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Integration of ICT in Education: Pedagogical Issues Dr. Anjali Khirwadkar Center of Advanced Study in Education Faculty of Education The M. S. University of Baroda India. Abstract The progress of any country depends upon the quality of education offered and its practices. Indian education was well known for its Gurukul system of education in the Vedic age. Education in India has undergone various phases and stages of development starting in the Vedic age to the post-independent period.At all stages of development there was a concern for bringing in quality education reflecting on the practical aspects in education. The great Indian thinkers had emphasized on developing the inner potential of individuals by reflecting on unique potential of individuals. Getting educated is solely dependent upon the individual teacher’s role to set conditions and generate environments for learning.The recent curriculum framework 2005 as proposed by NCERT (National Council of Educational Research and Training), India focuses on the issues of; Connecting knowledge to life outside Shifting from rote learning to constructing knowledge Providing a wide range experiences for the overall development of a child Bringing flexibility in the examinations The recent developments in technology have changed the world outside the classroom; it is more eye-catching and interesting for a student then the classroom setting. As a result, students find classroom instructions as dull and devoid of life and do not interest them for learning.The information technology has made learner WWW-afflicted. This is because technological developments have brought developments in two ways: First, by enhancing human capabilities by helping people to participate actively in social, 85 economic, and political life in a society at large. Second, by giving advantage to technological innovation as a means for human development due to economic progress and increased productivity. The power of information is such that almost all decisions made in different sectors like science, technology, economics, and business development will be based on information that has been generated electronically.Information has become a key asset of the organization for its progress. Therefore, access to information is a key factor in the generation of wealth and there is a strong link between a nation’s level of development and its level of technological development. Educators and policymakers believe that information and communication technologies are of supreme importance to the future of education and, in turn, for the country at large. As ICT is becoming an integral element for educational reforms and innovations at secondary schools, this situation calls for an enhancement of pre-service education on ICT for prospective teachers.There is a growing importance for ICT within the school curriculum. Not only it is used to support teaching and learning within other curriculum subjects, but it is also a subject in its own right as a separate discipline. The major objective is that developing skills, knowledge, and understanding in the use of ICT prepares pupils to use such technologies in their everyday lives. ICT tools enable pupils to access, share, analyze, and present information gained from a variety of sources and in many different ways. The use of ICT provides opportunities for pupils to work both collaboratively and independently.As such, the role of ICT within the curriculum is not only to enhance the learning experiences of pupils but also to help them develop the skills essential to participate effectively in the world of affairs. It generates avenues for working in groups developing team spirit, cohesion, and social values. Here, a teacher plays a pivotal role in the process of teaching learning. Hence, knowledge of ICT and skills to use ICT in teaching/learning has gained enormous importance for today’s teachers. Teachers are expected to know to successfully int egrate ICT into his/her subject areas to make learning more meaningful.This knowledge development during pre-service training has gained much importance with the notion that exposure to ICT during this time is helpful in increasing student teachers’ willingness to integrate 86 technology with classroom teaching. This paper focuses on issues relating to ICT in education as a core component in pre-service teacher education and the different models to be adopted for its integration. Review of studies conducted in the area of attitude, anxiety, and efficacy of teachers and development of computer skills Pre-service teachers need to plan to use computers in their classrooms.Vision is needed to motivate and direct their teaching and learning with the help of technology and using related instructional methods. There are various strategies used to make teachers understand and implement the integration of ICT in various curricula. They should serve as a basis for understanding compute r operations and programming along with assisting pre- service teachers to learn computer concepts in developing a vision, value, and use of computers in learning. Many studies have been conducted on teachers’ attitude and their use of ICT skills.It has been found that teachers’ attitudes play an important role in the teaching learning process. It has generally been found that pre-service teachers have demonstrated their ability for integrating technology into their teaching, but do not have clarity about how far technology can be beneficial for students. They will probably avoid teaching with technology once the requirement for the demonstration lesson is over. Hence, a negative attitude about teaching with and about technology in a subject matter area could work against well-planned instruction in teacher preparation programs.While, on the other hand, those teacher candidates who believe in the potential and utility of technology in the classroom and continue facing many challenges become the models for student teachers to emulate. Many studies have been conducted with regard to the attitude of teachers towards use and interations of technology have revealed the importance of attitudes for learning to use technologies (Cox, Rhodes & Hall, 1988; Davidson & Ritchie, 1994; Hannaford, 1988; Kay, 1990).These findings were further supported by Bandalos & Benson, 1990; Dupagne & Krendl, 1992; Francis-Pelton & Pelton, 1996; Loyd & Gressard, 1984a; Mowrer-Popiel, Pollard, & Pollard, 1994; Office of Technology Assessment, 1995. ) Several studies have found that individuals' attitudes toward computers may improve as a result of well-planned instruction (Kluever, Lam, 87 Hoffman, Green & Swearingen, 1994; Madsen & Sebastiani, 1987; Woodrow, 1992). Like other individual characteristics that are hypothesized o play a role in the continued growth of technology proficiency, attitudes and beliefs can’t be easily taught and must be developed by an individ ual over a period of time. Another factor that is noted to have a profound effect on the student teacher's learning technology and its integration is computer anxiety. Computer anxiety, as defined by Rohmer and Simonson (1981), is â€Å"the mixture of fear, apprehension, and hope that people feel while planning to interact or while actually interacting with a computer† (p. 151).Research has shown that there is often a negative relationship between the amount of prior computing experience and the level of computer anxiety exhibited by individuals. Reed and Overbought (1993) and Hackney (1994) found significantly reduced levels of computer anxiety following instruction whereas Chu and Spires (1991) observed a significant reduction in computer anxiety for only the most anxious quartile of subjects. McKiernan et al. (1994) reported that some students experienced reduced levels of computer anxiety at the end of a computer training class while other students experienced continuing anxiety.The level of anxiety could be reduced with increased experience in using and working with computers and thereby succeeding in reaching goals. Over and above the attitude of teachers, self-efficacy is also an important aspect to consider. Researchers have indicated that although teachers may have positive attitudes toward technology (Duane & Kernel, 1992; Office of Technology Assessment, 1995), they may still not consider themselves qualified to teach with it or comfortable using it. If teachers are to integrate technology into their teaching, they must feel self-efficacious about using it (Decorum & Kingie, 1993; Remer et. l. , 1993; Office of Technology Assessment, 1995). Bandera (1986) defined perceived self-efficacy as â€Å"people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one pos sesses† (p. 391). According to Bandura (1982), people acquire information about efficacy from four sources: performance attainments, vicarious experiences of observing the performances of others, 88 erbal persuasion, and physiological states from which people partly judge their capability, strength, and vulnerability (p. 126). This information would help an individual assess his/her performance and then generate self-appraisals of his/her ability. When the concept of computer-efficacy is applied to the domain of learning to use computers in teaching, hands-on computer experience becomes an important component in effective instruction at the pre-service level. Research has shown a high correlation between efficacy judgments and subsequent performance (Bandura & Adams, 1977; Bandura, Adams & Beyer, 1977; Schunk, 1981).This particular link between self-efficacy and subsequent actions is significant in developing an idea for a teacher who continues to learn to teach with technolog y apart from instruction in teacher preparation (Ashton, 1985). Self-efficacy was originally conceived as having a high domain-specific component rather than one with high generalizability (Lennings, 1994), and this has led to recent research interest in the area of computer self-efficacy (Delcourt & Kinzie, 1993; Ertmer, Evenbeck, Cennamo, & Lehman, 1994). Computer self-efficacy represents the essential elements of self-efficacy as applied to the domain of computer learning.Several studies have found the positive effects of instruction on computer self-efficacy (Ertmer, Evenbeck, Cennamo & Lehman, 1994; Gist, Schwoerer & Rosen, 1989; Russon, Josefowitz & Edmonds, 1994; Torkzdeh & Koufteros, 1994). There is little doubt that today's prospective teachers will be expected to teach with technology in the classrooms of tomorrow. However, the resources available to teachers in terms of hardware, software, networking, and professional development vary greatly at the school level. Hence, i t is imperative that teachers become directors of their own learning with regard to using information technologies in the classroom.Through learning to teach with technology, teacher preparation programs have a unique place at the beginning of this challenging process. The development of a pedagogically-based framework of constructs that are related to learning to use computers and an approach for its application in teacher preparation shows promise for meeting these challenges as discussed above. 89 Another challenge for pre-service education is finding classrooms where pre-service teachers could observe teacher educators using technology appropriately and to understand where and how to include technology in their lessons.The computer has moved from an object to be studied to a teaching and learning tool for teachers and students. Hence, teacher preparation programs could no longer rely on an introductory course. We can’t just bolt on the technology in teacher education curr iculum; we need to take proactive steps for its integration in teaching learning. Teacher education and technological competence should involve all aspects of the preparation of teachers, i. e. , introductory competencies, use of technology in methods classes, school placements, and student teaching.Pre-service teachers need to develop a vision from the very beginning of their careers for using computers in their classrooms. For this, student teachers must understand computer operations and programming–leading them to develop a vision of the value and use of computers in learning. Therefore, it is crucial that teacher preparation programs should develop the cognitive, social, and physical environments that will help teachers feel efficacious and in control of learning to teach with technology, a domain that is often overwhelming even for experienced teachers.Another challenge of preparing teachers to teach with technology is that as a result of knowledge generation, our knowl edge about computer technology is constantly changing. In addition to this factor, there are various other dimensions like attitude, motivation, computer anxiety, and computer self-efficacy which play an important role in developing skills and competencies among prospective teachers. Pedagogy is primarily associated with formal school education.There are significant differences between the two concepts of pedagogy and â€Å"webogogy†, especially in terms of independence/dependence of the learners, resources for learning, motivation, and the role of the teacher. The context of learning is significant because learning is contextually and situationally specific. The teacher’s role in web-based teaching has already been identified as being very different from the teacher’s role in formal education, with terms like facilitator referring to the person who is on-line and interacting with students in various ways. It may be the same person who produces the course materi als.Also, the on- 90 line teacher will need to arrange a range of activities in which he or she will engage students, and a range of roles that he or she will fulfill. In web-based teaching, the teacher would be engaged in preparation and organization of instructional materials based on the same kind of assumptions about learners that are held by textbook authors. The Internet provides a wide range of scope for integrating varied learning experiences and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans.The various skills and competencies to be developed on the part of student teachers would be: Surfing the Internet and locating useful information from the Internet for the development of lesson plans. Developing lessons plans incorporating student use of technology in the learning process. Evaluating and selecting appropriate software for a particular subject and per student needs. G enerating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing.Managing student data ; using data management tools for efficiently managing learning. Using technology to gather, organize, and report information about student performance like Excel and Access for database management. Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications. 91 Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops nd seminars. Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among st udents. Computer Education at The Secondary Level Recognizing the growing importance of ICT in the education area, policy makers in the school education sector have taken proper care to integrate computer education at the school level. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following objectives for the secondary school level: 1.Selecting appropriate IT devices for a given task; making his/her own informed choice of browser and search engines; trouble-shooting for peripherals. 