Distorted and unattainable sexist mass images are Essay Example For Students

Mutilated and unreachable misogynist mass pictures are Essay the inescapable consequencesof a social framework wherein the individuals who are flimsy and enormous breasted advantage most. We as a general public have made a situation so picture fixated that those with power give endorsement for being dainty and objection for being fat, making an age of ladies so unsure about their self-perception, that it is influencing their wellbeing. In this paper I intend to talk about the indefensible techniques in which the broad communications urges young ladies to distort and mangle their bodies. At the point when an over the top media targets and powers young ladies to loathe their bodies it makes them increasingly helpless against imitating media generalizations and inclined to urgent abstaining from excessive food intake. Flawlessness appears as though enchantment to the individuals who stand aside and don't have a clue about any better. The primary issue with flawlessness in a general public so fixated on discernment is that it looks excessively simple. States Florance Brone a physiologist from Michigan. Media purveyors advance the message that ridiculous slimness rises to hotness and fame, which rises to magnificence, achievement and all the beneficial things throughout everyday life. However, late meetings have uncovered that even fabulous and effective supermodels fear getting fat and what it may do to their vocations. As a rule the media has built flawed pictures that propose that the impact of sex as far as human instinct propel individuals according to the media to carry on and act in certain cliché ways, thusly making youthful receptive ladies be unjustly misdirected. Infants arent conceived despising their bodies however rather grow up to discover that fat is terrible; and slimness will bring you bliss. states Sarah Stephen in the 1998 article Fat is Still a Feminist Issue These pictures are being taken to boundaries all through the design business, regularly showed by the starving stray look of empty cheeks and skeletal bodies. It has been demonstrated that media pictures do powerfully affect young ladies today because of the broad fortification on our regular day to day existences. Wherever we look we see out of reach pictures sworming around us, it appears like it is a prevailing fashion we can not escape from. Ladies are very regularly portrayed as far as what they resemble, as opposed to what they think or what they do. A womens achievements are regularly founded on her physical appearance instead of her character or conceivable mental capacity. It is plainly evident that generalizations are not constrained to the biased or the narrow-minded, to racial classes or to the unschooled. It is to be said that the individuals who are viewed as increasingly alluring start at a youthful age are persuaded that ladies are fruitful to a limited extent by their appearance and fiscal worth, which leads naive young ladies to accept that glory go inseparably. As I would like to think I accept that numerous specialists of the broad communications attempt to lay on gauzes of political rightness yet just amplify the on going fight against ladies and their bodies. However, we as a general public appear to inactively dismiss the way that misshaped, out of reach chauvinist mass pictures are the result of the steady abuse of ladies and their bodies just as our losing fight against anorexia and buleima among young ladies today. Todays lovely lady speaks to another variety, mannequins with sex advance, as breathtaking as film legends and as popular as the architect garments they march. In any case, the wide accentuation on excellence and flawlessness showed and advanced wherever from sitcoms and ads to magazines and boards the country over is just a little impression of societys consistent fixation on picture and external magnificence. As indicated by the extremist society we live in, there just doesnt appear to be a cutoff on how excellent one ca n turn into.

Acting Adrenaline Essays - Concession Stand Food, Free Essays

Acting Adrenaline Essays - Concession Stand Food, Free Essays Acting Adrenaline The adventure of being in front of an audience, the excitement of making individuals snicker, the adventure of offering happiness to the crowd part trusting that the show will begin. Following up on stage resembles having the option to be an entirely different individual without agonizing over anything for some time. Once in a while I can barely contain myself when I'm in front of an audience doing what I love most. At the point when the spot light is on me my eyes sparkle like precious stones. The lights are blinding yet lovely. The smell of snack bar food is illuminating. The night prior to the show resembles having the heaviness of the world on your back. At the point when I initially jump in front of an audience my hands begin shaking, my heart begins beating, I begin squinting over and again. Acting is the craft of being an entertainer and acting is really that a fine art. An existence without the capacity to act would not be an actual existence advantageous. The rush I get when I am in front of an audience is un-believable by a pariah. The sentiment of being in front of an audience carries more adrenaline to your body then a heart understanding hanging tight for the shot he should get the opportunity to spare his life. Acting brings me what I have to feel invigorated and cause me to feel typical. Acting brings an inclination me a sentiment of joy. I might not have been honored with the capacity to play sports, or the capacity to be a fruitful extremely rich person at 17 years old yet one thing I was certain honored with is the capacity to act. Acting is my adrenaline surge that causes me to feel like I can stroll on water with no intricacies. Acting is my scaffold to terabithia that lets my brain and body wonder everywhere before several individuals without feeling like I am being snickered at. The inclination I get before I jump in front of an audience is a similar inclination of having a 15 pound infant kick me in the stomach. That all leaves when I jump in front of an audience, the inclination just drops. I am currently ready to act naturally in a situation I am use to. There are no harassers to torment me to chuckle at me for being unique; everybody is currently snickering with me for being clever and me being me. There is no other inclination on the planet that can contrast with the manner in which I feel when I am following up on stage. The manner in which I feel for acting has no correlation.

