Ecology - sprawl field trip Essay Example | Topics and Well Written Essays - 750 words

Ecology - sprawl field trip - Essay Example Accordingly, this brief essay will consider but a few of these factors with relation to the field trip that was engaged upon by our class outing to the Sprawl site earlier in the semester. The first and most pressing ecological concern is the fundamental way that the Sprawl region and growth of infrastructure and Big Box retailers has fundamental changed the water runoff for the region.1 Although adding parking lots, interchanges, and large multiple thousand square foot warehouses is itself harmful to the ecology and environment of the given region, the particular region in question experiences these negative points in a compound sense due to the overlapping nature of how one big box retailer is practically side by side to another which is side by side to a large highway interchange. This compound effect causes the drainage and water runoff of the region to be fundamentally changed in a highly negative way. Firstly, such a situation means that not only is water flow disrupted from it s normal course but a high number of added pollutants are introduced into the water table as a result of the large number of parking lots that have been added. Although seemingly benign, parking lots serve as collection points for all manner of pollutants and disrupt the flow and absorption of water into the environment in question.2 Due to the fact that cars leave all manner of fluids behind where they have been parked, it is conceivable for everything from trash associated with packaging from the store, to oil, to brake fluid, to transmission fluid, anti-freeze, and a host of other chemicals to collect on the tarmac and find their way into the water table once a healthy rain has washed over the area. Hence, the disruption of the water flow itself is but the first concern; the larger concern is concentric upon the fact that key pollutants are introduced with the presence of a number of parking lots and highway interchanges within the region.3 Of course, the issue is further compoun ded by the topography of the region in question. Whereas a general dilution of these negative environmental aspects would be seen if the topography of the site were more elevated and allowed for a greater diffusion of these pollutants prior to reaching reservoirs of lower lying land, the fact of the matter is that Big Box retailers of course seek the â€Å"perfect site† which will invariably be located in a somewhat flat or low-lying region.4 This is generally the case due to the fact that the Big Box retailers, strip malls, and other such firms want to spend as little money as possible on site improvement and grading. Hence, the ecological impact of this is the fact that the topography of the site and the presence of the pollutants readily find their way directly into the reservoirs and creeks/streams/rivers of the given site. The same can of course be said for the Sprawl site that was visited earlier in the semester. When one considers the map of the site and sees the prese nce of t

Fire Prevention and the Federal Government Essay Example for Free

Fire Prevention and the Federal Government Essay Many government agencies make fire prevention as part of their mission. America has the highest fire death rate is the highest in the world. Fires kill 3,700 and injure over 20,000 people each year. Property loss is about $11 billion per year. The United States Fire Administration (USFA) has helped to reduce fire deaths by half. They have contributed to fire prevention and suppression more than any other government agency. In 1974, Congress established the United States Fire Administration . Their mission is to provide national leadership to local fire and emergency services. It is a division of the Federal Emergency Management Agency (FEMA). FEMA became part of the Department of Homeland Security on March 1, 2003. Their mission is to â€Å"reduce the loss of life and property and protect the Nation from all hazards, including natural disasters, acts of terrorism, and other man-made disasters† (â€Å"About USFA†, n. d. ). The Department of Homeland Security was formed after the September 11, 2001 terrorist attacks. Their primary mission is to protect the country from terrorism. Since the USFA was created for the sole purpose of the prevention, preparedness, and response to fires and other emergencies, it has contributed the most to the cause. â€Å"America’s fire death rate is one of the highest per capita in the industrialized world† (â€Å"About USFA†, n. d. ). Thus, it is still an improvement since more than twenty years ago. In 1971, 12,000 people and 250 firefighters died as a result of fires. USFA continues to make our communities and society safer today. Reference U. S. Fire Administration. About the U. S. Fire Administration. Retrieved August 3, 2008 from http://www. usfa. dhs. gov.