2. Identifying specific strengths and weaknesses of technology resources; demonstrating legal and ethical behavior regarding the use of technology and information. 3. Communicating to a variety of audiences using IT tools; using a variety of technology tools for data collection and analysis; using tools to present and publish information with interactive multi media features; using tools to make models and simulations; manipulating images. . Us ing on-line information resources for collaboration and communication; collaborating with others to build content-related knowledge bases. 5. Developing strategies to find relevant and appropriate electronic information sources. 6. Investigating technology-based options for lifelong learning; using productivity tools, communication tools and research skills. 92 IT competency standards at the end of Class X to be developed in students are: †¢ †¢ †¢ †¢ Ability in and understanding of fundamental computer operations and concepts. Using a variety of programs to accomplish learning tasks.Exhibiting skills in the use of communication networks. Exhibiting skills in the selection and use of technology to gather, process, and analyze data and preparation of reports. The expectations from the school sector in terms of established student objectives and expected skills to be developed demonstrate the need to develop necessary knowledge and skills among teachers with positiv e attitudes and the right inclination. Techno-Pedagogy a Skill The aim of teacher education is to develop skills and appropriate knowledge among teacher trainees for using and integrating the correct technology in an appropriate manner.Every teacher should know how to use technology, pedagogy and subject area content effectively in their daily classroom teaching. It is clear that merely introducing technology to the educational process is not enough. One must ensure technological integration since technology by itself will not lead to change. Rather, it is the way in which teachers integrate technology that has the potential to bring change in the education process. Hence, attitude and self-efficacy towards technology play an important role.For teachers to become fluent in the usage of educational technology means going beyond mere competence with the latest tools to developing an understanding of the complex web of relationships among users, technologies, practices, and tools. Teac hers must understand their role in technologically-oriented classrooms. Thus, knowledge about technology is important in itself, but not as a separate and unrelated body of knowledge divorced from the context of teaching–it is not only about what technology can do, but perhaps what technology can do for them as teachers. 3 In techno-pedagogy, there are three areas of knowledge, namely: content, pedagogy, and technology. Content (C) is the subject matter that is to be taught. Technology (T) encompasses modern technologies such as computer, Internet, digital video and commonplace technologies including overhead projectors, blackboards, and books. Pedagogy (P) describes the collected practices, processes, strategies, procedures, and methods of teaching and learning. It also includes knowledge about the aims of instruction, assessment, and student learning.Speaking truthfully, technology integration entails the understanding and negotiating of the relationships among the aforemen tioned three components. Good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. (Koehler, M. J. and Mishap, P. 2005) Technological Content Knowledge C P Pedagogical Content Technological, Pedagogical knowledge (TPCK)T Technological Pedagogical Knowledge Depending upon the nature of content, scope of content, and level of students, appropriate technology integration must be sought. Technology as an aid enhances the process of learning and helps in achieving higher level objectives. 94 Approaches to ICT integration in Teacher Education Use of ICT within teacher training programs around the world is being approached in a number of different ways with varying degrees of success. These approaches were subsequently described, refined a nd merged into following approaches: 1.ICT skills development approach: Here importance is given to providing training in use of ICT in general. Student teachers are expected to be skilled users of ICT for their daily activities. Knowledge about various software, hardware and their use in educational process is provided. 2. ICT pedagogy approach: Emphasis is on integrating ICT skills in a respective subject. Drawing on the principles of constructivism, pre-service teachers design lessons and activities that center on the use of ICT tools that will foster the attainment of learning outcomes.This approach is useful to the extent that the skills enhance ICT literacy skills and the underlying pedagogy allows students to further develop and maintain these skills in the context of designing classroombased resources. 3. Subject-specific approach: Here ICT is embedded into one’s own subject area. By this method, teachers/subject experts are not only exposing students to new and innov ative ways of learning but are providing them with a practical understanding of what learning and teaching with ICT looks and feels like.In this way, ICT is not an ‘add on' but an integral tool that is accessed by teachers and students across a wide range of the curricula. 4. Practice driven approach: Here emphasis is on providing exposure to the use of ICT in practical aspects of teacher training. Focus is on developing lessons and assignments. Using ICT and implementing it in their work experience at various levels provides students an opportunity to assess the facilities available at their school and effectively use their own skills. Thus, ICT in teacher training can take many forms. Teachers can be trained to learn how to use ICT tools.ICT can be used as a core or a complementary means to the teacher 95 training process (Collis & Jung, 2003). The various ways in which ICT teacher training efforts could be classified into four categories are shown below in Figure 1. ICT AS PART OF CONTENT ICT AS A CORE COMPONENT IN TEACHER EDUCATION AND ITS APPLICATION ICT AS CORE CONTENT ICT AS FACILITATOR ICT AS CORE DELIVERY From the above suggested approaches, regarding ICT as a core component at the preservice level, integration of all approaches would help in developing proper attributes among prospective teachers.There should be joint efforts of educators and prospective teachers in implementing and sharpening ICT skills. Whatever approach is followed in educational institutions to develop knowledge about ICT, it has inherent limitations. Coupled with other reasons, we are not making student teachers fully confident in using ICT in their daily classroom activities. As reported by Larose F. in their study, the level of computer literacy of the teaching staff is satisfactory but there is little transfer of these competencies to teaching practices (Larose F. et al. 1999). Efforts are required on the part of teachers to make use of the available facilities for the best use in teaching /learning. ICT in Education Course Scenario at the Pre-Service Level The syllabi for ICT in education courses offered by some of the universities in India were analyzed in terms of the objective of the course, weight given to theory and practice, and other syllabus components. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following expectations 96 bout basic competencies of teachers to achieve the objectives of ICT education at the secondary level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Understanding the role of technology in change and the implications of technology-mediated changes for education. Creating interest in learning among students through unique utilities like animation, simulation, the Internet, etc. Demonstrating a sound understanding of basic IT concepts and operations. Planning and designing effective learning environments with necessary technology support. Making the best use of technology-enhanced lessons to enrich student learning.Adopting assessment strategies to evaluate (a) student competencies in IT skills and (b) student learning in the new environment. Using technology to enhance our own creativity and professional practices. Demonstrating understanding of social, ethical, legal, and human issues surrounding the use of technology in schools. Fashioning a climate of values that encourage questioning, exploration, problemsolving, decision-making, and group co-operation. Striving for education to emerge from its disciplinary narrowness. Identifying useful learning material from various sources.The teacher has to take an active part in developing his own checklist for evaluation of learning materials and use it in the context of (a) the learner profile, (b) the learning environment, and (c) the technical strength of the computer laboratory of the school. Moreover, the tasks of the teacher are: 1. Design oneâ₠¬â„¢s own checklist. 2. Review software to be procured or on the World Wide Web 3. Report his/her assessment of courseware to the principal so a purchase decision can be made. 97 ICT is introduced in secondary teacher training courses at various levels as a compulsory subject or a special field subject.Sometimes, it is also introduced as one of the subjects to be studied under a course titled ‘Educational Technology’. Various objectives/rationales for introducing the course are as follows: 1. Understanding the scope and importance of ICT in contemporary society. 2. Developing effective perspectives and attitude towards emerging technologies. 3. Developing skills in handling, maintaining and protecting different types of hardware and equipment in the institutions of learning. 4. Acquiring a theoretical basis of ICT and to develop an awareness about recent developments in the area of ICT. 5. Acquiring adequate knowledge bout the fundamentals of computers and operating sys tems. 6. Acquiring the necessary skills of handling software packages for the purpose of education in the institutions of learning. 7. Acquiring knowledge about new Internet technologies and their place in the field of education. Regarding the weight given to the subject, different approaches are followed. Overall the weight given to theory and practice is 60/40 (60% for theory and 40% for practice). Broadly the content areas regarding theory/practice include: a. Introduction to Computers b. Introduction to Operating Systems c. Application of Computers in Teaching d.Functions of Computers – Knowledge of M. S. Office and other related packages and Computer languages e. Application of computers in Education f. New Trends and Techniques in Computer education (EDUSAT etc. ) g. Knowledge of Internet, World Wide Web, etc. 98 In the majority of teacher education institutions, the syllabi exhibit less weight to practical than theoretical aspects. Since the nature of ICT subjects is m ore practical and application-oriented, there needs to be more practical than theoretical input. This aspect seems to be neglected in designing and framing curricular objectives.The present approach for ICT integration is dismal as an â€Å"add on† approach for ICT course is adopted : ICT basics are taught to teacher trainers focusing on technical issues, but little emphasis is given to the pedagogical aspects Educational technology courses are taught in a rather traditional way and show little evidence of using new technology to support instructional innovations Students don’t know how to use new technology in their classroom instruction when they go to schools Technology input is not integrated in the curriculum courses, especially method courses.These are certain basic problems associated with the integration aspects of technology. These are major hurdles in the integration of ICT in the teaching/learning process. This scenario shows that the objectives of introduci ng ICT at the pre-service level are developing technological know-how and awareness regarding various other technologies and software packages. Further, the time spent for practical sessions is less, as more time is spent for theory sessions. The total approach of introducing ICT at the pre-service level is not very serious.It is very clear that student teachers will not get much scope in order to integrate ICT in curriculum or the teaching/learning process. In teacher training programs at the secondary level, the ICT education scenario is struggling with the following problems: †¢ †¢ Only at the awareness development level are objectives being achieved, but higher order thinking skills regarding the use of ICT tend not to be occurring. Technology, pedagogy and content area integration is a rare feature. components are dealt with separately which creates confusion for students. All 99 †¢There is a serious discrepancy among syllabi of teacher training institutions and secondary schools. Syllabi at various institutions are not on a par with school level curriculum. †¢ Time duration of the courses related to ICT education is too short to develop knowledge and necessary skills among students to achieve higher order thinking skills. †¢ †¢ †¢ There is a lack of availability of proper infrastructural facilities at most of the institutions. There is a mismatch between available hardware and software to develop required learning resources. Support from technical taff for maintenance is dismal. The objective at the pre-service level is not to prepare technocrats, but to develop technopedagogues. Teachers should be in a position to integrate technology into teaching / learning as well as develop the art and skill of â€Å"webogogy† (i. e. , to make use of Internet technology, exploring it, accessing information from it to use in teaching learning, etc. ). So, objectives must be set at the attainment of application and skill level s rather than just at the knowledge and understanding levels. The professional development of teachers needs to be given importance.There must be congruence between the school curriculum and teacher training curriculum at the secondary level. Otherwise, teachers are not ready to utilize their knowledge to effectively design teaching/learning processes, project work, and assignments. In addition to offering ICT as a compulsory and special course, integrated approaches need to be studied along with methods courses. This will help student teachers to develop the concept of ‘techno pedagogy’ to a greater extent. Thus, management of change in teacher education is a complex and demanding task involving comprehension, concern, caution, and contemplation.Planners and administrators of teacher education have to provide academic leadership to prepare reflective teachers who can manage the educational system efficiently at various stages of education at the pre-primary, primary, e lementary, secondary, and higher secondary levels. Effective change in schools is possible only when there are corresponding changes in the management of teacher education programs. 100 References: Ashton, P. (1985). Motivation and the teacher's sense of efficacy. In C. Ames, & R. Ames (Eds. ), Research on motivation in education, 2 ,141-171.Orlando, FL: Academic Press Inc. Bandalos, D. and Benson, J. (1990). â€Å"Testing the factor structure invariance of a computer attitude scale over two grouping conditions†, Educational Psychology Measurement, 50,49-60. Bandura, A. (1982). â€Å"Self-efficacy mechanisms in human agency. 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Internal policies and procedures Essay

