVIROMENTAL IMPACT OF EXTRACTIVE INDUSTRIES3.1. Connection BETWEEN HUMAN AND ENVIROMENTAL RIGHTS3.2. WHO ARE THE MAJOR STAKEHOLDERS 3.3. Specific IMPACT ON IPs4. CSR MEASURES4.1. Obligation OF CORPORATE DIRECTOR4.2. CORPORATE ACCOUNTABILITY BIBLIOGRAPHYRelated Dynamic: The idea of human rights have been if not for the most part however somewhat comprehended. How it is significant for each man to have his own poise and opportunity to move anyway not every person sees how firmly related ecological right and human rights are connected a wellbeing domain offers route to one side to carry on with a solid life which is one of the first and fundamental human right â€Å"right to life†. TNCs are because of the idea of their undertakings firmly identified with human right issues just as natural issues the as a rule establish the most noteworthy number of human rights maltreatment by their very nearness in a network. On the off chance that the handle the human rights and ecological rights issue enough, at that point a great deal of slaughter and contamination can be maintained a strategic distance from yet in the event that not, at that point a ton of mischief than great might be the request for the day. This is the place CSR comes in the CSR standard s help TNCs to stay away from calamities from happening. In any case, the inquiry is, is the CSR standards enough, the organizations should consolidate them into their approaches and that as well as to likewise build up a solid report framework that would enable the organization to channel any type of misuse. Complicity by the organization notwithstanding human rights misuse is additionally excessively acceptable. This paper would feature on instances of misuse and how it influences the neighborhood individuals and how the TNCs can help maintain a strategic distance from both human and natural maltreatment and NGOs fit in these. 1. Presentation Human rights are crucial standards which give any individual the privilege to opportunity of a noble life, opportunity from dread and the opportunity to communicate his/her beliefs.The TNCs ought to be cautious with the impacts of mining and investigation exercises on the human privileges of workers and encompassing networks in light of the fact that getting a solid social permit to work in those networks relies upon how much the TNCs regard the human privileges of the neighborhood individuals. Incorporating human rights rules into center business practice in the mining area is significant, it is a corporate obligation.  While the fundamental need to ensure and advance human rights is the quick duty of the national governments, TNCs additionally has a particular obligation to regard human rights too. Some International Companies particularly the individuals who are marked under the UN Global Compact, including mining and asset organizations allude to human rights in their yearly oc casion reports and fuse and actualize human rights into their guidelines and policies.Chapter two of this examination takes a gander at the human rights mishandles that are normally found in extractive ventures. Part three glances at the natural effects of extractive ventures and how it influences IPs. Part four ganders at the CSR measures and how organizations and chiefs are considered responsible for their activities and the last section finishes up and gives suggestions on how CSR can be advanced. 2. HUMAN RIGHTS AND CSR As gave in the OECD Guidelines to TNCs, extractive enterprises need to regard the human privileges of those influenced by their exercises and practices reliable with both global and national laws of the host government. They additionally need to add to the financial, social and natural improvement of the host government with the end goal of accomplishing supportable turn of events. 2.1. HUMAN RIGHTS WHICH ARE PARAMOUNT IN EXTRACTIVE INDUSTRIES There are unmistakable human right issues impossible to miss to extractive enterprises which concerns all TNC organizations. Coming up next are a portion of the more reoccurring instances of human right maltreatment: Work rehearses as for human rights Extractive organizations, have an obligation and obligation to ensure that representatives appreciate fundamental work rights, for example, a sheltered work environment, sensible living pay, non-unfair against sex, HIV, etc aggregate dealing and youngster work. Ecological issues as for human rights Natural exercises of extractive organizations tend to influence an assortment of fundamental rights including the rights to life, great wellbeing and a sufficient way of life; which incorporates access to essential food, dress, water, lodging and sanitation. Governments ought to likewise guarantee that both worldwide and national ventures give adequate security and wellbeing guidelines for their representatives. The legislature has an obligation to guarantee the government assistance of its residents. Privileges of Indigenous people groups and other network Extractive enterprises need land or the rights to utilize it. Much of the time, land is as of now being used by others (IPs), and different occasions it is a piece of a community’s ethnic or customary assets. As a rule land includes the resettlement of networks. Inability to address resettlement, local title and standard land use issues or constrained removal of the IPs, will cause hostility and strife towards a venture. Security issues as for human rights Extractive organizations regularly end up in strife inclined nations. This frequently implies an industry will utilize its own security, or depend on law requirement of the host government to ensure resources and workers. In most awful cases they company’s security become engaged with neighborhood brutality. A mining organization could be complicit in human rights mishandles submitted by a security supplier. 2.2.â THE ROLE OF NGOs Inside the NGO world, there are a wide range of strategies or procedures of managing TNCs: some attempt to bring partnerships into discourse or gathering meetings where TNCs can communicate their perspectives, progressively like a correspondence interface, so as to convince and persuade them to acknowledge deliberate implicit rules, while others accept that organizations will make a move just when their money related premiums are ‘on the line’, and in this manner take an increasingly unfavorable position toward them. The last view is more in accordance with worker's guild techniques and approaches. Angry NGOs will in general utilize moral vilification, or â€Å"naming and shaming,† as their essential strategy, while NGOs that favor commitment offer or propose exchange and a restricted type of collaboration with willing TNCs. There are various reasons why NGOs’ are enthusiasm for the business area, anyway the most widely recognized and the most significant explanation is the discernment or conviction that political and monetary force has moved away from governments and toward TNCs. The customary jobs NGOs ordinary play in instances of human right maltreatment is to accumulate data, examination and spread of human rights concerns, the assistance in upholding for better HRs recognition and responsibility. The likewise create and entryway for human rights laws and gauges. They give legitimate guide and philanthropic help to survivors of human right maltreatment. They rebuff TNCs by moral disgracing and recognition. NGOs advance CSR by research, detailing and media introduction, by exchange with TNCs, by considering TNCs socially mindful and responsible for their activities. â€Å"In the 1 9 8 0s the corporate social obligation (CSR) plan was fundamentally widened when, in the wake of Bhopal, Exxon Valdez, and other exceptionally broadcasted natural debacles, the NGO ecological development squeezed home the possibility that TNCs should likewise ensure the earth, in this way further extending the idea that organizations have social duties. From the mid 1990s on, human rights NGOs and different voices inside common society have been calling upon companies to acknowledge duty regarding advancing work rights, human rights, ecological quality, and manageable turn of events. The contemporary CSR development means to convince MNCs to embrace intentional sets of accepted rules and execute strategic approaches that fuse duties to regard and ensure work rights and human rights just as nature. The willful CSR approach isn't the main NGO procedure. Another compelling way of thinking inside the NGO world perspectives MNCs as intrinsically unredeemable and unequipped for intentionally acting in a socially mindful manner; organizations must be made to be socially and ecologically responsible by methods for financial intimidation or through restricting lawful commitments. The individuals who take this view look toward the improvement of a mass social development that will force governments to institute enforceable universal lawful norms that will make TNCs legitimately responsible to worldwide society. Private deliberate CSR activities are seen as activities in corporate advertising and as poor substitutes for exacting lawful guideline. Of ten united thoughtfully and deliberately with associations, NGO activists who take this view m ay look to help customary association arranging endeavors to win rights and reasonable remuneration for laborers worldwide through aggregate dealin g concurrences with free work unions.