Midsummer Nights Dream :: essays research papers

Midsummer Night’s Dream Questions and Answers 1. What does Shakespeare accomplish by setting most of the action at night and in the wood? Explain thoroughly. Use examples. Setting most of the action at night and in the woods creates a dreamlike world. There is no other place that holds more myth than the forest. Obernon makes clear that nighttime is fairies’ time. Theseus, who is present during the daylight, represents reason.The visions of fairies and magic are all related to the nighttime forest setting. Shakespeare was interested in how dreams worked, in how the events in the play transpired, and how time seems to change and loses track. Throughout the entire play, the young lovers are overcome by the magical power of the woods. They are put into a situation that is unrealistic which leads to bizarre mishaps. Even uncanny incidents happen to the fairies of the woods. Titania is put under a love spell and falls in the love with the ass-headed Nick Bottom. Puck reminds us in the end that if the play has offended anyone, they should simply remember it as being a dream. This helps make the play an incredible occurrence, rather than an intense dra ma. 2. Explain how Theseus represents the voice of reason and moderation. Be specific. Use examples and quotes (include act and line numbers) Theseus represents the voice of reason and moderation in the play because he seems to be the only normal character left. He only appears in the play during the daytime, when nothing magical occurs. He is the only character who shows complete sanity in the dreamlike fantasy world around him. He is the Duke of Athens so many people come to him with their problems. When Egeus comes to Theseus about the problem he is having with his daughter, Hermia, Theseus takes power over the situation. He explains to Hermia that if she goes against her father’s rules, by his words, she will be sentenced to death or sent to a convent. (Act 1, Scene 1, Pages 4 and 5, Lines 30-34). He states, â€Å"For you, fair Hermia, look you arm yourself to fit your fancies to your father’s will; Or else the law of Athens yields you up,- which by no means we may extenuate,- to death, or to a vow of single life.† Hermia is so in love that she can not make a reasonable decision, so she runs off in to the imaginative woods with Lysander.

Barriers Of Implementing Technology In Education

Over the past fifty years or so, teachers and parents have read and heard forecasts of an impending educational revolution each time a new technological innovation arrived on the scene. Fifty years ago, radio broadcasting was suppose to revolutionize education. Soon thereafter, teaching machines were predicted to bring sweeping changes.Next, television was touted as the medium that would solve problems facing education. Now, the computer is being hailed as the next technological innovation to have a major impact on the educational process.Modern education, in fact, has sustained a long-term interest in the use of educational technology as a means to design more efficient learning opportunities for students. There are tools on how to use the new electronic technologies and this includes: skills software; computer graphics; word processors; telecommunications; simulations; multimedia/hypermedia; virtual reality and distributed learning.. In a field with such a wide range of powerful an d complex tools, experts cannot help but disagree about what teachers need to know and even where they should begin.Not long ago, many experts advised teachers who wanted to become capable computer users learn to write computer programs in languages such as FORTRAN and BASIC. To become computer literate, many assumed that teachers needed to know enough about the technical workings of computers to follow. Few people today believe that teachers need this much technical skill, but textbooks still provide wide varieties of information for beginning technology users. The following steps are needed to take by the beginning technology users: †¢ Develop a philosophy.Teachers must observe where current resources and types of applications fit in the history of the field. Then they must begin developing personal perspectives on the current and future role of technology in education and in their own classrooms. †¢ Purchase products. Teachers must become informed, knowledgeable consume rs of computer products and select wisely among available alternatives. †¢ Identify the problems. Teachers must be able to troubleshoot computer systems they use frequently in order to discriminate between problems they can correct and those that will require outside help.