Technology is a significant facet of district operations. Technology affects performance through enabling the citizens to access as well as analyze information, resolve problems, work in partnership with others, and successfully communicate their thoughts and information. People make use of technology as an instrument to support in administrative duties. Technology in information systems is needed to provide appropriate information to efficiently manage the district’s assets and make knowledgeable decisions. Only copyrighted materials are put through restrictions within a Policy Statement. Materials that are not copyrighted may be copied unreservedly and without limit. Copyrighted software and patented hardware may be copied devoid of copyright owner’s consent only in proportion to the Copyright Act that permits making an archival back-up duplicate. However, most software is licensed to a user and the terms of a license agreement may provide the user consent to create copies of the software beyond the archival copy allowed by the Copyright Act. Software license agreements and patented hardware are unique and consequently, the rights of the user to copy licensed software further than that endorsed under the Copyright Act may simply be verified by means of reading the user’s license agreement (Wesier, 77). Any reproduction or copying of copyrighted software on a system or constituent computing equipment must be in line with the Copyright Act and the related software license conformity. Educational institutions may not utilize unauthorized copies of software on system or component institution-owned networks or computers housed in a system or component institution facilities. In view of the fact that software companies are worried by the soaring rate of plagiarism and piracy of their programs, studies for probable violations can be anticipated. While software corporations may not possibly find it lucrative to file suit against an individual for violation, it definitely would not be reserved from filing suit against Universities. Additionally, companies may need to convey suits against people to put off future impending pirates. Software companies could also proscribe University’s use of their software packages. Consequently, University employees who make use of these software materials have a responsibility to avert use of copyrighted materials and to utilize the software barely in accordance with licensing agreements. EVALUATION OF CURRENT POLICIES AND PROCEDURES OF ALACHUA COUNTY The Alachua County has cost-efficiently purchased new technology, maintains a reliable technology infrastructure given obtainable resources, have instituted policies and moral standards for using technology, and has good controls to guarantee appropriate access and make use of the district’s information systems. In 2001, the district’s technology departments were pooled into one inclusive department – Administrative and Instructional Technology Department. The amalgamation took place when the directors comprehended that both departments had overlying duties as well as consolidation into one department would augment overall effectiveness. To utilize the remaining best practice principles and guarantee the performance, competence, and efficacy of its softwares and hardwares, the district have to regularly modernize and monitor its technology arrangement, make the training processes official related to technology, regulate budget allowances within obtainable funding, utilize the work order structure to develop the delivery of support, develop the use of technology to progress communications, and institute procedures for analyzing technology services and purchases. Along with the district’s District Technology Plan (2001-2006), the Alachua County currently make use of computers for instruction in general areas: schools curriculum support, technology literacy, as well as communication. All districts have computer committees that provide direction for the function of technology within the instructional procedure and the acquisition of hardware/software. Every district selects and purchases its computer software in accordance with its needs. The constituency sets common direction and provides supervision to guarantee the quality and compatibility of instructional materials. The Technology and Information Services Department supervises technology in Alachua County schools, counting central processing unit and support of services, finance, human resources, and facilities functions. In that structure, the department addresses all issues related to both instructional and technology administrative, as well as the local area networks at each school and district. The staffs support other areas of technology at schools and districts, and assists in using technology. However, the county’s technology plan does not provide sufficient direction for instructional and administrative technology decision-making. Planning is the means to a well-delivered and well-implemented information system. Efficient planning helps guarantee that district information system meets the instructional needs of the people and the administrative needs of decision makers, including schools, hospitals and other organizations and agencies. An effectual planning procedure identifies the technology necessities of users, develops strategies to obtain needed technology in a lucrative manner, and identifies accessible funds required for acquisitions. To ensure that all critical needs are identified, the planning process should comprise an extensive range of stakeholder participation. The decisions made throughout the planning process must be in writing and the resulting plan has to guide technology-related policymaking as well as acquisitions.