† 2.3. THE ROLE OF THE GOVERNMENT It is the duty of the legislature to secure just as guarantee that the privileges of the individuals from the network are not manhandled. Suggestions for measures to be taken by the administration to maintain a strategic distance from further human rights infringement in mining networks: 1. Guarantee that IPs that get their occupation from the land get satisfactory remuneration and access to elective land for cultivating and if conceivable angling as indicated by Section 74 of the Minerals and Mining Act of 2006; for instance the Ghanaian government guarantees that the help the Regulation on Compensation for IPs as per the Act as gave as

an essay writing journey

an essay writing journey To the rising seniors beginning to think about their college essays hello, fellow kids. Are you as stuck on what to write your college essays about as I was exactly two years ago? Some of you probably are. Some of you are probably thinking that it’s way too early to be thinking about college essays, and maybe you’re right, but I really like writing! College essays gave me the creative writing space that I never really got outside of writing excessive amounts of fanfiction, so I was pretty excited to get started on them. That doesn’t mean that they weren’t hard to write, though! I’ve been meaning to do some sort of college essay post while I’m still young enough to remember what I was thinking as I wrote them (it’s been two years, yikes). I didn’t want to just post my essays straight onto this blog, though. I don’t want to be *that* kind of college blogger. Instead, I thought I’d show you guys one of my essays through Google Docs revision history. For those of you who don’t use Google Docs, a. Start using it and b. It timestamps every single edit you’ve ever made on the document. Essentially, I can see myself from the past writing, deleting, and revising my essays at every editing point. It’s pretty cool, and for those of you who are now in college and used Google Docs to write your essays, I’d recommend looking back at your revision history. Not only is it a cringey blast from the past, but it’s an insightful journey through the self-reflection and brainstorming that you put into your essays. The essay that I’m showing y’all was written for MIT’s, “Describe the world you come from” prompt. This was actually the last essay that I wrote for MIT’s application because the prompt confused me a LOT. I spent many nights lying awake wondering how I could express something meaningful in so few words. But in the end, it wound up being my favorite essay out of all the ones I wrote for any college application. I applied to MIT early action and didn’t apply to any Common App schools in that round, so I wound up using this essay as the basis for my Common App essay during regular decision season. Full disclosure, I didn’t get admitted into any of the schools I applied to with the Common App (Harvard and Stanford, lol), but I was really proud of this essay and I still am. When you can read an essay two years later and still think, “Hey, that’s pretty good”, that’s when you know you’ve written a fire essay. For a bit of background, here’s a quick rundown of what I wrote about for the other essays: “Something you do for the pleasure of it”: video games! “What do you want to major in”: 18C, with a minor in Japanese lol “Contribution to community”: My sister and I started a nonprofit in our town to teach young girls math! “Challenge you’ve faced”: Failing the last competitive math test of my career (to be fair, this is when I wanted to major in math and REALLY cared about competitive math) That one culture essay on the first part of the application: I wrote about how I never really connected with my own culture, and as a result, went and explored a new one instead. Finally, here’s my, “world you come from” essay, complete with time stamps and a large collection of very cringey drafts. 9/09/16 9:52 PM: While trading state-themed memorabilia at MATHCOUNTS Nationals in middle school, I distinctly remember receiving blank stares when I mentioned that I was from New Hampshire. “Where even is that?” these students would say, and I would grumpily answer that it was next to Massachusetts. That seemed to ring a bell for them. Now, I usually just say that I’m from Boston. My hometown, Nashua, isn’t really on the map for much either. Our sports teams are terrible. There are frequent drug incidents. Academically oriented families sometimes move to nearby Lexington for better schooling. 9/12/2016 1:56 AM: Nashua, New Hampshire. Some people dont even know where New Hampshire is, let alone Nashua. If they do, its likely because they frequently take advantage of our tax-free shopping. My high school, Nashua South, is even more unassuming. It certainly doesnt invoke the awe that nearby schools Lexington High or Philips Andover do. In fact, academically oriented families sometimes simply just move to Massachusetts because they believe that Nashua isnt good enough. While trading state-themed memorabilia at MATHCOUNTS Nationals in middle school, I distinctly remember receiving blank stares when I mentioned that I was from New Hampshire. “Where even is that?” these students would say, and I would grumpily answer that it was next to Massachusetts. That seemed to ring a bell. My hometown, Nashua, isn’t really on the map for much either. Our sports teams are terrible, and there are frequent drug incidents. Academically oriented families sometimes move to nearby Lexington for better schooling; on state charts, my high school doesn’t even rank. And yet, I chose Nashua High South Nashua South over an admittance to Phillips Exeter, arguably the best high school in the world. 9/16/2016 7:05 PM: Nashua, New Hampshire. Some people dont even know where New Hampshire is, let alone Nashua. If they do, its likely because they frequently take advantage of our tax-free shopping. My high school, Nashua South, is even more unassuming. It certainly doesnt invoke the awe that nearby schools Lexington High or Philips Andover do. In fact, academically oriented families sometimes simply just move to Massachusetts because they believe that Nashua isnt good enough. And yet, I chose Nashua South over an admittance to Phillips Exeter, arguably the best high school in the world. Why? In the big leagues, we at South are the underdogs. The math team that I proudly captain hasn’t lost the league in eight years. Last year, our varsity quiz bowl team took the state win for the first time in three decades. We even beat Phillips Exeter in history bowl not once, but twice. Wherever I may end up, Ill always be grateful to Nashua for opening more doors for me than anybody could have ever imagined. 9/20/2016 4:56 PM: Nashua, New Hampshire. Some people dont even know where New Hampshire is, let alone Nashua. If they do, its likely because they frequently take advantage of our tax-free shopping. My high school, Nashua South, is even more unassuming. It certainly doesnt invoke the awe that nearby schools Lexington High or Philips Andover do. In fact, academically oriented families sometimes simply just move to Massachusetts because they believe that Nashua isnt good enough. And yet, I chose Nashua South over an admittance to Philips Exeter, arguably the best high school in the world. Why? In the big leagues, we at South are the underdogs. The math team that I proudly captain hasn’t lost the league in eight years. Last year, our varsity quiz bowl team took the state win for the first time in three decades. We even beat Philips Exeter in history bowl not once, but twice. Wherever I may end up, Ill always be grateful to Nashua for opening more doors for me than anybody could have ever imagined. 