Personal characteristics that enable leaders to be effective Essay

Individual qualities that empower pioneers to be successful - Essay Example Humanistic methodology of the executives has altered the way where job of supervisors was seen earlier.Now the accentuation is more on driving the groups as opposed to overseeing them. The administration hypotheses of authority that developed during twentieth century likewise affirm that individual characteristics of pioneers assume an essential job in authoritative proficiency and adequacy. For today’s directors, it is imperative to recognize what these character attributes are, so as to perform well in the positions of authority. This exploration is worried about recognizing individual qualities of the pioneers that empower pioneers to be successful in their given jobs through examining writing accessible on the topic alongside quantitative discoveries of an overview. Research Question What are the individual attributes that empower pioneers to be compelling? Writing Review There are numerous initiative styles that have developed over the timeframe which incorporate totalita rian, transformative, value-based, bureaucratic, charming, participative, Laissez-faire, task-arranged, worker and relationship situated administration styles (Kim and Yukl, 1995). Dissecting these speculations helps in understanding that there is nobody perfect authority style that can be received by today’s administrators in perform viably. Notwithstanding, there are different hypotheses that clarify that individual properties and qualities of the pioneers directly affect the inspiration and execution levels of their particular groups and associations (McCrae and Costa, 1995). A portion of these speculations incorporate characteristic, possibility, situational and social hypotheses. Quality hypotheses are a mix of speculations introduced by Gordon Allport and Odbert (1936), Raymond Cattell’s sixteen character factor, Eyesenck’s three component of character and five factor hypothesis. A combined methodology introduced by these speculations clarifies that the pi oneers have certain individual qualities that make them increasingly appropriate for a position of authority. As indicated by quality speculations, a pioneer is required to be available to new encounters, honest, extravert, pleasant, sincerely stable with absence of psychoticism. Thinking about the effect of outer components, possibility speculations were proposed (Fiedler, 1986). As per this arrangement of hypotheses, a pioneer is relied upon to be undertaking and relationship situated. The possibility hypotheses themselves comprise of way objective hypothesis, regulating dynamic and situational initiative hypothesis (Fielder, 1964; House, 1996). Every one of these hypotheses perceive the thought that conduct and abilities stock of the adherent directly affects the viability of the pioneer. Along these lines, a pioneer is required to have capacity of inspecting the necessities of the supporter and have sensible adaptability to modify their authority style as needs be. As per Hersey and Blanchard (1969), there are four initiative styles that can be utilized by the pioneer by consolidating mandate and strong conduct approach. These authority styles incorporate telling (high mandate, low help), selling (high order, high supporting), taking an interest (low order, high strong), and designating (low mandate, low steady). Then again, way objective hypothesis guarantees that it is the idea of errand and devotee that ought to be considered by a pioneer while recognizing an appropriate conduct as indicated by necessity of the conditions. These administration styles incorporate strong (relations situated), mandate (task arranged), accomplishment situated, and participative pioneer conduct (House, 1996). Another significant hypothesis that can be useful in indentifying the successful authority attributes is transformational hypothesis