A Clockwork Orange Essay Morality, Ethics, Immanuel Kant, Human

A Clockwork Orange is about a young man named Alex and his gang of reckless cohorts who run the town doing drugs, vandalizing property, robbing men and raping women. Their mischievousness took a turn for the worse, when a dance between Alex and the woman he pursues as his next victim results in an unforeseen murder. Alex is caught in the act and shortly thereafter is sentenced to 14 years in prison. Unable to avoid his violent and demeaning tendencies, Alex is used as a spectacle for the government and chooses to pa , such that exist in our current society. His condition was handled in ways many would likely view as inhumane and counterproductive. His autonomy as a human being was overturned, and what the governor of the interior felt would have beneficial for the society resulted in a failure at the expense of one person. The final outcome was that Alex was not â€Å"cured† of his immoral actions, but was burdened with actions that masked his current condition, to include dep ression paired with suicidal tendencies, followed by a relapse. Although he had awful and inhumane tendencies, he should not have been used as a human guinea pig, or as a means to win a political race. Psychology is a topic that evolves as drastically as anything else in the medical world, but the mind is a powerful thing that should be approached with the utmost care, especially in the experimental process.

Psychology undefined, Darvin Essay Example | Topics and Well Written Essays - 500 words

Psychology undefined, Darvin - Essay Example His Theory differs from Lamarckism in that Lamarck avoided the word "evolution", while Darwin's theory stays valid whether acquired traits are transmitted or not, Lamarck's theory becomes inoperative if acquired traits cannot be transmitted. Darwin's theory is basically criticized for absence of any credible empirical scientific evidence in support of the theory, regarding the spontaneous generation of life or inheritance from one to another . Q2. Describe Galton's application of the theory of evolution by natural selection to individual differences in human mental characteristics. For instance, what were Galton's assumptions about the nature of human mental characteristics What kinds of evidence did Galton obtain To what extent did the evidence collected by Galton provide strong scientific support for his views on individual differences and evolution of mind Answer: Galtons believes that no animals have ever been bred for general intelligence, as humans we are having the high general intellect that other living things haven't. Since no experiments had been made for this, but we can thoroughly see how rational beings are humans. We are the highest form of living things. Galton made an investigation having a biographical work that was a collection of intelligent persons.

Understanding Information report Essay Example | Topics and Well Written Essays - 1250 words

Understanding Information report - Essay Example From a consideration of the correlation coefficients obtained (Table 1) it was clear that r being greater than 0.8 in all the cases, the correlation was generally strong with all the predictors. However, the variable relating to the number of cinema screens yielding the highest r value of 0.985 could be considered as the best predictor for the gross box office earnings. On the other hand, the number of cinema sites was not as good a predictor since some cinema sites might house multiple screens (â€Å"multiplexes†). Similarly, the gross revenue was more influenced by the cinema revenue per admission (r = 0.972) than the total number of admissions (r = 0.956) because the value of each ticket (i.e., admission) can differ. However, other important determinants such as the actors/directors/category (comedy, tragedy, action) of the film have not been taken into consideration in this study. Scatterplots are helpful in visually identifying relationships between any two variables. In the case of gross box office earnings and the number of cinema screens, the regression line on the scatterplot (Fig. 1) being a straight line shows that the two variables have a strong positive linear correlation (r = 0.985). A straight line depicts a linear trend in the data. This means that by increasing the number of cinema screens, the gross box office earnings can be enhanced. Also, since there is significant linear correlation, the line can be used to estimate the gross box office revenue (dependent variable) for any given value of the number of cinema screens (independent variable). The equation obtained for the regression line from the scatterplot is: This equation signifies that for every additional screen, the gross revenue will increase by 0.2674 million pound sterling. This is because the term -179.41 in the equation which is a constant, does not have any practical meaning as such; it is just the point on the graph where

Introduction to Consumer Behavior Assignment Example | Topics and Well Written Essays - 1000 words

Introduction to Consumer Behavior - Assignment Example 2. Search engine companies are responding to the capability of apps to limit or exclude identity of the user by using technology related bias that threatens values such as privacy and favor values related with scrutiny and monitoring. The companies tend to manipulate search results by systematically giving prominence to some sites. Search engine companies have also resorted to offering of personalization and customizing features (Johnson 26-9). Security of users, data and the network has been given first priority by the search engine companies through robust security architecture and rigorous security programs. There are flexibility required for open platform such as protecting user data, system resources and offering application isolation. There is secure inter-process communication, application signing and application defined and user defined permissions. 3. Tagging apps users is helpful in grouping customers and the usefulness is evident when searching on a tag. Tagging further assists in identifying users deemed significant for categorizing app users. New methods of tagging app users also play a significant role in driving repeated usage where new products and services can be built. The new tagging capabilities may further help to expand app landscape and making mobile marketing more competitive (Johnson 29-30). The new methods may also help in optimizing strategies for ranking and maintenance of a user-base in the social media and even change the way users discover apps. 4. Facebook’s challenges of transferring its targeted ad to mobile platforms may play reach a huge number of mobile phone users worldwide. Consumers will be able to learn about different ads at their convenience. Many companies will be able to offer their ads information to the targeted customers globally and provide them with variety of products and services. In this case, consumers will enjoy variety of

Needs of Internal and External Influences Assignment

Needs of Internal and External Influences - Assignment Example As the study outlines the availability of each student must be considered to ensure that the curriculum set matched the availability time of the student. This greatly increases the turn up of the students in the class. Lack of student schedule consideration might result to clashing of the class time, and the time they are required to be away as most of them might be employed or have children to attend to. Determining the level of education each student has reached in his lifetime will greatly improve the in cooperation of the curriculum. This provides the teacher with a guideline on where to start teaching from, and the type of teaching methodology to use for effective teaching, lack of consideration of this matter might lead to students not understanding as they might be left behind due to lack of understanding. It is important to consider the willingness of the students in learning. This study declares that majority of the students might not be willing to sacrifice their time and resources to acquire education. Considering this will greatly save a lot of time in the design of the curriculum, as the teachers are able to determine the kinds of students that she/he teaches. The available space in the institution needs to be considered to determine the number of students it can accommodate at a given time. This will greatly help in planning the number of students each intake will hold. In consideration to the case study presented, the level of learning of the adult students should be taken into consideration since it states, â€Å"Many of these adults generally do not possess the required formal qualifications for entry into the university, and many have been distant from any form of formal education for some time†.