9/23/16 12:44 AM: The many worlds that have impacted my life are all very neatly contained within A guitar is propped up behind a stand filled with violin sheet music Books are everywhere. Candide and The Time Machine are haphazardly stacked behind my computer; my glasses sit upon Lolita and Norwegian Wood. The countless universes within these paper portals have instilled in me a love for the heroes and the idealists; for fantastical worlds and magic spells. “A reader”, after all, “lives a thousand lives before he dies.” -books -music -math The many math trophies that populate the top of my bureau chronicle a lifetime’s journey; from elementary school’s Math Olympiad, to MATHCOUNTS, to math team trophies and AMC pins, -ff There are not one, nor two, but three Final Fantasy VII posters on my walls. The beloved Japanese RPG not only inspired my intended career path in computer science, but nudged me into the beautiful world of Japanese language and culture. -fam 9/27/16 11:12 AM: I can see it when I close my eyes: a city of twisted metal rising up from blackened plains; jagged mountains reaching to pierce the sky; a swamp threatening to swallow up the small farm that sits on its edge. Snapshots from a world much like ours but it only exists on a computer screen and within my mind. 10/10/16 2:58 AM: I can see it when I close my eyes: a city of twisted metal rising up from blackened plains; jagged mountains reaching to pierce a clouded sky; a swamp threatening to swallow up the small farm that sits on its edge. Snapshots from a universe much like ours but its atoms are pixels pixels are its atoms. Perhaps it’s ironic that a This world with such a tangible influence on my life is, in reality, itself intangible. {} planted in me a burning desire to learn two things. The first was programming I wanted to know how my beloved world was created and perhaps even figure out how to create my own. Second was the Japanese language; I firmly believed, and still believe, that I could better understand the game by playing it in the language it was written in. And now, when I reflect on 10/14/16 1:32 AM: I can see it when I close my eyes: a city of twisted metal rising up from blackened plains; jagged mountains reaching to pierce a clouded sky; a swamp threatening to swallow up the small farm that sits on its edge. Snapshots from a universe much like ours but pixels are its atomsbut its inhabitants are pixelated and lines of code make up their DNA . I now know that the advanced technologies of the future are my future as well, but it was the technologically primitive Final Fantasy VII a classic Japanese video game released nearly 20 years ago that first opened my eyes to so many unexplored realms within the world we all share. The complex game mechanics got me into coding; I spent so much time puzzling over how to disable random battles that I eventually asked my parents to send me to programming camp to learn how to most optimally hack the game. The subpar English translation compelled me to learn Japanese so that I could play the game in its original language and discover a more nuanced meaning to its dialogue, and not have to deal with lines like, “This guy are sick”. This world with such a tangible influence on my life is itself intangible. {} planted in me a burning desire to learn two things. The first was programming I wanted to know how my beloved world was created and perhaps even figure out how to create my own. Second was the Japanese language; I firmly believed, and still believe, that I could better understand the game by playing it in the language it was written in. And now, when I reflect on 10/16/16 12:25 AM: I can see it when I close my eyes: a city of twisted metal rising up from blackened plains; jagged mountains reaching to pierce a clouded sky; a swamp threatening to swallow up the small farm that sits on its edge. Snapshots from a universe much like ours but its inhabitants are built from pixels and lines of code make up their DNA. I now know that the advanced technologies of the future are my future as well, but it was the technologically primitive Final Fantasy VII a classic Japanese video game released nearly 20 years ago that first opened my eyes to so many unexplored realms within the world we all share. The complex game mechanics got me into coding; I spent so much time puzzling over how to disable random battles that I eventually went to programming camp with the full intention of learning how to most optimally hack the game. The subpar English translation compelled me to learn Japanese so that I could play the game in its original language and discover a more nuanced meaning to its dialogue, and not have to deal with lines like, “This guy are sick”. The game’s universe is a mere microcosm in the wider scheme of the world that I inhabit, but as small and intangible as it is, it inspired me to expand my own horizons to limits unforeseen. I can only imagine what the 10/18/2016 7:42 PM (final version!): I can see it when I close my eyes: a city of twisted metal rising up from blackened plains; jagged mountains reaching to pierce a clouded sky; a swamp threatening to swallow up the small farm that sits on its edge. Snapshots from a universe much like ours but its inhabitants are built from pixels and lines of code make up their DNA. I now know that the advanced technologies of the future are my future as well, but it was the technologically primitive Final Fantasy VII a classic Japanese video game released nearly 20 years ago that first opened my eyes to so many unexplored realms within the world we all share. The complex game mechanics got me into coding; I spent so much time puzzling over how to disable random battles that I eventually went to programming camp with the full intention of learning how to most optimally hack the game. The subpar English translation compelled me to learn Japanese so that I could play the game in its original language and discover a more nuanced meaning to its dialogue, and not have to deal with lines like, “This guy are sick”. The game’s universe is a mere microcosm in the wider scheme of things, but as intangible as it is, it inspired me to expand my own horizons in ways unforeseen. The smallest of worlds led me to explore the limitless one that surrounds me. And there it is! I’m still impressed with high school senior me for being able to express those sentiments in under 250 words. But as you can see, it took a lot of writing, rewriting, deleting, and revising to get me to a point at which I liked it. I showed you guys very little of the actual editing history I pulled timestamps from approximately every 3 days, and there were at least 6 or 7 large edits every 3 days. And sometimes, all of that writing and rewriting yields an essay that you’re not really even that happy with. That happens too. I didn’t like my “contribution to community” and “challenge you’ve faced” essays much at all, and they were the ones I wrote and rewrote the most times. What I’m trying to say in this post is that regardless of how much effort you wind up putting into them, college essays are hard. You might rewrite them a million times and still hate them afterwards. Optimally, you’ll love them, but sometimes this doesn’t happen. You might have to think for uncomfortably long periods of time about yourself and who you are as a person. You might not like everything that you discover about yourself. But as most of the people who survived the ordeal will tell you: this is all part of writing your essays! We all went through it, and for better or for worse, learned a lot about ourselves. You might get into your dream school. That school might be MIT. It might not be. But I can assure you: you’ll learn a lot from your college essays. For all of you reading this post, I wish you the best possible combination of events: you learn a lot about yourself AND you get into your dream school :) Post Tagged #admissions essay #Google Docs #plz don't judge me #video games

Analysis Of Hills Like White Elephants And Good...