†¢ Speak the language. Sufficient understanding of the terms and concepts related to technology allows users to exchange information with other teachers and experts and to ask and answer questions to expand their knowledge. †¢ See where technology fits in education. In perhaps the most important- and the most difficult- challenge, teachers must identify specific school activities where technology can help to improve existing conditions or to create important educational opportunities that did not exist without it. As part of this process, teachers decide what they need to make these changes occur.This process of determining where and how technology fits is known among users of educational technology as integration. Successful integration requires a connection between how people learn and how teachers employ technology to assist and enhance this learning. DISCUSSION Computer networks offer a significant opportunity for improving the educational climate, especially in situation calling for teaching at a distance in settings which are either primarily educational or primarily business oriented. Computer-based education networks are characterized by a large-scale central computer connected by a communication link to remote terminals.Students work at the remote terminals either individually or in groups. The major advantage of computer-based systems to the student is the potential for individualizing instruction.. Student progress can be continuously evaluated and the student can be assigned to appropriate learning activities. Individualization of instruction is possible because of the one-to-one interaction between the educational system and the student. As far as the student is co ncerned, this is a confidential interaction between himself or herself and the system.The fact that the student is one of many persons using the system at the same time, and the fact that a record is often made of the students’ progress, do not seem to detract from the feeling of individuality and confidentiality on the part of the student. The significant problem for many students in using computer-based system, especially adults, is the typing ability required for the use of the system. The need for typing can be minimized by the use of programming techniques that limit the complexity of responses. System malfunctions are another disadvantage of computing networks and are very frustrating to the individual student.Malfunctions can occur either in the computing itself or in the communication links between the computer and the terminal. While the geographic and time-scheduling of computer-based systems can be an advantage, it can also be a limitation. The terminals themselves and communication links are expensive. At present they cannot be universally located throughout the world. The distribution of other educational materials, such as books, can be accomplished with considerably more ease. Information technology (IT) can be a very effective distance learning medium.The IT package consisted of word processing, spreadsheet and communications software (via Telecom Gold) and a personal computer. IT is an interesting teacher. It can make learning easier and more attractive; for example, a resource for learning about animals could include written information about their habitat, and pictures of it. There could be video clips showing the animal running, accompanied by animated diagrams of the operation of their skeletal structure and muscles. IT is also a patient and responsive teacher. Software does not tire of waiting for a response.Computer Aided Learning software can give pupils immediate feedback. Pupils are rewarded as they make incremental progress. T his can be particularly helpful where pupils have learning difficulties. Rewards can be structured so that pupils are motivated to learn. IT is pupil centered. Unlike traditional didactic teching, strategies for teaching IT will emphasize pupil centered, resource-based learning. This helps IT teachers with the particularly exaggerated problems they have in planning and controlling continuity, progression, differentiation, and breadth and depth of learning.After citing some of the benefits derived from using IT, what therefore, has inhibited a greater use of IT in management education? One reason may be a paucity of good quality educational material for use with computers. Another reason may be a lack of incentive or a resistance to change. Economic reason is also a possibility. Until very recently the use of IT as an instrument for individual learning has been prohibitively expensive. However, the reduced purchase price of the microcomputer has helped lower that barrier. Many teache rs are busy with their daily routines and can find any excuse when asked to add something new.