Comparing the executive branches of Russia and Japan Essay

Comparing the executive branches of Russia and Japan - Essay Example He is appointed by the emperor. He can be a civilian. He leads civilian cabinet. The executive is under the Diet. It is evident that the executive arms of Russian and Japanese government are different. The differences are many, starting with the composition and the heads of these arms. This paper is going to look at these differences. It will also look at the similarities where they occur, for similarities are to be found. This country got its independence in 1919. This is following the tumbling of the Soviet Union. It was formally called Russian Federation under the Soviet Union. In December of 1993, the presidency was included in constitution. This was during the president of the time, Boris Yelstin. The presidency was handed more powers1 . This constitution directed that the president be the head of the state. The formulation of the policies touching on the position of the government in and out of Russia is under his docket. The president is above the three components of the government2 . He is the one who directs the executive and the other two branches. The other is judiciary and the legislative. He is the chief of state. The powers of the president are so much such that his directives can not be tampered with by the parliament. He recommends on the operations of the government. He has the last word in the nomination of the ministers to the cabinet and the structure of the government. ... The resolutions and decrees of the government are at the mercy of the president1. He has the power to nullify these directives. As such, the president heads the executive. The office of the prime minister is simply that of a public officer under the powers of the president. A president is voted for by the citizens2. He goes for a term of four years in the office. He is allowed to be at the same position for two terms. In the constitution, there is no provision for the position of the vice president. In case the presidency falls vacant for any reason (demise, poor health, impeachment or resignation of the incumbent), the prime minister heads the same in an acting capacity. A new election should be conducted in ninety days. There is a board that is formulated to advice the president. It is called the State Council of the State of Russia. Then the president has his support staff. This is the Presidential Administration of Russia.3. It also gives policy support. This body has an additional function of drafting the decrees of the head of state. It coordinates the policy of the government in the agencies. The prime minister is picked by the president4. He is then vetoed by Duma. The latter is the lower house of the parliament. The members are called deputies. He is the leader of government. The president then appoints two first deputies to the prime minister. He does not need consult the prime minister on these appointments. He then appoints several deputy prime ministers. Currently, this country has at least six deputy prime ministers. Under his docket, there are several offices. The first is the cabinet. He is the head of this unit. But the members of the cabinet are picked by the leader of state. The

WSJ Assignment Example | Topics and Well Written Essays - 500 words

WSJ - Assignment Example In certain cases, companies try to enjoy some sort of relaxation from the government when they ignore the legal regulations. The article provides evidence of few companies that fell under the scanner (Palazzolo, 2012). Companies often have to face penalties when caught under the Foreign Corrupt Practices Act. The problem of bribery has spread to every sort of industry. The article provides evidence on the diversity of the problem. The companies have to make arrangements for funds to conduct the investigations. The time requires for the companies to tighten up the control of subsidiaries. The companies have to face financial crunch as the expansion process suffers due to lack of funds. A major proportion of funds are channelized to conduct the investigations; the resultant being dwarf companies. The companies involve themselves in such type of investigations and handover the documents to the government with the hope they might be exempted from the penalties or will be charged with lighter penalties. The companies of the U.S. are leading on the list of companies under bribes case. To deal with the problem, companies will have to engage themselves in taking some appropriate measures. The anti-bribery policies of the organizations shall provide the guidance on the process of conducting the business in fair fashion. The anti corruption program compliance shall take into consideration the numerous reporting and certification controls on monitoring. The program can encompass a critical education component which can be web based, as well as in-person training. In order to raise the overall awareness, anti bribery audits can be conducted on a periodic basis. Such audits will detect the potential misconducts and any ignorance of the laws of corruption or the policies of the organization. The organization needs to assess all the business units for the associated risks in corruption. The audit can be

Historiography Paper on Rosa Parks Essay Example | Topics and Well Written Essays - 2000 words

Historiography Paper on Rosa Parks - Essay Example These not only shook its entity but went ahead to completely paralyze the company by rendering it completely bankrupt. Rosa was a figure that compelled the tough-headed racist leaders and society that had never imagined such a wimp of events to ever surface. This not only broke the yoke of perceived notion of white infallibility and invincibility but brought to the global knowledge a possibility of impossibilities. To even turn tables more, Rosa never demanded to be accorded any leadership totality of the move she was virtually the flag bearer, but instead was formally endowed by nature that a status was more of a symbolic and formidable personality. She poised to elevate the invincible role and significance of a virtuous black woman. Such was an elevated dignity and demeanor. There comes a unison move to see to the strengthening move by Rosa and this comes from the sentiments shared by Mary H., Gloria B. & Dale G., (2006). Alongside Rosa’s figure are seen other equally strong black women whose significant roles played the racial shaping moment in American context. The formerly disregarded black minors in the vast world class society were now regarded as the footnotes of the historical timeline. For a long time, there had been segregation in America on the rise; this was such a racial imbalance that men defied basic legislations in broad day for no fear of victimization. Philip S.,( 2007). Rosa Parks and her protest for civil rights, Cherry tree Books. US. For instance, an incidence of the 1944 which involved a defilement of a lady aged twenty four. This is the story of Racy Taylor; a sharecropper and a mother. On her way home from her routine prayers, she encountered a group of white men;... An incidence of the 1944 which involved a defilement of a lady aged twenty-four. This is the story of Racy Taylor; a sharecropper and a mother. On her way home from her routine prayers, she encountered a group of white men; specifically seven in number, armed with weaponry such as shotguns and hand knives. The seven men intimidated the young Alabama lady and compelled her into their green Chevrolet. The next she underwent was such an ordeal unforgettable. You can imagine a gang of seven raping a lone-lady especially after her time of spiritual nourishment, then leaving her for dead. As a matter of fact, the word spreads round thereby compelling the president of the then existing area NAACP to act quickly. His move was to send the smartest of his investigators and team leader to Abbeville. This investigator emerges to be Rosa Parks. In the event that Rosa undertakes to start off the case, she yields such a move that sparks off a great revolution in the world. This gives the account of the never before stipulated history, and how the movement by the civil rights was such prompt and focused to opposing the mounting segregation and torture that black women were subjected to by white men. This was to intimidate the blacks on economic grounds, freedom movement and sexual violence per se. In a way to stress on this fact Terri De Gezelle.

Examine the ways in which feminism has contributed Essay Example for Free

Examine the ways in which feminism has contributed Essay Examine the ways In which femlnlsm has contributed to our understanding of families Feminists take critical views of the family as they argue it oppresses women and therefore creates issues such as unequal divisions of domestic labour and domestic violence against women. Feminists believe that there is a triple burden of paid work. domestic labour and emotional work. Also gender Inequality Is not regarded as natural or Inevitable, but something that has been created by society. Feminists also argue that the oppression of women is due to patriarchy. The New Right has been criticised by feminists such as Ann Oakley (1997) as it has a conservative and anti-feminist perspective on the family. The New Right is firmly opposed to family diversity. The New Right sees the nuclear family as the natural family and Is based upon fundamental biological differences between men and women. In their view, the nuclear family has clear-cut divisions of labour between the breadwinner-husband and homemaker-wife. Therefore leading to criticisms from feminists. Ann Oakley argues that the New Right wrongly assumes that husbands and wives roles are fixed by biology. She also believes that the New Right view of the family is a negative reaction against the feminist campaign for womens equality. Even more so, other feminists argue that the traditional nuclear family favoured by the New Right Is based on the patriarchal oppression of women and Is a fundamental cause of gender inequality. In this view, it prevents women working and keeps them financially dependent on me. Feminism is often referred to as feminisms as it is acknowledge that the feminist label Is broad and a cover many types of feminist. The main types of feminists are; Liberal, Marxist, Radical and Dfference. Liberal feminists such as Jenny Somerville (2000) believe that the main obstacle for women is the equality in attitudes, practices and law in which can be changed without any fundamental changes to the structure of society. They also are concerned with campaigning against sex discrimination and for equal rights and opportunities. Through people favouring and challenging the gender role soclallsatlon In childhood, attitudes can then be changed towards roles In the family. Liberal feminists argue that womens oppression is gradually being overcome hrough the changing attitudes and changes in laws such as the Sex Discrimination Act (1975) which outlaws discrimination in employment. Even more so Liberal feminists hold a similar view to theorists such as Young and Willmott, although they do not believe full gender equality has been achieved in the family, they argue It has been a gradual progress. Through the gradual progress of changing attitudes, the ways In wnlcn cn110ren are soclallsea In tne Tamlly Is now OITTerent. Daugnters are socialised more equally to sons in the modern day compared to the past. However, ther feminists such as Marxist and Radical, criticise Liberal feminists for failing to challenge the underlying causes of womens oppression and for believing that changes in law or attitudes will be enough to bring equality. Marxist feminists and Radical feminists believe instead that far-reaching revolutionary changes to deep- root social structures are needed. Another type of feminist is Marxist feminism, and they argue that the main cause of womens oppression in the family is not men, but capitalism. Several functions are performed through womens oppression for capitalism, firstly that women reproduce he labour force, through their unpaid domestic labour and by socialising the next generation of workers and maintain the servicing of the current generation. Another function is that women absorb anger that would otherwise be directed at capitalism. Wives are describe as takers of shit by Fran Ansley (1972) who acknowledges that women soak up the frustration of their husbands feelings due to the alienation and exploitation they suffer at work. This is a primary example for Marxists, as it explains male domestic violence against women. Abbot and Wallace (1990) note that the main ause of domestic violence is the male perception that the partner is failing her duties. Dobash and Dobash (1979) also found that these duties tended to be about sex, money and home making. Due to the male perception of the partner failing her duties, it is often resulted in the women believing that they deserved to be beaten. Also women are a reserve army of cheap labour, meaning that when extra workers are needed women shall be taken on to work, but as soon as they are no longer needed the employers let them go to return to their primary role as unpaid domestic labour. However, Radical feminists have been critical based on the emphasis is being put on capitalist forms of exploitation. They argue that patriarchy predates Capitalism which makes it a more significant explanation of female exploitation and oppression. Radical feminists argue that all societies have been founded on patriarchy and for radical feminists the key division in society is between me and women. Radical feminists see men as the enemy as they are the source of womens oppression and exploitation. Also that the family and marriage are the key institutions in patriarchal ociety. Men benefit form womens domestic labour and from their sexual services, and they dominate women through domestic and sexual violence or the threat of it. Radical feminists argue that the family is the root of womens oppression, so therefore must be abolished. They also argue that the only way to achieve this is through separatism, where women must live independently of men. Even more so, radical feminists argue for political lesbianism, which is the idea that heterosexual relationships are inevitably oppressive because they involve sleeping with the enemy. Germaine Greer (2000) argues for the creation of all-female or matrilocal households as an alternative to the heterosexual family. However, for liberal feminists such as Jenny Somerville (2000), radical feminists fail to recognise that womens position has improved considerably with better access to Jobs, divorce and control over tnelr own Tertlll ty Somerville also argues tnat separatlsm Is unlikely to work as heterosexual attraction makes it unlikely that the conventional nuclear family will disappear. On the other hand, Somerville does agree that women have yet to chieve full equality. The feminist approaches already considered tend to assume that most women live in conventional nuclear families and that they share a similar experience of family life. However, difference feminists argue that women have very different experiences of the family from one another and so therefore cannot be generalised. For example, working-class and middle-class women, black and white women and lesbian and heterosexual women all share different experiences so therefore cannot be compared. Black feminists argue that by regarding the family solely on a source of ppression, white feminists neglect black womens experiences of racial oppression. The black family is positively viewed as a source of support and resistance against racism by black feminists. However other feminists argue that this approach neglects the fact that, despite such differences, women do in fact share many of the same experiences. For example, women face a greater risk of domestic violence and sexual assault and low pay compared with men. Feminism is criticised for ignoring the increased family diversity of families in the modern day, and although the nuclear family remains important, it is by no means the only family type.