In â€Å"Hills Like White Elephants†, and â€Å"Good People† Ernest Hemingway and David Foster Wallace identify the political and moral problems of abortion and how it effects on loving affairs. Even though the characters in their story share similar behaviors, shown by the dominant males promoting the operation to remove an unborn child, the females who value even though they face some difficulties of child rearing, as well as the two couples’ refusal to discuss conflicts with each other, both authors have different conclusions resulting from the sharp differences in setting, diction, and role of religion; Hemingway indicates love is bare and dull as well as presented by woman’s submissive role to the male’s prerogative while Wallace†¦show more content†¦The entire story is lengthened out between the time it takes Sheri to turn and Lane to look up at her, the perspective of the story seems to be taking place from the the inside of the pro tagonist’s head, who is recalling events that have recently happened so he is able to choose whether or not he is able to have the strength to accept Sheri’s decision. Hemingway s and Wallace’s geographical imagery symbolizes the couple’s reluctance to simply address their decisions on the abortions. In â€Å"Hills Like White Elephant† , Jig compares the mountain to â€Å"white elephants† which literally means a burden that is difficult to communicate and share; the â€Å"white elephants† figuratively represents the problem about the abortion (Hemingway 924). In â€Å"Good People†, Wallace implicitly states that Lane and Sheri’s pregnancy is â€Å"half hidden from their friends and the community†, while also acknowledging the dire situation of their relationship is like â€Å"downed tree† with â€Å"exposed roots† even during the beautiful season of spring â€Å"grass is () green† and the â₠¬Å"air suffused with honeysuckle and lilacs† (Wallace 927). Also, Lanes’ posture shows she has a feeling of anxiety, reluctance and shame as she looks from a â€Å"hole in the ground† to â€Å"the individual† from the other side of the lake but not at Sheri who sits with â€Å"her faceShow MoreRelatedâ€Å"the Lottery† and â€Å"Hills Like White Elephants† Essay881 Words   |  4 Pagesâ€Å"The Lottery† and â€Å"Hills like White Elephants† Regardless of the type of society people live in controversial topics and cowardly individuals can create conflict. The stories â€Å"The Lottery† by Shirley Jackson and â€Å"Hills like White Elephants† by Ernest Hemingway implement this concept. â€Å"The Lottery† is about a small town that holds an annual lottery in which the winner will be killed. â€Å"Hills like White Elephants† is the story of a couple’s discussion over the decision they must make of whether orRead MoreEvaluation Argument Hills Like White Elephants1388 Words   |  6 Pagesï » ¿ Ernest Hemingway: Hills Like White Elephants A white elephant is an idiom for a valuable but burdensome possession, but also it means a rare and sacred creature. In Ernest Hemingway’s short story Hills Like White Elephants, Hemingway uses an unborn child as a white elephant. This short story depicts a couple of an American man and young women at a train station somewhere in Spain. Hemingway tells the story from watching the couple from across the bar and listening to their troublesome conversationRead MoreCompare/Contrast: A Good Man Is Hard to Find with Hills Like White Elephants917 Words   |  4 PagesCompare/Contrast: Good Man with Hills Currently, a plethora of outstanding stories have been written. What makes a story, though? The answer is the elements that the author includes into his or her writing, such as symbolism and imagery. Hills like White Elephants, written by Ernest Hemingway, and A Good Man is Hard to Find, written by Flannery OConnor, are just two examples of admirable work. Each writer incorporated plenty of elements to improve the story. Since the amountRead MoreBad Hooks Catch No Fish862 Words   |  4 PagesBad Hooks Catch No Fish A good hook is what, best, brings a reader into any form of writing. If not, then all could be lost, unless it is mentally forced upon. This is especially true for a novice, or introductory, reader getting into the finer aspects of literature or composition. Such as, Paul Rankin’s (2005) essay, on Hemingway’s â€Å"Hills like White Elephants,† lacks a motivated lead. The opening transition word could throw a reader in the opposite direction Rankin would have hoped for. The beginningRead MoreCompare and Contrast to Desirees Baby by Kate Chopin and Hills Like White Elephants by Earnest Hemingway641 Words   |  3 PagesTo some people a baby can be the best thing that ever happened to them, but then there are others who have decisions to make. They will go through an important stage in any relationship, the make it or break it stage. The two stories that I will be analyzing will be â€Å"Desiree’s Baby† by Kate Chopin and â€Å"Hills like White Ele phants† by Earnest Hemingway. In both stories the characters found out how babies can be a deciding factor in a relationship, and that’s what I will be focusing on. 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The Doppler Effect Essay - 487 Words

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The Role of Ict in Enhancing Education in Developing Countries Free Essays

string(138) " create products that represent what they are learning\) that can change the way students interact with the content \(Windschitl, 2002\)\." Journal of Education for International Development 4:2 December 2009 The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile Daniel Light Education Development Center This paper presents findings from case studies of the introduction of the Intel ® Teach Essentials Course—a professional development program focused on integrating information and communication technologies (ICT) into project-based learning—into six schools in Chile, India, and Turkey. We describe four common dimensions of change in learning environments that emerged across the countries: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively using ICT to support students’ learning. We will write a custom essay sample on The Role of Ict in Enhancing Education in Developing Countries or any similar topic only for you Order Now Our findings indicate that these shifts must not just occur at the teacher level, but must take hold throughout the educational system and must accompany sustained investment in infrastructure, human resources, curricular frameworks, and assessment. Key Words: ICT, developing countries, education reform I. Introduction Understanding how technology fits into the complex realities of classrooms has been a critical factor in creating real change in schools in the industrialized nations (Cuban, 1993; Honey, McMillan Culp, Carrigg, 2000; Somekh et al. 2003), yet little is known about educational technology projects in the classrooms of the developing world. This paper examines the influence of an information and communication technologies (ICT)-focused professional development program—the Intel ® Teach Essentials Course—on classroom learning environments in six schools in Chile, India, and Turkey. Over the years, program evaluations have found that teachers across a variety of countries value their experience in the Essentials Course and report using ICT and/or making changes in their teaching practice following the program (Light, McMillan Culp, Menon, Shulman, 2006; Light, Menon, Shulman, 2007). However, the evaluations have also suggested that the ways in which teachers in different countries follow up vary, depending largely on factors in their school contexts. The research presented in this paper sought to examine more deeply the nature of the changes that schools in different contexts have made to integrate ICT and student-centered practices and how these changes affect the classroom (Light, Polin, Strother, 2009). In all three countries, we found that the educators we interviewed and observed felt they had been able to implement new ICT activities and teaching approaches with their students after the Course. We also identified a consistent set of programs and policies that, combined with the motivation and skills of educators, enabled these schools to innovate. We selected the six schools in the study (two from each country) which key local stakeholders—the training agencies, the ministries of education, and the Intel Education Managers—considered to be â€Å"good examples† of using the Essentials Course to create school-level change within their national Light 1 Journal of Education for International Development 4:2 December 2009 contexts. In pursuit of the ideals established by their ministries, the teachers and administrators in these schools are attempting to transform the instructional strategies and the educational tools they use. Although each country is unique and each school is at a different starting place, all are moving toward more student-centered, project-based, and ICT-rich classroom learning activities. Across the diversity of their situations, educators in each school connected the ideas and tools offered in the Essentials Course with their own needs. From our case studies of the six schools, we identified four common dimensions of changes that are emerging to support more project-based and ICT-rich activities in the classroom: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions of change that emerged across schools are pedagogical in nature, supporting the idea that an appropriate pedagogical context is key to successful ICT integration. II. Theoretical Perspective When effectively integrated into a high-quality learning environment, researchers have demonstrated that ICT can help deepen students’ content knowledge, engage them in constructing their own knowledge, and support the development of complex thinking skills (Kozma, 2005; Kulik, 2003; Webb Cox, 2004). However, ICT alone cannot create this kind of teaching and learning environment. Teachers must know how to structure lessons, select resources, guide activities, and support this learning process; many traditionally-trained teachers are not prepared to take on these tasks. As Bransford, Brown, and Cocking (2000) point out, to use technology effectively, the pedagogical paradigm needs to shift toward more student-centered learning. This shift is not trivial or easily accomplished, particularly in countries with teacher-centered educational traditions. The literature suggests that four broad sets of changes should accompany the integration of ICT and the move toward a constructivist model of teaching and learning. 