The Aesthetics Of Passion And Betrayal Essays - Films,

The Esthetics Of Passion And Betrayal The Esthetics of Passion and Betrayal In The Passion of Joan of Arc, Carl Theodor Dreyer utilizes the visuality of spatial connections in each shot with the human face and its capacity to pass on implicit feeling in his depiction of the destruction of Joan of Arc. In contrast to most film, the message is on the whole told by simply the eyes and articulations of the entertainers. There is almost no dependence upon props and foundation. The camera points and close-up shooting complement feelings and responses. The altering style is nearly methodic in keeping the passionate pace; it is a lot of like a contention, substituting pictures of Joans perseverance, and the appointed authorities hatred. The aesthetic components of the film are found in the inconspicuous components of the setting interestingly with the story that is acknowledged by investigating Joans eyes as she observes her deep rooted convictions censured and crushed by her suffering. The stylistics of Dreyers vision in The Passion of Joan of Arc are special in that they can't be portrayed by one specific ordinary style or definition. Joans convictions and character are frequently depicted as being extraordinary. Supernatural style happened in the imaginative world as an approach to depict what is viewed as Holy on an increasingly raised level. By and large, particularly in film, supernatural style can leave a film delayed in pace, and make an absence of compassion for the characters and their situation. Dreyer in this manner must not be focusing on the supernatural style alone since the film is methodic in pace and the crowd effectively feels the distress Joan is encountering. There are in any event 2 other major expressive impacts at work in The Passion of Joan of Arc. As indicated by Paul Schrader, Each of Dreyers singular film styles is, to be increasingly precise, a combination between three essential and contradicting styles at work in his movies. So as to characterize Dreyers stylish, one must go up against to contradicting creative schools: the Kammerspiel and Expressionism. The Kammerspiel or chamber-play style focuses on simply the essentials, setting reality up front. This is generally obvious in the focus Dreyer puts in the nearby ups of the countenances. The expressionist style is less obvious since the intensity of the truth is what is generally significant. The expressionist components are found generally in the sets. German Expressionist ace Hermann Warm who planned the uncontrollably twisted arrangements of The Cabinet of Dr. Caligari planned the sets for The Passion of Joan of Arc. He intentionally made sets without sharp edges to make the foundations center the feeling made by the on-screen characters as opposed to changing or repudiating it. The general stylization of the movies world can be taken to demonstrate the province of Joans cognizance with the level spaces and moving edges and encircling. The philosophy utilized in shooting the film additionally holds allegorical hugeness. There is an extraordinary inclination of vulnerability made by the absence of exact profundity. With all the shots so close up and foundations without edges, shading, and reference focuses, everything on the screen is put in a similar plane outwardly. The lighting is likewise tricky since there are barely any conclusive shadows cast to offer definition to profundity. The Passion of Joan of Arc isn't without geometric themes nonetheless. It is perceptibly apparent that despite the fact that there are scarcely any very much characterized lines in the sets, when lines do show up, they show up as a couple of lines meeting in sharp points. This is reminiscent of the sharp contrast in Joans perspective with that of her appointed authorities. The frightfully abhorrent nearness of the appointed authorities is expected to some degree to the camera points. The activity of a scene is seldom focused and the activity position bounces around from scene to scene. Deriding smiles from the upper left corner and judges leaving Joans cell in the base left corner. Likewise, the low camera points cause the appointed authorities to seem bigger and all the more approaching. They seem sheared off at the chest, causing them to appear to buoy and coast rather than walk. Carl Theodor Dreyers altering style is likewise part of the creative strategy that makes the enthusiastic estimation of The Passion of Joan of Arc so amazing. The absence of coherence legitimately matches the

Jasper Jones as a Bildungsroman Essay Example

Jasper Jones as a Bildungsroman Paper Jasper Jones, a novel set in the mid-1960’s, is the tale of a juvenile kid, Charlie Bucktin. It outlines that settling on decisions is a critical piece of human conduct. People need to live with the results of their choices. Contemplating this novel composed by Craig Silvery in 2009, expands a comprehension of the procedure of decisions and reaches inferences about the variables engaged with transitioning. As such, Jasper Jones is a bildungsroman. The fundamental hero Charlie is best portrayed as a loner, the impossible saint who appears to avoid strife and sees the world based on words composed by any semblance of Harper Lee and Mark Twain. Silvey’s very cautious structure of Charlie helps and empowers us to see the story on an exceptionally un-one-sided, liberal and fair-minded premise. Inside the primary part, Charlie is put in a new circumstance, testing and arousing his underlying considerations on what is good and bad, contemplations like â€Å"We have suffocated her.† â€Å"We are monsters†. The energetic, shielded kid who submits this demonstration close by the scandalous Jasper Jones and starts his excursion with an undying feeling of uncertainty, however we before long perceive how Charlie sees Jasper, his kindred assistant; â€Å"I think he’s the most legitimate individual in this town†. This intense bond, shaped in mystery, opens youthful Charlie to ever-approaching development, a window into a world that leaves reality exposed and uncovers the shortcomings that exist in the roads of Corrigan. Charlie still can't seem to encounter this in its full power however Jasper’s nearness prompts the ascent of curious inquiries in his psyche. We will compose a custom paper test on Jasper Jones as a Bildungsroman explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Jasper Jones as a Bildungsroman explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Jasper Jones as a Bildungsroman explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer A weep for help from the town’s half-position nonconformist triggers the Charlie’s improvement into adulthood. We the peruser get the chance to see the progressive advancement of good understanding that he suffers as he watches the world the grown-ups. This statement from soon after the night he sees Laura Wishart’s body, â€Å"This night has pickpocketed m