Video game speech Essay Example for Free

Video game speech Essay Murder, assault, theft and even rape. This is the type of degenerate criminal influences shown to YOUR children on a regular daily basis. Series of dangerous, virtual and physical violence our preserved society has tolerated for far too long, but I say NO MORE. NO MORE influenced violence being shown upon our youths. NO MORE increased crime rates in our society and most definitely NO MORE children being denied their protected safety rights because as parents and guardians we OWE them at least this. I am not here today to tell you what you should and should not be showing to your child. I know that I have no right in telling you this. However I am here today to remind you of what YOU have already acknowledged, what YOU have been too afraid to admit to. Something YOU have been hiding from your children for a far more devastating way than you think†¦ a progressing life of freedom that is not bound to immoral games that are far below the approved age limit. I know, personally, that raising a child in a society maintained by constant evolving technology is hard and it can be beyond tempting to engage your child in the latest video games and games consoles. Nevertheless, I want to tell what the impact of you succumbing to your temptations have done to your children and potentially the generations after. Did you know that 70% of young children aged between 6 – 10 years old that regularly play any type of video game are mentally and physically inflicted by video games which can create a chain reaction to an aggressive and violent behavior? It is within these aggravating behaviors that your child is becoming more and more dangerous in this reality as well as in the virtual world. They are given the impressions that their life is relatable to the video games they are playing and that they must react to their life issues with violence the way the characters within the video games would react. An example of what I am initially trying to explain is the Norway massacre of 2012. One man. One man, who had become so mentally inflicted by playing violent video games and brutal games consoles since the young age of 9, had brutally massacred 77 people on the isolated island of Utoya, Norway. He became so mentally inflicted and attached to violent video games that he stated â€Å"I had trained and prepared by playing ‘call of duty’ for an average of 6 hours and 50 minutes every day to get ready for this day†. Imagine is this was your child doing these disgusting, ruthless and vicious actions. Many of you may not see the outstanding effect and impact of video games on your child right at this moment, but you WILL see the impact on your child in the nearby future and I can guarantee you will not like it. I know it is a terrible thought to think of your child acting as that man once did, but it is a potential circumstance. Video games are one of the key links between anger and violence most definitively with young children. Violent images and audio, brutal story backgrounds, realistic assassin characters are the main problems as they are most effective. The only thing stopping our society from becoming a brutal, vicious town run by mentally afflicted and aggressive people are YOU. You can change not only our future, not only our town but the entire world and even the generations to come. Not only is your child becoming mentally inflicted by video games by also physically inflicted. The whole body internally and externally are becoming more and more damaged through the constant use of video game consoles. With the lack of social interaction your child’s mind is being affected as it will slowly deteriorate and will become illiterately desensitized. This will impact them in their daily routines such as brushing their teeth, memory loss and even with their school performance. The amount of sleep will also become majorly affected for your child due to the constant use of video games resulting in the lack of sleep. The internal organs can also become majorly affected as the lack of outside oxygen, lack of essential foods and drinks, lack of daily exercise and even lack of basic body movements can deprive the body of the necessary requirements needed to obtain it. The internal organs can become numb and slowly wither away. This will make your child weaker and less protected internally leaving them open to all kinds of viruses and diseases that can potentially kill them. Alongside the internal organs becoming damaged, the external body can become immensely damaged as well. This can include vital parts of the body such as the eyes – as they are continuously focused upon a bright screen, they will become weaker and damaged. This can cause your child to become visually impaired and potentially blind, which would make life much more difficult for them especially at such as young age. Another body part which would become physically inflicted includes the hands and wrist area. With the hands constantly being used on the console controls, the thumbs and fingers would regularly cramp giving your child the increasing chance of arthritis. This includes the wrists cramping up also. This physically inflicted impairment can also create an unusual shape for your child’s hand and can cause disfigurement that can make it harder for them to write and use them for other regular duties such as picking up and holding items. A final and most important body part that is physically inflicted includes the entire lower body. With the lack of movement, your child’s body will slowly start to stiffen and cramp up again much like the hands and wrists and can lead to lower body arthritis which is known to be much worse. To conclude, I would like to make sure you have all acknowledged the major effects of children constantly playing violent video games and games consoles. I want you all to remember these effects and think of your child’s needs and benefits first before succumbing to your temptations. Think of the life your child would have to endure if they were sucked into the world of brutal and violent video games, but instead they could be living in a much healthier and less violent world of their own. Remember to live in a world with NO MORE influenced violence being shown upon our youths. NO MORE increased crime rates in our society and most definitely NO MORE children being denied their protected safety rights because as parents and guardians we OWE them at least this.