1. Changes in teachers’ knowledge, beliefs, and attitudes: The literature on education reform highlights the importance of changing teachers’ beliefs and attitudes to create long-term sustainable change (Fullan, 1993). Many studies on ICT integration find that projects fall short of expectations because the educators continue working within a traditional vision of rote learning (Gersten, Chard, Baker, 2000; Honey Moeller, 1990; Teacher Foundation, 2005). Teachers need to believe that new approaches to teaching are effective and will make a difference for their students in order for them to continue using new approaches. Teachers’ understanding and commitment are particularly important to sustain changes in areas such as project-based learning or student-centered techniques, which require core changes to a teacher’s instructional practice (Gersten et al. , 2000). 2. Changes in how students engage with content: Research in the learning sciences has established that constructivist theories of learning provide a more reliable understanding of how humans learn than previous behaviorist frameworks (Bransford et al. , 2000). Studies have identified a variety of constructivist learning strategies (e. . , students work in collaborative groups or students create products that represent what they are learning) that can change the way students interact with the content (Windschitl, 2002). You read "The Role of Ict in Enhancing Education in Developing Countries" in category "Essay examples" The introduction of ICT into schools and project-based approaches should change how students interact with th e content through new types of learning activities. 3. Changes in relationships among teachers, students, and parents: Recent studies suggest that, specifically, a supportive and cooperative relationship with the teacher can be very important Light 2 Journal of Education for International Development 4:2 December 2009 for learning (Marzano, 2007). Research in many different countries has found that the introduction of technology into learning environments changes teachers’ and students’ roles and relationships (Hennessy, Deaney, Ruthven, 2003; Kozma McGhee, 2003). 4. Changes in the use of ICT tools to promote students’ learning: The ICT integration in developing country classrooms is challenging (Akbaba-Altun, 2006; Comenius, 2008; Grant, Ross, Weiping, Potter, 2005; Light Rockman, 2008; Somekh et al. 2003; Vyasulu Reddi Sinha, 2003). A number of factors—such as teacher knowledge, time, access to ICT tools, and the alignment of ICT use with pedagogical goals—appear to help teachers integrate ICT and to support students’ increased use of ICT tools for learning (Light Manso, 2006; Perez et al. , 2003). III. Overview of the Three National Contexts A. India Of the three countries, India is perhaps the country that has most recently begun reforms to promote new teaching approaches and ICT. Across India’s decentralized education system, national and state leaders face big challenges in their efforts to support an education system that must reach so many students (Cheney, Ruzzi, Muralidharan, 2005; PROBE Team, 1999). Efforts to shift curricula from behaviorist approaches to learning to a constructivist approach that emphasizes the personal experiences of learners are recent (India—National Council of Educational Research and Training, 2006; Pandley, 2007). A growing number of policies support ICT integration, but one expert review (Vyasulu Sinha, 2003) found that there is still great variation in implementation of these policies and access to ICT is still limited for most students. Although there is variation by state, the duration of the standard school day is five hours, divided into 35-minute lessons. The class sizes tend to be large; the classes we visited ranged from 45 to 60 students. Indian teachers are expected to cover a lot of content, and the textbook often becomes the center of the learning process (PROBE Team, 1999; Rampal, 2002). The state curriculum varies, but in Maharashtra State, for example, the students have a very full schedule by the upper grades and study 11 compulsory subjects. B. Chile Since 1990, successive Chilean governments have pursued a consistent reform effort to modernize teaching and learning, improve and expand school infrastructure, promote student-centered curricula, institute full-day schooling, develop a national examination, invest heavily in teacher professional development, and integrate ICT into schools (Cox, 2004; Ferrer, 2004; Valenzuela, Labarrera, Rodriguez, 2008). The Chilean school day is eight hours, with the amount of time students spend in core areas (math, language, and science) twice that spent on other disciplines, and there is reserved time for students to engage in enrichment activities or project-based learning experiences. Class periods are typically 50 minutes, with two-hour classes in core content areas. Every school is required to have a Unidad Tecnica Pedagogica (UTP—the Technical Pedagogical Unit) that provides pedagogical support to improve teachers’ practice. Chile also has an ICT program, Enlaces (Links) that, by 2007, had provided hardware, software, and connectivity to 94% of schools in Chile and trained 110,000 teachers (Cancino Donoso Diaz, 2004; Chile—Ministerio de Educacion, 2008). Thus, most schools have a certain level of ICT infrastructure available in computer labs. Light 3 Journal of Education for International Development 4:2 December 2009 C. Turkey Turkey has been instituting educational reforms to modernize and expand its school system and align it with European Union norms since the late 1990s (Baki Gokcek, 2005). The reforms include the expansion of compulsory education, efforts to decrease class size, introduction of a new curricular approach and materials, the use of ICT, and efforts to provide teachers with professional development. Announced in 2005, the new curriculum draws upon constructivist pedagogical principles and the theory of multiple intelligences and promotes more student-centered techniques— such as individual and group work—to encourage students to explore and develop skills (Gomleksiz, 2005). As Phase 1 of the Basic Education Program, 1998–2003, the government distributed thousands of computers to schools (Akbaba-Altun, 2006), and many schools now have labs. Turkey is moving toward full-day schooling, but many schools—including the two we visited—still have two, five-hour shifts because they cannot otherwise meet their communities’ demand. The demand for schools also means that Turkey has not yet reduced class size to 30 students. Nationally, the average primary school class size is 38. 6 students (Otaran, Sayn, Guven, Gurkaynak, Satakul, 2003) but in the schools we observed classes ranged from 50 to 60 students. IV. Overview of the Essentials Course The core goal of the Essentials Course is to prepare teachers to integrate ICT across the curricula as a tool for learning and to design and implement inquiry-driven, project-based learning activities. The Essentials Course involves teachers in a process of developing a complete unit plan that utilizes a project-based approach, engages students in a variety of ICT activities, and organizes learning around an â€Å"essential question† that guides students’ inquiry and exploration of a given topic. Teachers are encouraged to designate time in their unit plans for students to use ICT to conduct research and to create a final product to share their research findings. The Essentials Course also discusses crucial factors for creating high-quality, issues in student-centered learning environments (e. g. , classroom management issues with technology), and approaches to assessing students’ technology products. During the unit plan development process, teachers expand their technical skills and prepare to implement their units back in the classroom. This is a vital feature of the Essentials Course, as it allows teachers to experience and evaluate the new teaching approaches (Guskey, 2002). In addition to Web resources, the Essentials Course uses commonly available software, primarily word processing software and presentation software, to support students in creating presentations, Web pages, brochures, reports, and newsletters. Figure 1: Core Components of the Intel Teach Essentials Course Content Linking ICT use to deeper learning Essential Questions or curricular framing questions Project-based approaches Student created products Internet resources Group work Holistic assessment strategies Structural Features 40 to 60 hour training Focus on commonly available software Teachers create a sample unit plan Teachers learn by doing Trainer is in the same school Emphasis on building communities of trained teachers Light 4 Journal of Education for International Development 4:2 December 2009 Intel, in collaboration with ministries of education worldwide, has offered the Essentials Course to more than 6 million teachers in 45 countries. The collaborative approach to course delivery is important. Although the core messages and goals of the program do not change, Intel works with the ministries and local educational experts to adapt Essentials Course materials to fit local needs; a local agency in each country implements the Course. In Chile, the ministry created a network of universities throughout the country that offers the Course in their regions, and the Pontificia Universidad Catolica de Chile in Santiago oversees the network. In India, the non-profit Learning Links Foundation oversees the program in the participating states. In Turkey, the Ministry of National Education (MNE) oversees the program, and trainers are based at the provincial education directorates and in larger towns. In this study, we used an instrumental case study approach (Stake, 1995) to examine how successful schools and teachers have been able to integrate ICT and new teaching strategies into their classrooms. This approach