Postbac Programs That are Still Accepting Applications

As the clock winds down for medical school admission decisions, many applicants are wondering what’s next. Post-baccalaureate programs can be a great way to strengthen a future application, as well as to take advantage of dedicated professional development opportunities. However, you’ll need to act fast if you hope to join a program this year. Here are a dozen post-baccalaureate programs that are still accepting applications. 1. Johns Hopkins immersive Health Sciences Intensive Program provides training in every aspect of medical school preparation, including advising/counseling, MCAT prep, application assistance, etc. Ive had several clients graduate from this program and go on to top tier medical schools. A 3.0 GPA or above is strongly recommended. 2. Tulane offers six programs covering different aspects of medicine, all of which earn a masters degree and all geared toward different aspects of medical school preparation. †¢ Tulane Cell and Molecular Biology One Year Masters (deadline 6/30) †¢ Tulane One Year Masters in Medical Genetics and Genomics (deadline 7/12) †¢ Tulane One Year Masters Program in Physiology †¢ Tulane One-Year Masters Program in Biochemistry Molecular Biology †¢ Tulane One Year Masters in Pharmacology Program (deadline 6/1) †¢ Tulane One-Year Masters Program in Microbiology and Immunology (deadline 7/12) Courses are taught by Tulane School of Medicine faculty members and in some cases (e.g., pharmacology), students will be in classes with medical students. The programs are all geared toward professional development as well, offering optional MCAT preparation and advising. All have a minimum GPA of 3.0 for admittance, but the average accepted rates range from 3.29-3.4. Where not indicated, the programs have a rolling deadline but encourage early application. 3. Tufts MS in Biomedical Sciences was designed to strengthen applicants academic credentials. They claim that 87% of their graduates go on to medical school, and 35% go on to medical school at Tufts. There is no minimum MCAT or GPA; all applications are considered holistically. Admissions are rolling but the deadline for all submissions is July 15th. 4. Boston University MS in Medical Sciences has a very good reputation and is therefore quite competitive. It is located within the medical school, and while the program only facilitates admission to medical school, several dozen graduates are accepted to the extremely competitive BU SOM each year. There is a 3.0 minimum GPA requirement and the deadline for applications is June 1st. (Note: While this program can be completed in one year, it is a full 12-month program so students planning to matriculate to medical school immediately following the program should submit their AMCAS application prior to beginning the program in September. Some students do a laboratory thesis and complete the MS in two years.) 5. Loyola MA in Medical Sciences claims an impressive 95% acceptance rate for their graduates. If youre interested in learning about the Jesuit curas personalis approach to medicine, this program would give you a strong foundation to apply to those medical schools. It also offers strong links to a variety of Chicago-area hospitals, individualized support for medical school applications, and guaranteed interview with Stritch if certain program requirements are met. A cumulative 3.0 GPA and an MCAT score of 25 (old test) or 500 (new test) is required. The deadline is July 15th, but earlier submission is strongly advised. 6. Icahn Mt. Sinai MS in Biomedical Sciences is also very strong, especially if youre interested in incorporating research into your medical career. Its within the medical school and classes are taught by SOM faculty. The program is generally completed in two years; it is possible to complete in one year, but there is a significant research component so it can be challenging. Deadline for applications is June 1st. 7. Drexel is another school with multiple programs to address a candidates targeted areas. There are two one-year programs: Drexel Pathway to Medical School (April 28th deadline) and Drexel Interdepartmental Medical Science (rolling admissions), both of which provide extensive advising and support for your future application. The Pathway program is designed for students who are underrepresented in health professions or come from disadvantaged backgrounds. A 2.9 GPA is required. The IMS program requires a 3.0 GPA and MCAT scores of 27 or above. Medical school admission is not guaranteed for either of these programs, but strong candidates will receive an interview at Drexel University College of Medicine. 8. East Virginia Medical Masters Program is an academic enhancement program that can be taken in either one or two years. In both tracks, students attend classes with medical students. Although there is no guaranteed admission, they claim that 85-90% of graduates go on to attend allopathic medical schools. The one-year program requires a 2.75 minimum GPA and 27 (old) or 503 (new) minimum MCAT; its deadline is June 30th. The two-year program requires MCAT scores of 23 (old) or 496 (new) and is especially designed for students with little clinical shadowing and volunteer work; its deadline is June 1st. 9. Geisinger Commonwealth Master of Biomedical Sciences has a 70% placement rate at professional colleges with a guaranteed interview at Geisinger Commonwealth (formerly TCMC) for graduates in good standing. This program puts a strong emphasis on professional development/advising and offers optional MCAT preparation alongside teaching in medical sciences. Deadline July 1st. 10. Case Western Reserve University offers an MS in Medical Physiology and The Physiology program offers intensive study in human physiology over two years, as well as opportunities for shadowing, clinical volunteer work, and research. While they say they have no absolute minimum scores, the average matriculant has a GPA of at least 2.9 and MCAT scores of 29 or above. The deadline for completion of applications is June 19th. 11. Case Western Reserve also offers an MA in Bioethics (rolling deadline). Bioethics is a hot topic in medical schools at the moment, and part of the curriculum includes practicums in clinical bioethics. Although there is no official linkage with their medical school, students are taught by SOM faculty and the program notes that outstanding students are brought to the attention of the SOM admissions committee. 12. George2. This program has garnered attention, and not just for its catchy name. It’s a partnership between George Mason University and the SOM at Georgetown University. Although not a master’s level program, completion with a 3.0 GPA results in automatic entry to GU’s MS in Physiology in the second year. This would make you a very competitive candidate for medical school, if you have the time to invest. A 3.0 GPA is required; no MCAT scores are required, and the program includes an MCAT preparatory course. Admissions are rolling but the deadline for all submissions is July 15th. 13. University of South Florida MS in Medical Sciences offers a Pre-Professional track, a Medical Anatomy track, both within the Morsani College of Medicine. Both programs aim to strengthen applicants science skills through an interdisciplinary perspective. Although there is no official link with the medical school, program graduates make up about 13% of the USF medical school class. In addition, a student mentorship program is offered through partnerships with MS graduates now attending Morsani. A minimum 3.0 GPA is required for this program, along with scores above the 50th percentile on the MCAT, GRE or DAT. (USF also offers a 100% online MS degree. However, one of the advantages of a post-baccalaureate is often the opportunity to be immersed in a medical schools campus, which you would not have access to as an online student.) Applications are accepted through July 1st, but the priority deadline for applications is June 1st. A post-baccalaureate program can make a big difference in your reapplication to medical school, not only shoring up your science foundation but also demonstrating your commitment to this career. Work with an admissions expert to create a winning  postbac application. A former fellowship admissions committee member and administrator at the University of Washington School of Medicine, Cydney Foote has successfully advised healthcare applicants, including those applying to medical school, dental school, nursing and PA programs, veterinary school, public health and hospital administration programs, post-baccalaureate medical programs, residencies and fellowships. Since 2001, she has brought her marketing and writing expertise to help science-focused students communicate their strengths. Want Cyd to help you get Accepted? Click here to get in touch! Related Resources: †¢ The A-Z of Applying to Postbac Programs, a free guide †¢ Researching Postbac Programs †¢Ã‚  Top Three Tips for Your Postbac Essay