â€Å"Why change what is working? † Many teachers find that it is easier to maintain the status quo: staying with what has been comfortable. Some teachers are afraid of taking any risk and exposing themselves as lacking skills, especially in front of their students. According to Rick Maurer, this fear of change can be categorized into three levels of resistance. Level One: â€Å"Resistance to any use of technology. † These teachers do not understand what the administration is trying to accomplish, or doubt if the school realizes how much technology will cost in time or money.They have their own ideas about what the school should do-they like the status quo, and believe the timing is wrong. Their main concern may just be fear of letting others know what they don't know. Level Two: â€Å"Deeper than the use of technology. † These teachers believe the administration has ma de promises before which they did not keep. They are afraid that technology use is really the start of something deeper and fear if they do not use technology, they will no longer be included as â€Å"in. † Actually, many of these teachers may be worn out by taking on so many changes all at once and may not be completely opposed to using technology.Level Three: â€Å"Deeply embedded resistance. † These teachers may have developed deeply entrenched distrust over many years. They fight anything the administration is supporting because values differ from what teachers want and what administration is proposing. Teachers need a great deal of motivation when it comes to implementing technology in the classroom (Gahala, 2001). There are many obstacles to overcome. Technology can be very intimidating for many teachers â€Å"because introducing technology almost always requires new learning† (Dyrli & Kinnaman, 1994).â€Å"Teachers may lack the time and the motivation to learn technology skills . The integration of technology into the curriculum will not succeed without giving teachers ample time to practice, explore, conceptualize, and collaborate† (Gahala, 2001). This can be done by inviting them to join the school technology planning committee. â€Å"Solicit teachers' participation on the technology planning committee and explain why their participation is important† (Conner, 2002). Another barrier to consider is the cost of technology to be implemented.Computer-based systems are more expensive to set-up. Hardware and softwares must be purchased and staff must be re-trained or recruited. Some disturbance and expense can be expected due to the need for the installation of additional electrical power circuits and computer network cabling and redecoration in parts of the school. Besides the high initial cost, the primary problem with investing in technology is the changing pattern of technology usage along with revisions in the associa ted definition of â€Å"adequate resources†.Maintenance and security for existing resources also became important cost issues. In the 1980’s and 1990’s, new directions in technology use replaced the emphasis on microcomputers with the trend toward multimedia and integrated learning systems. Schools now face a dual challenge that seems likely to remain the only constant amid changing educational technology. Monetary costs associated with the implementation of computer-based technology system includes : 1) Capital cost of computer and network hardware and software; 2) Installation cost, including classroom and laboratory renovation.; 3) Hardware and software upgrades; 4) Support personnel for hardware and software installation, repair, and maintenance; 5) Support personnel and facilities for training and support of users (instructors and students). Obsolete computers are replaced with more powerful computers, which include more sophisticated peripherals and networ k connections. These computers, software, and the associated infrastructure require a greater level of training to use and maintain. Public school systems in the U. S. are currently spending $4,100,000,000 on hardware and software [8].A detailed study of K-12 education estimates that a reasonable target spending for technology should be approximately $300/student, compared to $70/student now being spent [9]. A 1996 forecast predicts spending on educational technology by K-12 and higher education to rise from $6Ãâ€"109 to $14Ãâ€"109 by the year 2000 [10]. As a specific example in higher education, Virginia Tech, which has 25,000 total students, is spending $10-million over four years in an Instructional Development Initiative for classroom and faculty infrastructure.Computer projection equipment is being installed in classrooms, and approximately 1500 faculty members are receiving information technology training and a computer. Once all faculty members complete the course, another 4-year cycle will begin. The dollar amount of this initiative does not include money spent by individual colleges, departments, and