Saviour Siblings Debate

Saviour Siblings Debate A saviour sibling is a child who is born via pre-implantation genetic diagnosis (PGD). This shows any fatal diseases in embryo screening, to find a tissue type match for the existing sibling so that stem cell transplantation can take place with the newborns umbilical cord. Many people believe that this is unethical because it doesnt consider the newborns rights, or simply because some cannot understand what parents go through. This is often questioned because it is typically thought of as wrong and that it will lead to designer babies being born and that the sibling will be treated as a commodity. My response to this is that the arguments presented against saviour siblings are flawed, in that not allowing a saviour sibling to be created would result in deaths of many children worldwide and will therefore conclude that there is nothing unethical about it at all, rather its unethical to do the contrary. Since, would it not be unethical to fail to protect people who are able to be protected in this way, would avoiding this not mean we are posing a threat or harm to their life purposefully? In this essay I will discuss how creating a saviour sibling is ethical and parents are doing the most loving thing possible and providing the gift of life, but more importantly saving a life. The main argument against saviour siblings being an unethical procedure is that the dismissing of PGD will result in many childrens deaths, of which most could have been saved, if a saviour sibling was born. It is unethical to say that a child being brought into the world is for purpose only; it is much more than that. As Sheldon and Wilkinson point out, You have to have a very powerful reason to resist the means by which a childs life can be saved (p.533). They show that saying it is unethical because of a slim possibility the child may be treated differently is highly judgmental, and is not reason enough to dismiss the concept of saving lives. It is more unethical to not help someone who is severely ill; it would be allowing the pain to continue at your will. Those who choose to save a life are extremely loving and ethical to consider it in the first place, as it would be heartbreaking to watch a sick child and be helpless. No-one who has not been in that position is in any place to comment on it being unethical, saviour siblings are available as a last resort to save a life and reduce suffering where possible. Modern day medicine is created and technology advanced for these sorts of purposes. The argument defends the idea of a saviour sibling being ethical on the grounds that saving a life is always going to be better that not saving a life. That latter would be more unethical. The process involves motivation and so the parents are highly unlikely to be anything but supportive and loving throughout the process, and especially toward the new baby. Parents are faced with a hard decision of choosing ways to help their child, and when most options are exhausted saviour siblings can be the only option to severe illnesses. Overall, the circumstances surrounding them initially shows that they thought a life was worth fighting for and a saviour sibling would endure the same amount of care. It would be a strange thing to do of the parents, to then think of him/her as a purpose only since the result of saviour would oversee the so called means of existing only because of an end which is needed. In response to my argument, those who prohibit saviour siblings on ethical terms always stand by the main point that the child would be treated as a commodity since they would be unwanted after they have served a purpose of saving a sibling. The main concern is that it is unethical since the childs welfare and rights are not taken into consideration and would be treated differently especially if the saviour sibling was to end up not saving their life. How would the parents then treat the child? Some say that they would see it as a failure, and love it less because he/she did not fulfill their sole purpose of benefiting the sibling. This leads onto the next point, that saviour siblings are treated as a means to an end and this is extremely unethical to do so. It is wrong to create children under certain proposals for an outcome, and Kants Dictatum points this out, Never use people as a means, but always treat them as an ends(Harris, p.398). Treating the child as a means of saving a sibling, rather than an end in themselves is to create a child which is not done for a selfless reason and therefore unethical. If the child was to find out that this was why they existed, then he/she would certainly have psychological problems as they would always wonder what its life would have been like had they not been born in this way. The problem is of course, that people do conceive children in this way, for means, since the only outcome of creating a saviour sibling is to help someone else. However it is rightly argued against it, that in by saying a childs life would be bad is unfair, since how would anyone be able to know this? Just because they were born under circumstances, does not mean that it would be so. There must be a valid reason for saying this, or be able to at least show why this would be true. And more to the point, how by denying a saviour sibling on ethical terms is more harmful than children dying; it couldnt be that it is worse. As seen here, Psychological research studies have identified that children brought up through assisted reproduction technology have just as close a loving relationship with parentsà ¢Ã¢â€š ¬Ã‚ ¦(Harris, p.399). No parent would go through the pain of it just to end up treating the saviour sibling as an object, or in an unmoral way. There would be more love for him/her, and equally no reason to just treat them as an end to suffering, but rather as a blessing in itself that they have a new child to love and one which has helped their other child. No one ever seems to question the motives of people who have children to save failing marriages, or to have a brother or sister for their current childs benefit of having someone to play with. These are surely more trivial reasons, which apparently are more acceptable than those, which save lives. It is wrong to say creating a saviour sibling to save a life is unethical but creating a child for instrumental purposes suiting the parents is ok, it only benefits the parents needs, but a saviour sibling will always benefit everyone. Aside from the views argued, there are further implications. The main consideration is that its unclear as to what should constitute as an unethical reason for having a saviour sibling, and who is to be judge of this. Certainly though, it cant be said that saviour siblings cause parents to pick designer characteristics such as blue eyes and brown hair, since there are regulations in place which would never allow this for this procedure. Freeman states, à ¢Ã¢â€š ¬Ã‚ ¦PGD was developed it was envisaged that embryos would be selected for their own intrinsic merit and not for utility to another person (Harris, p.391). This intrinsic merit must be to save a life and live as a healthy child, and not to please the parents by having certain designer features to their future child. Much thought goes into these views, and it would mean that it would be just as much of a thoughtful process for parents. It is never the case that a parent endures the process of saviour sibling creation for characteristic means or to then treat the child as a sole purpose only. There is no moral or ethical equal between a saviour sibling and producing a child for designer reasons, as that would be an insignificant purpose. It is not the done thing by good parents, it is not in their nature and they would not have considered the process had they been uncaring, unethical and non-loving. Parents are hard done by this criticism of not taking into consideration their childs welfare and all possible problems. The benefit of saving a life is always going to surpass reasons of saviour siblings being born as a commodity with no proof of how they will live; it has little substance to the question of it being unethical. I would challenge anyone to deny the views and processes a parent goes thr ough, when their child is dying in front of them, not one reason could be more unethical than not saving a life when it is possible.

Us Vs Japans Education Essay -- Education

Us Vs Japan's Education Education is the foundation of a strong and productive individual as well as being the foundation for a strong and productive country. Any country that keeps its' people uneducated or does not help to educate them cannot hold them entirely responsible for their actions that result from their lack of education. The United States and Japan both feel very strongly about education and that they need to have well educated people. Both of these countries have educational systems that are similar in some ways and yet very different in other ways. Both the similarities and the differences of these two systems give light to how each of these countries go about educating its' people and how much each of these countries value education. The educational system in Japan has not always been the way it is today. In fact it went through the very drastic changes in the end of the eighteen hundreds and then again in middle of the nineteen hundreds; right after World War II. The Meiji government was the first imperial government and it came into power in 1868. This government had a relatively nonrestrictive textbook policy. Then in 1872 it passed the School System Law, but it still did not include a Textbook Compilation Bureau. In the 1880's, there was a surging of nationalistic sentiment among Confucian scholars and this group was led by Motoda (1818-91). Due to this feeling sweeping the country, Mori Arinori (1847-89) became Education Minister and under his leadership state control on what was taught and what was in textbooks tightened. Then there was the Imperial Rescript on Education of 1890. This document had three themes: that the foundation of the nation is Confucian Values, that the role of education is perfect... ...rent ways; ways that pander to the results they want. Bibliography: A. Education in Japan: A Century of Modern Development Ronald A. Anderson, U.S. Government Printing Office, Washington, 1975 I think that this is a very good source because it was put out by the U.S. Government. B. Education in Japan: A Source Book Edward R. Beauchamp and Richard Rubinger, Garland Publishing, Inc. New York & London, 1989 This was an excellent source because it was very unbiased and factual C. Dimensions of contemporary Japan: Education and Schooling in Japan Since 1945 Edward R Beauchamp Garland Publishing, Inc. New York & London, 1998 This source is also very good and it is very new, which is always a good thing D. The American School 1642-1993 Joel Spring McGraw-Hill Inc., 1994 This was very strait forward and factual, meaning it is a good source.

Resource Allocation: An Economic Problem :: essays papers

Resource Allocation: An Economic Problem Selected Issue and Background The issue, which I have chosen to investigate, is the allocation of resources, which are primarily money, by a local authority, namely the City of Westminster Council. The reason why this allocation of resources has become an economic problem is because money is a finite resource, so therefore there is scarcity and the council have to make choices as to how to allocate the resources they have been given. This type of resource allocation is different to that faced by a private company as they have the opportunity to expand and increase their resources, whereas local authorities often do not have the ability to increase their resources overall, rather than deflecting resources from one need to another. The Westminster council has to allocate money to various departments from this general fund. This money has to be allotted to the various departments, which require funding such as Education, Environment and Leisure, Finance, Housing, Planning and Transportation and Social services. Not only does the council have to simply allocate resources to the various departments, but it also has to judge how much of the allocation, education for example it chooses to spend on using its own staff and facilities to produce a service, rather than contracting out other companies to provide the work for them. Up until a point the department can use its existing funded facilities such as administration and technology to produce a service such as transportation and planning. An example of this may be how road maintenance is carried out. For many small roads the local authority transport department may be able to re-surface roads for a very small cost, for example  £1,000 per 10m. This is very efficient for the local authority as much of the capital; labour, land and enterprise are already in place. However for bridges for example the local authority lacks the equipment, i.e. capital and labour to provide the service to repair them. In this case it would no longer be efficient to acquire the necessary labour and capital to repair the bridge. This might work out at  £10,000 per meter. At this point the choice appears whether to contract out the repair of the bridge to a private company who have the capital and labour to provide this service more efficiently, or to acquire the necessary resources to perform the task themselves.