allowed us to work directly with schools that have been making changes, talk with teachers about the aspects of the Essentials Course that are useful to their practice, and develop an understanding of what teachers are actually able to do in typical schools in each country. During a two- to four-day site visit at each of the six schools, we interviewed school leaders, the Essentials Senior Trainer (ST) or Master Teacher (MT), technology-using teachers, students, and representatives of students’ parents whenever possible. As shown in Table 1, classroom observations of both typical classrooms and students engaged in the computer lab or ICT activities complemented the interviews. Table 1: Data Collected India Mumbai School Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups 2 school leaders; 5 teachers 5 classes 14 parents; 37 students; 12 teachers 4 school leaders; 3 teachers 5 classes 3 parents; 5 students 2 school leaders; 3 teachers 4 classes 7 students 3 school leaders; 2 teachers 3 classes 5 students 2 school leaders; 8 teachers 3 classes 3 parents; 5 students 5 school leaders; 7 teachers 5 classes 5 arents; 19 students Village School Chile Santiago School Village School Turkey Ankara School Village School Light 5 Journal of Education for International Development 4:2 December 2009 As noted, to identify a sample of exemplary schools, we gained input from local stakeholders. We requested that the local training agency, the ministries, and the Intel Education Managers in each country comp ile a list of schools. We asked that they exclude schools with privileged access to resources, technology, or funds. Success was defined by the local stakeholders to represent what they felt would be reasonable expectations for schools and teachers in their country. From the list of schools, the research team made a final selection of two schools in each country. To carry out the fieldwork, we collaborated with local partners. In Chile, we worked with researchers from the Centro Costadigital at the Pontificia Universidad Catolica de Valparaiso, and in Turkey, we teamed with GLOKAL Research Consulting. Unfortunately, the arrangements for a local research partner in India fell through. V. Sites A. India We selected a private school in a middle-class neighborhood of Mumbai and a government school in a Gujarati village. The Mumbai school, with 2,000 students, is an English-medium private school from pre-K to Grade 10 and the village school is a Grade 1 to 8 Gujarati-medium public school with 309 students. In the Mumbai school, every classroom has a computer connected to a TV, there are two computer laboratories each with 60 computers, and there is a computer in the library. The labs have broadband Internet. The Gujarati village school has a lab with 14 computers and a computer on a wheeled table with an LCD projector. The lab is connected to the Internet through a dial-up modem. B. Chile We selected a government-subsidized private school in a lower middle class neighborhood of Santiago Chile and a small municipal school in a rural town. The private school has 2,500 students from pre-K to Grade 12, and the municipal school serves 97 students from pre-K to Grade 8. The private school has five ICT labs, some with as many as 20 computers. The municipal school has a lab with 15 computers, plus four laptops, a digital camera, a TV, a printer, two LCD projectors, and a wireless network. C. Turkey We selected two public schools that serve students from K to Grade 8. One school, in an outlying neighborhood of Ankara, serves 2,300 students. The second school, located in a small provincial capital on the Anatolian Plateau, serves 1,410 neighborhood children and has a population of female boarding students from villages in the province. The school in Ankara has one computer laboratory with 21 computers, 15 classrooms have a computer, and there are 350 Classmate PCs donated by Intel. The lab has broadband Internet and a wireless hub. The Anatolian school has three computer labs with 15 computers each, and five or six teachers also have a computer in their classrooms. The labs have wireless connectivity. VI. Findings: Three Common Themes The Essentials Course was not the only source of information or support for the new student-centered practices and ICT-based activities we observed in these schools, as all three ministries of education are engaged in reform with various changes such as new curricula, new standards, and new in-service Light 6 Journal of Education for International Development 4:2 December 2009 training programs. Education reform is a long and complex process that needs to be supported with multiple strategies, and our findings suggest that the Essentials Course can be one part of that puzzle. A. Changes in Teachers’ Knowledge, Beliefs, and Attitudes Because all schools in the study were considered successful, we explored what teachers had changed in their own practice. In the interviews, we asked teachers to discuss what they had learned from the Essentials Course that was useful for their classroom practice. Three themes emerged across all six schools as the teachers spoke about what they found to be valuable for their teaching: (a) their beliefs about how students learn were shifting; (b) they had a deeper understanding of new teaching strategies; and (c) they had improved their knowledge of how to use ICT as a learning tool, as well as strengthening their ICT skills. a. Teachers’ beliefs shifted to a constructivist paradigm of teaching and learning. Teachers expressed a growing belief that students can learn through exploration and discovery. The Essentials Course and, more importantly, the experience of implementing a project-based or ICT-rich learning activity appear to influence teachers’ understanding of how children learn. The interviews suggested the teachers began to value learning as different from memorization and to see that students can learn by exploring content, conducting research, and applying knowledge to real problems. For example, a Chilean history teacher remarked upon the difference from the traditional approaches of having students memorize information: â€Å"By following a question, the students acquire a lot f content through research. † In all six schools, teachers also expressed their belief that students learn more than just content with projects and Internet research. Many teachers recounted what they did â€Å"before† and â€Å"after Intel,† and their descriptions consistently included how students â€Å"learn more deeply,† â€Å"have more confidence,† and â€Å"are more motivated† by the new ways of learning. They reported that students were developing skills and attitudes such as self-assurance, curiosity, collaboration and teamwork skills, presentation skills, and organizational skills. In appreciating how effective group work had been, a teacher in Turkey reported that, â€Å"Before Intel, students did not do teamwork. [†¦] In Turkey—kids want to learn from teachers, now they have to do research on their own and can learn more deeply. Otherwise students aren’t motivated to learn. † A second Turkish teacher commented that students â€Å"were sharing ideas and thoughts with each other† and learning to â€Å"trust themselves. † B. Teachers deepened their understanding of student-centered practices. Teachers reported improving their skills with innovative teaching practices. Although some countries had more experience than others, across the board, nearly all the teachers we interviewed valued project-based approaches and reported doing projects with their students. Teachers had very clear ideas about how project-based approaches can support student learning by allowing students to explore content as they respond to a research question or problem posed by the teacher. They felt the project approaches made the content more relevant to students and required greater intellectual effort for students to find and synthesize information, which led to students learning and retaining more information. At schools in Turkey and India, principals and teachers credited the Essentials Course with helping them learn how to do projects for the first time. In Turkey, teachers told us the Course helped them better utilize the project ideas offered in their new national curricula. One school in India had been experimenting with projects prior to participation in the Essentials Course, but the teachers reported that this professional development experience gave them a solid template and a set of strategies for Light 7 Journal of Education for International Development 4:2 December 2009 project-based approaches. In Chile, teachers told us that the Course helped them learn about inquirydriven project-based strategies in addition to the problem-based approach supported by their ministry. While teachers from all three countries agreed that the Essentials Course supported their use of student-centered practices, each country’s context and educational goals influenced which topics were of most interest to teachers. For example, while all the teachers spoke about using group work and collaborative learning, the teachers in Turkey were very excited about the collaboration strategies presented in the Essentials Course. Turkey’s traditional approach to teaching is lecturebased and emphasizes individual student activities, and teachers reported that they did not have any previous experience with collaborative learning. Group work and collaboration are, however, part of the new Turkish curriculum and reform efforts and teachers expressed appreciation for how the two programs supported each other. The curriculum contains many group activities, and the Essentials Course offers strategies to facilitate group work, as well as follow-up support to practice these strategies with coaching from their MT. In India, teachers found the â€Å"Essential Questions† strategy to be compelling. Essential Questions (e. g. , â€Å"Why do we need others? †) are intriguing, open-ended questions that organize a project and are an effective way to encourage students to think deeply and to provide them with a meaningful context for learning (Wiggins McTighe, 2001). The Indian curriculum is very demanding and the school day is crowded, so teachers felt that they could not easily