research groups for information technology for educational use. Oberlin quotes a total expenditure of $40-million on information technology for a Research-I university of 25,000 students [11].This figure translates to $1,600 per student per year, and does not include the money spent by individual students who can afford their own personal computers, peripherals, and software. Whether purchased with government support, tuition, student fees, or personal funds, the use of information technology is increasing the cost of education. Moreover, other problems may arise during the implementation of technology and these include the following: 1) Methods of working are distorted to fit the requirements of the software used.If the software is not sufficiently flexible so that it can be changed to support current or proposed methods of working then these may have to be adjusted to match the requirements of the software. 2) Bringing new IT-based systems into use can be time-consuming, as it is prudent to continue with both the old system and the new system until it is clear that the new system is working effectively. 3) Software may not do what is required of it. This may happen when the software does not work as it should or because new demands are made for additional facilities that the software is not designed to supply.CONCLUSION/RECOMMENDATION: Nowadays, technology is rapidly moving and we cannot help but to cope with the advancement. It is true that using technology in education is very expensive and time consuming but it was worth the cost. Unfortunately, lack of global long-range planning often amounts to wasted efforts and excessive costs. For an innovation to be successful, teachers need to learn new skills and they may need to unlearn beliefs about students or instruction that have dominated their professional careers (Darling, Ham mond & McLaughlin, 1996).Thus teacher professional development is at the heart of sustaining an innovation. Student support and enthusiasm for the local innovation also played an important role in motivating teachers to continue to carry out and improve the innovation. Teachers want to do what is best for students to enhance their learning. If they believe that students are benefiting from a particular innovation, they in turn will be willing to devote additional time and effort required to maximize the advantage brought on by the innovation.Likewise, educators must resolve many complex issues in order to apply technology solutions to educational problems. They must address many concerns before and during implementation to ensure that technology will have the desired effects on students and schools. These concerns range from funding to selection and placement of technology resources. The author believes that regardless of the downfall of technology, computer-based system of educatio n must go on to continuously improve learning. REFERENCES: 1. Conner, D. (2002, April 12). Technology planning: Closing the communications gap Education World.Retrieved March 19, 2004, from http://www. educationworld. com/a_tech/tech152. shtml 2. Crawford, R. (1997). Managing information technology. London: Roulledge. pp. 131-135. 3. Dyrli, O. E. , and Kinnaman, D. E. (1994, January). Gaining access to technology: First step in making a difference for your students. Technology and Learning, pp 16-50. 4. Crawford, R. (1997). Managing information technology. London: Roulledge. pp. 131-135. 5. Gahala, J. (2001, October). Critical issue: Promoting technology use in schools. Retrieved March 29, 2004, from http://www. ncrel.org/sdrs/areas/issues/methods/technlgy/te200. htm 6. Maurer, Rick. (1995) Beyond the Wall of Resistance: Unconventional Strategies that Build Support for Change. Bard & Stephen. 7. Norton, P. & Sprague,D. (2001). Technology for teaching. USA: Allyn & Bacon. pp. 23-30. 8. Data from a Quality Education Data (QED) report(1996), quoted in J. Chem. Ed. 73, A248. 9. Glennan, T. K. ; Melmed. (1996) A. Fostering the Use of Educational Technology: Elements of a National Strategy; RAND: Santa Monica, CA. http://www. rand. org/publications/MR/MR682/contents. html 10. CCA Consulting Inc.(1996) quoted from News, Resources, and Trends, June 28, 1996, SyllabusWeb, Syllabus Press: Sunnyvale, CA. http://www. syllabus. com/ntr06_28_96. html. 11. Oberlin, J. L. (1996) â€Å"The Financial Mythology of Information Technology: The New Economics,† CAUSE/EFFECT , 19(1) issue of Spring 1996, 21; http://cause-www. colorado. edu/information-resources/ir-library/abstracts/cem9616. html 12. Darling-Hamilton, L. & McLaughlin, M. W. (1996). Policies that support professional development in an era of reform. In M. W. McLaughlin & I. Oberman (eds. )Teacher learning: New policies,new practices. NewYork: Teachers College Press.