A Taxonomy of Moral Realism Essay -- Philosophy Philosophical Papers

A Taxonomy of Moral Realism ABSTRACT: The realist dispute in ethics has wide implications for moral ontology, epistemology, and semantics. Common opinion holds that this debate goes to the heart of the phenomenology of moral values and affects the way in which we understand the nature of moral value, moral disagreement, and moral reflection. But it has not been clearly demonstrated what is involved in moral realist theory. I provide a framework which distinguishes three different versions of the theory while at the same time showing the interrelations between them. I also demonstrate how issues such as objectivity, cognitivism, and truth can be related into the discussion by means of this framework. Since morality exercises a deep influence over the way we live our lives, it is easy to appreciate why the question — whether the subject is, or can be, objective — has been, and remains a central preoccupation amongst moral philosophers. Any answer to this most fundamental problem of moral philosophy has a direct bearing on how we do ethics, and more crucially, on the prospects we have for improving our present efforts. It is my purpose in this essay to examine one dominant strategy in offering an affirmative answer to this question. The history of ethics exhibits many different approaches at securing an objectivist ethics. Besides traditional theistic-based approaches, there have been attempts which seek to establish some objective foundation (usually in practical reason or human interest) that is independent of, but which can be used to generate, or involve, an ethical outlook. Another less direct approach has taken the form of attempts at elaborating points of advantageous comparison between ethics and some other discip... ...t will be argued that the moral realist insists that the only route to logical objectivity in ethics is via the metaphysical objectivity of moral values and properties. The metaphysical objectivity of ethical values becomes a necessary condition for logical objectivity in ethics according to the realists. Supervenience and Reductionism But what is meant by the metaphysical objectivity of ethical values? I suggest that realists have generally interpreted this idea in terms of two dependency relations — supervenience and reductivism. I will explicate what is involved with each relation and use this distinction to map out two modern versions of moral realism — supervenient moral realism which relies on truth-conditional semantics and the philosophy of the later Wittgenstein, and reductive moral realism which relies on reductive naturalism and scientific realism.

Media Studies †Relationship between a media genre and society Essay

On one level, dystopian films have a direct relationship with society. By their very definition, dystopian films present a negative representation of a future or alternate society. They are often mis-labeled as science fiction films because of their futuristic setting but although here are obvious similarities, their overriding artisticness is more closely united to another genre: film-noir. Stylistically, many dystopian films hark back to the darkest times in Western Society’s recent past; indirectly referringto the struggles of the depression, the oppression of totalitarian governments and the horrors of World War Two, reinvented into a fictionalized, dark future. More recently, post 9/11 fears have informed the ideas of dystopian films. Wikipedia’s definition of ‘dystopia’ clearly illustrates this connection: A dystopia is any society considered to be undesirable and is most usually used to refer to a fictional (often near-future) society where current social trends are taken to nightmarish extremes. It is the second part of this definition that is particularity relevant to this essay –Dystopian films are inseparably connected to the society in which they are created, inducing a ‘nightmarish’ future by reflecting issues, concerns, fears or values that exist in the public consciousness of that particular society. The central premise of these films is of a world gone mad, sometimes through the greed, ignorance or stupidity of man, sometimes though external influences. These dystopian worlds may be shaped my social, technological, medical, environmental, political or economic forces. Within this environment, there is (usually) an individual who realizes the flaw and tries to challenge or rectify it. Depending on the filmmaker and the viewing ‘market’, it will either end happily, with the protagonist victorious; or not. Wikipedia’s definition concludes that, â€Å"a dystopian all too closely connected to current-day society.† Three dystopian films, created in different societies at different times, all display the connection between society and genre, albeit in very different ways. These films are Fritz Lang’s Metropolis (1926), Andrew Nichol’s Gattaca (1997) and Alfonzo Cuaron’s Children of Men (2006). Metropolis is widely regarded as the first science fiction film, although it also can be seen as the blueprint for Dystopian films, Inspired by the skyline of 1920’s Manhattan, Lang created a throbbing, dystopian uber-city of the year 2000, where a decadent aristocracy thrives on the swear of laboring hoards underground. Filtered through both German Expressionism and Christian symbolism, this dark fairy tale pits man against machine, and the head against the heart. Metropolis can be easily read as a criticism of capitalism and the social and economic divisions in post WW1 Germany. Its resolution suggests a socialist solution, built on mutual respect and closer link between the ‘head’, and the ‘hands’ . An economically depressed post World War one German society, including an ambitious politician, Adolf Hitler, certainly identified this story with their own lives. Ironically, Jewish Lang’s criticism of the ranked nature of German society and how the downtrodden masses in the city of Metropolis turn quickly to violence is a visionary vision of the rise of fascism. The ideas behind Metropolis were drawn from contemporary German society, although it was Lang’s visit to New York in 1924 that inspired his city of the future. He described this first real metropolis as, â€Å"a street as if in full daylight lit by neon lights and topping them, oversized, luminous advertisements, moving, turning, flashing on and off, spiraling†¦the buildings seemed to be a vertical veil, shimmering almost weightless, a luxurious cloth hung from the dark sky to dazzle. â€Å"From this impression, Land and his designers shaped their futuristic city by blending of all the latest artistic trends, of which Germany was at the forefront: Art Deco, Surrealism and Expressionism. Here we see society’s influence on this work. Another important cinematic technological advancement was the revolutionary special effects of Eugen Schà ¼fftan, who created advanced visual displays widely acclaimed in following years. Among the effects used are miniatures of the city, a camera on a swing, and most notably, the so-called Schà ¼fftan process, the use of models and mirrors to create the illusion of varying scale, later also used by men such as Peter Jackson in his Lord of the Rings trilogy. The scene where Rotwang creates the robot Hel in Maria’s likeness still amazes as a masterpiece of special effects, as well as commenting on the possible negative effects of technology when placed in the wrong hands. Mid to early 20th century Dystopian fiction/films were largely concerned with totalitarian governments, faceless bureaucracy, surveillance and control issues. They were a reflection of the political chaos of the middle of the century, where World War Two, the advent of the Cold War and other global conflicts threatened the democratic way of life. Films such as On the Beach and Forbidden Planet all referenced the growing conflict between the Soviet Union and the USA, and the threat of ‘alien’ invasion and nuclear holocaust. New Zealand director Andrew Nicols Gattaca is set in a near-future America where, non-enhanced babies are born only to the poor and the sexually reckless. Those who can afford it consult with a genetic technician before initiating a pregnancy, and select their future child’s traits for optimum success: sex, life expectancy, intelligence, and appearance. Children with pre-selected genes are classified at birth as â€Å"Valids.† They are the ruling elite, eligible for top careers and entitled to high social status. â€Å"In-Valids† labor at unskilled jobs with no way up or out. Clearly, the ideas of genetic selection has direct links to the ‘unlocking’ of the DNA Genome (Gattaca itself is named after the letters used in describing DNA) and the explosion of gene science taking place in the late ‘90’s. Gattaca acts as a warning to western society about this fast-advancing area of science, and where it could all lead. The film celebrates the stubbornness and cunningness of Vincent, an In-Valid, with a serious heart defect who defeats his genetically superior brother and the ‘system’ through determination and belief. Gattaca is a celebration of the triumph of human spirit over a pre-ordained existence. Like many other mainstream dystopian films, Gattaca’s narrative construct follows an individual’s struggle and victory against ‘the system,’ offering hope over defeat for its audience. It seems that most Dystopian films are aim to frighten and provoke. And what makes these films, and this genre work, is their ability to tap into the ideas and beliefs of contemporary society. As a rule, the more realistic and alarming a dystopia is, the more frightening and provoking it is. One such recent film that explores the possibilities and probabilities of its society’s future is Alfonzo Cuaron’s Children of Men. The 2007 film set in 2027 shows that for the past 18 years, no humans have been born, due to some medical disaster. It is the end of the human race and civilization has collapsed, apart from in Britain, where the film is set. However, to keep a semblance of order, draconian laws control who may stay in Britain†¦shades of pre-war Germany, where fear of outsiders is used to control the populated. What makes this film so plausible is not necessarily the plot but world that has been created around the characters and storyline. There are references to post 9/11 America and their government’s ‘Homeland Security Bill’, where the removal of freedoms by the government are justified for the greater good. This always leads to â€Å"the Uprising† of the deprived and downtrodden. Curaon populates this world with a present-day who’s who of ‘pressure groups’, which allow the audience to make connections with society. Like all dystopian films, Children of Men show how those things that already exist in our society could lead to if left unchallenged. Regardless of when these films are made, they take contemporary concerns of the society in which they are created and take them to a nightmarish conclusion. Philosopher Slavoj Zizek’s summaries of dystopian films do not point toward alternate reality, they simply make reality more that what it already is. The nightmare that we are expecting is here. This is a genre that has captured the imagination of the filmmakers and audiences alike as it is in our nature to speculate on where the events of today will lead. It is the creativity and imagination of the filmmakers that will determine how successful their vision is.