integrate project work into every class. While they could not do projects during the class period, they were, however, exploring the use of questioning strategies to push students’ critical thinking and to allow students to share their perspectives and formulate their own conceptual understandings of the content. For example, one teacher asked her students what they thought the impacts of British Colonial policies were on the farmers, and a social studies teacher asked students what they valued about their community. Teachers felt that asking for student input was a significant change. As one teacher commented, they no longer just â€Å"stand and teach,† but facilitate iscussions and encourage children to share their knowledge. The teachers we visited felt the open-ended questions and ensuing dialogue between teachers and students might be the foundation of a new relationship between teachers and students. One of the schools in Chile, which already had a lot of experience with ICT and projects, focused on the use of rubric assessments presented in the Essentials Course. The principal noted that teachers were facing increasing challenges in assessing students’ work as the school moved toward complex, technology-rich student products such as presentations and websites. Through these products, students master more than just content and teachers wanted to value all aspects of students’ learning. They considered the rubrics—designed to capture the range of skills, attitudes, and content that students develop—as a key way to address these challenges. The teachers were also using rubrics to put students more directly in control of their learning process; students know from the beginning which aspects of the content teachers will evaluate. C. Teachers improved their ICT knowledge and skills. Teachers reported that they had developed the skills needed to initiate or increase the use of ICT with students. Most of the teachers in India and Turkey reported little ICT experience before Essentials, whereas most Chilean teachers had previous trainings and experience using ICT. Regardless of their experience with ICT, all teachers we interviewed who took the Essentials Course reported they increased their knowledge of how to use ICT as an educational tool. For teachers with no prior experience, the Course helped them acquire basic skills. However, all of the teachers commented on Light 8 Journal of Education for International Development 4:2 December 2009 how the Course helped them see ICT as a pedagogical tool. The strategy of having teachers design a model unit of their own choice appears to allow teachers to work on skills and areas that are new and challenging for them. VII. Changes in How Students Engage with Content The introduction of ICT into schools and the use of project-based approaches and Internet research have changed how students interact with the content in a number of ways. In the site visits, teachers and students spoke about three types of new learning activities that would, according to the literature, contribute to a constructivist learning environment: (a) learning through projects; (b) conducting Internet research; and (c) connecting school content to students’ lives (Windschitl, 2002). A. Project-based work gave students a chance to collaborate, use multiple resources, and direct their own learning. In all the schools, student projects were fundamental to bringing student-centered instructional strategies into the classrooms. The Essentials-trained teachers we interviewed spoke of doing projects with their students. Despite variations among project designs, a few core features emerged. In almost every site, projects gave students chances to work collaboratively and challenged them to take on new roles and responsibilities; students worked in groups and often had to coordinate efforts to complete the projects. Also, all of the projects described included research and culminated in a final product that required students to synthesize and share what they learned. For example, in the Gujarati village, the students did a project about water use and irrigation. They visited local experts, surveyed the community, collected data, and researched solutions. As a result of the students’ examination of drip irrigation, and their proposal of how farmers could use this new strategy, the village converted to drip irrigation. Again, the teachers in India could not fit the project into the class time, so students did a lot of the work before and after school. The municipal school in Chile did a multi-grade project on insects in which the younger grades collected bugs and wrote reports and the older grades helped them create a website. B. Independent Internet research gave students autonomy and a chance to develop and share their own perspectives. Internet research was a constant theme in these schools. Teachers, students, and parents all spoke about having students do Internet research for homework and as part of the projects. Teachers often asked students to bring in additional information on topics in the textbook (e. . , in a Turkish project students researched systems of the human body). Or, teachers asked students to research additional topics or themes (e. g. , after a lesson on farmers under the British Empire, a history teacher in India asked students to research the condition of Indian farmers today). C. Connecting school content to students’ lives made learning more meaningful to students. We found that many of the projec ts teachers designed connected students’ school work to their home life and the community more broadly. In a very simple sense, the increased use of practices such as open-ended questions and group work allowed students to share the perspectives and knowledge they bring from home. For example, a teacher in India asked her students what they had eaten for breakfast and then used this as the start of a nutrition lesson, and a Turkish teacher had his first grade students discuss how an animated story related to their own families and lives. Light 9 Journal of Education for International Development 4:2 December 2009 Yet many of the project topics also engaged students in examining real-world issues or concerns that gave them an opportunity to connect â€Å"school learning† with the real world and allowed them to develop their own opinions and perspectives about the issues. For example, the Indian village that did the irrigation project mentioned above also did projects on clean water and public health. Other projects were less ambitious, but still meaningful, such as the Chilean school where students collected stories and images from the community to publish in a booklet for their families. Our interviews ith parents in the Indian and Turkish sites also supported the perception that students were becoming a source of new information for their families. Parents credited their children’s increased use of Internet research with providing them with current information to which they would not otherwise have had access. Students are generally more excited by information they find themsel ves than the contents of a textbook, and parents reported that their children were rushing home, eager to share what they had discovered. VIII. Changes in Relationships among Teachers, Students, and Parents In keeping with the new activities and roles for students, the teachers and students in the schools we visited reported that they were transforming how they interact. The changes in teaching practices in these schools are part of a broader change in relationships within the school and between the school and the community. The educators and students described changes in the ways they collaborate with each other that grew out of the new teaching practices (e. g. , project-based approaches, open-ended questions), integrating ICT into the schools (e. g. Internet research or presentations), or both. We noticed that teachers, students, and parents reported changes in three sets of relationships: (a) among the students; (b) between students and teachers; and (c) between the school, the parents, and sometimes the community. A. Projects and ICT activities fostered collaborative relationships among students. Many of the teachers and parents interviewed said that students were developing a rang e of social and interpersonal skills that they attributed to the projects and the new roles that students were taking on. As noted, students in every school were taking on new responsibilities as they worked on projects—leading teams, conducting research, writing reports, debating with peers, and making presentations to peers, teachers, and parents. A Chilean fifth grade teacher explained how her students were developing the skills and maturity to work as a team, even across grade levels, because of the collaborative techniques she learned in the Essentials Course. Some of the parents also commented on their children’s maturity and responsibility. A Turkish father noticed a change in his daughter’s attitudes since doing the â€Å"Intel projects. † He observed that before teachers participated in the Essentials Course, his daughter did not share her things with anyone. After her teachers participated in the Course, his daughter began to share more with friends and she enjoyed working in teams. The father also said that, as a result of her involvement in projects and team work, his daughter completed her school assignments independently at home and no longer asked him for help. B. New teaching strategies allowed teachers to develop more collaborative and interactive relationships with their students. The teachers reported that, as their teaching practices changed, their relationships with their students also became more open and supportive. Teachers began to allow more intellectual discussions between themselves and their students, and students were more willing to approach teachers and share concerns and opinions. The teachers and parents in Mumbai were, perhaps, the most eloquent. One group of teachers commented that, as children, they had been afraid of their teachers and they Light 10 Journal of Education for International Development 4:2 December 2009 were happy that their students no longer â€Å"fear the teacher† but gladly ask questions and give