The Benefits of Vocational Education

The Benefits of Vocational Education Most high schools offer some form of vocational education program. Vocational education is training for a specific career or trade, excluding the professions. Vocational education focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. Students at vocational educational typically receive more hands-on, career-minded education than students at traditional schools. Individuals are given the opportunity to explore and identify potential career goals, and are provided with the resources needed to achieve them. Most vocational education recognizes the importance of general academic studies as well as career preparation, and offer fully accredited high school diplomas. Depending on a student's abilities and interests, a vocational high school can provide several advantages. Vocational training thus provides a link between education and the working world. It is usually provided either at the high school level or in a two year colleges. In my view, high school and two-year colleges should offer vocational education because it will be benefit for students’ future. First of all, vocational education in high school focuses on specific training for a career or field. This hands-on training can be helpful in high school as students make decisions that will affect the rest of their lives. Many  vocational  high  schools provide students with career preparation in health care, computer science,  education, business, and any number of highly specialized trades. Individuals have the opportunity to gain the knowledge and experience necessary to become carpenters, electricians, machinists, painters, plumbers, or other professionals. Some programs administer licensing or certification examinations in such programs that allow students to become eligible for employment immediately after graduation. Many high school juniors and seniors have yet to choose a definite career field and path to pursue. Though a student may be most certain that the college path is definitely not the one she wants to follow, a career still must be chosen for the sake of finding a place in the workforce. For students who have not chosen a career yet, technical training is a good way to get hands-on experience in areas that may interest that student. There are students who are certain as to what career they would like to join as a high school graduate. For this group, high school vocational education becomes a preparatory tool for those students who already know they want to work in the nursing profession, for instance. Also a wide variety of vocational education programs for high school students can provide hands-on experience in a real work environment. These skills can provide long-term benefits, as high school students can learn to adapt to new situations and develop necessary problem solving skills. Success in vocational-education programs can develop work ethic, feelings of self-worth, communication skills and the ability to relate to others, as well as life skills that are important in the transition to post-high school life. Vocational-education programs can provide a positive learning environment in which students have first-hand knowledge of managing their time, finances and other aspects of their lives. The focus of vocational-education programs is for high school students to develop tools, so they can succeed. Many high school students have no work experience by the time they reach the junior or senior year. High school technical education provides work experience to all students, including those who had none previous to the attendance in vocational education situations. Most health occupation technical education classes, for example, prepare students for the field of nursing and take place in an actual hospital or nursing facility. In these instances, students are required not only to perform in a professional manner the tasks assigned to them, but other real-life workplace expectations are placed on students regarding having a tidy appearance, being on time and respecting a chain of command, for example. Vocation or technical training education not only provides high school students with the ability to develop skills at present, but can also prepare them for the workforce and increase the opportunity to access jobs later. Vocational programs can be either at schools with basic classes in the trade, on actual job sites or both. Work on actual job sites allows students the opportunity to work with company employees and clients on a regular basis. The ability to work on projects on-site can help students understand if it is the right area for them and provide a networking opportunity to talk about the field with seasoned professionals. Such programs can help provide basic knowledge with real working experience necessary to enter the workforce directly after high school without a college degree. On-site programs often offer a personalized approach with specific deadlines to meet and the support of a mentor who can answer questions and provide guidance in the subject area. If a student shows serious interest, employers often invest in them to replace those who are retiring in the workforce as employers look at them as trained applicants with the ability to perform in a skilled occupation. Even employers who require a college education may offer the opportunity for students to come back and be considered for first hire. In addition, participation in vocation-education programs in high school can help a person decide if this is the right career choice and avoid investing in an education that won't be used. This can give them the ability to make critical decisions regarding their education. For instance, in some states, schools have started to offer student-teaching opportunities for seniors in high school. These programs offer the ability to work one-on-one with a teacher who is a mentor. Unfortunately, many colleges save the student teaching experience until the last year of the degree, making it difficult for someone to really know whether they want to teach. Furthermore vocational educations of two-year College also have benefits for students. First, a degree or certificate is an accomplishment that no one can take away from us. Two-year colleges give the opportunity to advance our career or simply learn about careers that interest us. Once we have found a career path we enjoy, we can begin taking courses and working toward our degree. Most technical colleges will help us complete our associate degree (or certificate program) in one or two years, depending upon our field of study. Second, the diplomas and associate's degrees that students earn after completing a two-year course are recognized by companies and employers as proof of a person's technical abilities. Their degree, even if it's not a four-year course degree, gives them an advantage when applying for jobs that require specific technical skills. For example, a person who completed a wo-year course in clerical and office management will know practices in filing essential documents and can be considered for a secretarial job. Graduates of technical colleges are also highly trained in their specialization because most of the two years cover an extensive internship and application of knowledge. For example, a welder who finishes a degree in a two-year technical college has probably accomplished several projects in a real welding shop during his or her internsh ip. Another major advantage of a two-year college is the availability of job placement resources. Guidance counselors at two-year colleges typically have access to career information and a number of different resources for students who want to find immediate work while attending courses or after they graduate. In addition, many employers and labor unions are closely affiliated with vocational schools, and give preference to job applicants who have completed such programs. With recommendation from guidance counselors and teachers, many students are able to obtain paid apprenticeships or entry-level jobs with ease. Critics say that the nature of two-year courses can be considered a double-edged sword. Although it allows students to graduate early and work right away, it can also saturate the employment market of certain technical skills. For example, a lot of welders graduate every two years, but the need for welders in a certain city or area may not actually meet the supply. Some conventional companies also prefer graduates of four-year courses since there is a belief that four-year degree holders are more trained in their chosen field. For example, a graduate of a two-year IT course may find it hard to compete with a computer engineer who has a four-year degree. Furthermore, Teachers are primarily hired for their technical knowledge and not on their teaching skills. While these professionals often are very good at what they do, it can be hard to convey that information in a way that other people can use and learn. This can be a major drawback. Since it takes two years or less to complete many vocational programs, the schools can graduate a lot of students in a short span. This can saturate the job market with people who all have the same skills and training. If the school does not provide or require internships or hands-on experience, this can be another obstacle for graduates. In conclusion, vocational education offers training for specific jobs. Since vocational training often begins in high school, students can graduate prepared to take a high-paying, skilled job immediately. Graduates of trade or vocational schools have an advantage over informally trained job-seekers because an independent organization certifies that they have the skills needed to successfully perform a specific, skilled occupation. According to the National Center for Education Statistics, 88 percent of public high schools and 29 percent of private high schools offer some type of vocational program. a well-administered vocational education for high schools and two-year colleges will have multiple benefits. It will expand students’ horizons and help them become ready for the working world. It will benefit the world-work also by providing needed workers. Therefore, governments should create vocational education program as well as possible as an investment in everyone’s future. References: http://www. ehow. com/info_7853695_disadvantages-vocational-schools. html http://www. ehow. com/list_6514932_technical-school-disadvantages. html http://www. ehow. com/info_8505391_pros-high-school-provides-jobs. html http://www. ehow. com/about_5387981_high-provide-students-job-skills. html http://en. wikipedia. org/wiki/Vocational_education http://www. collegeview. com http://careers. stateuniversity. com/pages/854/Vocational-Training. html http://www. debate. org/debates/Vocational-Training-in-High-School

Knowledge and Power

Knowledge and Power Free Online Research Papers Much as I would like to be the fist-pounding orator, I’d like to begin by asking you to close your eyes and imagine. Imagine an emperor poised on his throne, armies at his command, wealth at his disposal, and servants at his beck and call. Then, imagine him illiterate about the world. And while we’re imagining things, let’s suppose he has a Grand Visor who is well-versed in science, politics and the social issues of the day. Which of the two do you think commands the real power of the throne? Let’s examine history. There have been eras where large populations were enslaved by empires. The Egyptian, the Roman and the British Empires are all examples. There have been monarchies where the rights of ordinary citizens were suppressed and they were ruled with an iron fist. Ivan the Terrible, the frightful tsar of Russia comes to mind, who regularly butchered his subjects on a whim. The French monarchy is known to have indulged in luxury while the citizenry toiled to make ends meet. All of this transpired under the umbrella of ignorance; the antithesis of knowledge. And what happened? What