opinions. The students we interviewed echoed these sentiments. A group of high school students from the school in Santiago, Chile explained that a good teacher is one who encourages students to disagree when they have a well-reasoned argument. A student from Mumbai shared a similar perspective: â€Å"I like that whenever I do a report I can include my own critical opinion—it is not just cut and paste. And I can learn many things outside of the textbook. † C. Innovating with projects and ICT strengthened the relationships between the school, parents, and the community. The parents we interviewed were excited by the introduction of community-focused projects and student research, and they expressed pride in what the schools were doing for their children with technology. A group of parents in India praised their school â€Å"because of the new technology, [the school] is innovative. They have very high performance, but it is not just academics-oriented. † In the four public schools we visited, parents and the community had also initiated efforts to bring additional ICT resources to the schools by donating equipment or paying for improved Internet connections. However, the parents also remarked on the new teaching practices and what these changes mean for their children. All of the parents we interviewed commented on how the school was developing the whole child since the project work was supporting teamwork, independence, and self–confidence. Parents in India and Turkey highlighted their children’s growing confidence and independence to do research or make public presentations, and they also noted the caring relationships between students and teachers. IX. Changes in the Use of ICT Tools to Promote Students’ Learning A core aim of the Essentials Course and a central objective for the ministries in Chile, Turkey, and India is to encourage the use of ICT as a learning aid for students. Although the administrators and teachers we interviewed in all six schools told us they wished they could do more, to the extent permitted by resources, space, and time, students were using ICT for learning activities. PowerPoint presentations and Internet research were, by far, the most common ICT tools that students used. All six schools promoted student use of ICT, but each adopted different strategies to realize its goals. In Turkey and India, with short school days and tight schedules, the teachers had to strategically make time—either by working outside of class, or rationing access—for students to complete their ICT projects. For example, the teachers at the Anatolian school in Turkey told us that they meet as a team each semester to decide which classes will do long-term projects to ensure every student gets a chance each year. The Chilean teachers had more flexibility to schedule lab time during school hours, although they also did afterschool activities. Perhaps the clearest change is that, in all six schools, teachers gave students Internet research activities for homework. For instance, a math teacher in India assigned students to calculate average rainfall in different parts of the world using online databases, and a Chilean history teacher had students analyze online photos for life conditions in 1900s Chile. X. Conclusion This paper presents the findings from our fieldwork that describe the nature of the changes taking place in the classrooms in these six schools as they integrate ICT activities. Since the governments point to these schools as positive examples, their experiences can help contribute to an understanding Light 11 Journal of Education for International Development 4:2 December 2009 of the process of integrating ICT into the schools of developing countries. While some educators we observed are more skilled than others, and some changes in practice are just emerging, all six schools are making changes beyond just the use of new tools. They are developing: new beliefs about learning and new practices, new ways to engage with content, changing relationships, and new ICT tools for learning. That three of the four common dimensions of change are pedagogical shifts, and that they are changes in pedagogy that are supported by the ICT, illustrate the paradigm shift required for effective ICT integration (Bransford et al. , 1999; Hepp et al. , 2004). These findings illustrate the complex sets of changes that have to occur for ICT to be deeply and meaningfully used to support student learning. This would explain why technology integration is so difficult to achieve but also points the way forward. Our findings suggest that necessary changes are much broader than just the introduction of a new tool or one new ractice. Instead, change begins by deeply reshaping life in the classrooms—from educators’ beliefs about learning to the relationships that make up the school community. In each context, the teachers found points of engagement between the model of ICT use and teaching in the Essentials Course and the possibilities and limits of their context. For Indian teac hers, it was most feasible to integrate aspects of the teaching model (i. e. , open-ended questions) into their classroom and the ICT into after-class time. In Turkey, schools brought ICT activities into scheduled lab time and group work into their class activities. And, Chilean teachers used holistic assessment strategies and inquiry-based projects in class because their school day provides a block of time for projects. But, the responsibility for change cannot rest solely on the shoulders of the teachers; bringing about these changes is a long-term, incremental process. Effective reform requires sustained investment and support along multiple dimensions of the educational system, including physical and technical infrastructure, human resources, curricular frameworks, standards, and assessment. 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How Inevitable was the American Revolution free essay sample

The Revolutionary War became inevitable when King George Ill passed the Proclamation Line of 1763. After fighting in the French and Indian War, the colonists had won the land between the Appalachian Mountains and the Mississippi River. However, the Proclamation Line of 1 763 kept the colonists from settling the new land and, in turn, resulted in the colonists gradual separation from Britain during the 18th century. In addition, years of salutary neglect and self rule had left the colonists feeling very independent.Around 1750, however, colonists felt their freedom slipping between their fingers as imposed taxes and tighter restrictions were being forced upon them by Britain. Thus, the American Revolution was quite inevitable due to the economic, social, and political sills_Jess that divided the colonists from Great Economic issues played a huge rule in pushing the Americas into a Britain. Revolution. The Stamp Act of 1765, for example, was a huge contributing factor. We will write a custom essay sample on How Inevitable was the American Revolution? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Thus act was the first tax levied directly in American colonists by the British government and imposed tax on all paper documents in pursuit of decreasing their large debt.The colonists insisted the act was unconstitutional and resorted to mob violence to intimidate stamp collectors into resigning. The Boston Tea Party also contributed to the economic issues that led to the revolution. This famed act of American colonial defiance was also committed due to protests against taxation. The Tea Party was the peak if a resistance movement through British America against the Tea Act that had been passed by British parliament. Colonists objected the Tea Act because they believed that it violated their rights as Englishmen to no taxation without representation. These two acts played a key role in the growth if the American Revolution. Another factor that plagued the relationship between England and its colonies was social issues. Certain social gatherings, such as women assembling in public to participate in spinning bees and the making of homespun cloth as a replacement for shunned British textiles were prime examples of how American nationalism was concocted, and why this resulted in an American Revolution. The Stamp Act Congress was one of the first groups to unite colonists against the British Empire. This congress brought leaders from different and rival colonies together. The Townsend Act caused even more of an uproar. Britain sent troops into Boston to make sure these acts were enforced. Britain troops became nervous and open fired on a crowd after a few townspeople became taunting and started throwing snowballs at redcoats. In order to keep the spirit of resistance high against Britain, Samuel Adams created the Committees of Correspondence, which enabled people from other colonies to exchange letters. These committees later evolved directly into the first American Congresses. Politics was greatly impacted by the culture of the British colonies.The political conceptions of the colonists was in great opposition to the political beliefs if the British, which is also what made the American Revolution inevitable. The Intolerable Acts also contributed to the Revolution. These acts were meant to punish the Massachusetts colonists for their defiance in throwing tea into the Boston Harbor. The acts took away self government and historical rights, triggering outrage and resistance in the 1 3 colonies. Which is why it was a key development in the outbreak if the American Revolution. In addition, the taxes levied after the 7 Years War also caused an uproar in the colonies.Not because of the price, but because the Renville the British Parliament had passed for these taxes had no representation from the colony in it. This principle created the slogan no taxation without representation. These political issues were a major force in the creation of the American Revolution. Although the economic taxing was tender to the fire, the concept of no taxation without representation is what sparked and ignited the Revolution. The American Revolution was instigated by the economic, social, and political issues between England and its colonies, and as a result, America gained freedom and independence.