does history tell us? When the light of knowledge dawned on these people, the balance of power shifted dramatically. Domineering kings fell victim to the blows of enlightenment being struck against them by ordinary folk. Knowledge and power are intricately linked to one another. It’s true that there are several systems in the world, some would argue, the ugly side of the feudal system in Pakistan is one of them, where one doesn’t seem to require a lot of knowledge to exert influence. After all, these feudal lords are no Einsteins! Yet, I would argue that it is in fact the LACK of knowledge among the serfs that is responsible for the hold these lords have on them. But perhaps politics is not your cup of tea. Perhaps you’re thinking, what about science? What about art? Scientists are no kings. Artists don’t embrace thrones and issue decrees. And you’re right, they don’t. But if anyone thinks that an eminent scientist or a writer, or an artist has had no power, he or she is sorely mistaken. Again, history instructs us. Galileo overturned an entire era of philosophical thought by announcing that the Earth was actually NOT at the center of the universe. That simple suggestion rocked the theocracy of the time, who were terrified by the idea and threatened by the son of a musician from Pisa. It escalated to the point, where he had to offer a public apology of sorts, in essence for being ‘right’. There is no dispute among historians, scientists and theologians today that the ideas of people like Galileo forever altered the intellectual, social and political landscape of the world. Or how about Socrates? A short, ugly, unassuming man who grazed the streets of Ancient Greece, without a job or any resources, yet influenced some of the most prominent thinkers of the ancient world. Socrates influenced Plato who in turn was invaluable in educating and motivating the young Alexander, son of King Philip of Macedonia. Yes, indeed, I am speaking of Alexander the Great, conqueror of the known world, a man known to wield tremendous power. Can we really take away the inextricable linkage of knowledge from his power? To me, that is impossibility! In conclusion, knowledge and power appear to be two facets of the same process. The process of altering the world and the people in it. Of influencing minds and shaping ideas. The challenge before the human race is to use our knowledge wisely and to foster goodness wherever and whenever we can. In my humble opinion, that is the essence of true power! Thank you very much. Research Papers on Knowledge and PowerBringing Democracy to AfricaAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and CritoCanaanite Influence on the Early Israelite ReligionHip-Hop is ArtAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social and19 Century Society: A Deeply Divided EraAppeasement Policy Towards the Outbreak of World War 2The Effects of Illegal Immigration

Colonial Research Paper

Colonial Research Paper Colonial Research Paper Michael Hermo 10/15/13 Colonial Research Paper In the 13 colonies, the crime and crimes’ punishment was very different from today. The 13 colonies had 3 regions, New England, Middle, and Southern. Religious practices in each region differed greatly. Some religions were more strict then others, and it showed in the way they made laws and wished for people to obey them. The churches reach extended beyond their congregation and into the government of the colony itself. The reason why the justice systems differed in each of the three regions in Colonial America was because they were heavily influenced by different religious beliefs. Most of the citizens in the New England Region followed the Puritan religion. The Puritan religion was one of the more rigid religions in Colonial America. The New England region’s citizens mostly originated from England and came to the â€Å"new world,† hoping for religious freedom. The New England region consists of: Massachusetts (which included what is now Maine), New Hampshire, Vermont, Rhode Island, and Connecticut. On days of worship, people sat in the meeting houses almost all day on small, uncomfortable wooden benches. iThe growth of the Puritans' community was very important to the church. They wanted as many people as possible and considered non-followers as a threat to their community.ii The Puritans had many principles and guidelines to obey to be a part of their community. If those guidelines were not obeyed, punishment was in order. This sense of community guidelines carried over to governing the colonies. Some people who were loyal members to the church and were consistently attending religious ceremonies were a part of the government for their employment. Therefore the Puritans had a strong influence on the decisions made in punishing criminals. For example, a common punishment for more minor crimes was to wear somewhere on your body a letter identifying the crime committed.iiiNot only did the Puritans take action on their own followers and people from their own community, but they also acted against members of the religious communities around them. Protestors of the Puritans' way of life were severely punished. The Puritans would whip, crop ears, and in some situations hang people who criticized or dissented against their community.ivThe Puritans had very high expectations of their community and the people around them, and were immensely influential in deciding laws and disciplinary acts in the government. In the Southern Region, the Anglican church was most followed. The Southern region, like the Middle region, was diverse in religion, but the Anglicans outnumbered the others. The colonies in the Southern region were: Maryland, Virginia, North and South Carolina, and Georgia. The colonies in this region were very strict when it came to religion. In Virginia, it was a law that everyone had to attend Anglican worship and be a part of that faith's community. In the Southern region, the Anglican church was recognized by the state, which meant that