The Best (And Worst) Cities For Recent Grads - PQ for Undergrads

The Best (And Worst) Cities For Recent Grads by: Nathan Allen on July 26, 2019 | 0 Comments Comments 2,135 Views July 26, 2019Creative Commons photoThese days, college students are savvier than ever. They grew up with the internet and technology and its not uncommon for students to develop apps and launch companies before they can legally vote in an election. And while the millennial generation was dumped into one of the worst job markets in recent history, Generation Z college graduates are enjoying a frothy market with low unemployment rates. The elephant in the room when it comes to college education is, of course, the fact wages for college graduates have not kept pace with the surging price tag for a college degree. The result? Loads of student debt. To help ease that burden, one strategy for recent graduates is to seek out early careers in metro areas where the cost of living is low and opportunities for college grads are abundant.To help track down those cities, HeyTutor, an online tutoring platform, put together a ranking of the best cities for recent grads based on seven different categories. Topping this years list, which was first published earlier this week, is the Indianapolis metro area in Indiana. Also known as Indy, the metro area of just more than 2 million residents is Indianas largest and most populous city as well as the state capital. That alone makes it a hub for both private and public industry positions.Following Indianapolis is another Midwestern metro area, Cleveland, Ohio. Cleveland, which sits on the southern shore of Lake Erie on the northern side of the state, has a metro area population of more than 3 million when combined with nearby Akron and Canton, forming the largest metro area in the state. Following Cleveland is Nashville and Memphis, Tennessee in third and fourth. Another major Ohio metro area — Cincinnati — rounds out the top five.RANKING BASED ON MEDIAN SALARIES, HOUSING COSTS, RECREATIONAL OPPORTUNITI ESHeyTutor pieced the rankings together based on median income for recent college grads, unemployment rates for recent college grads, median rent, median home values, arts, entertainment, and recreation businesses per 1,000 recent grads, the proportion of the population that are recent grads, and cost of living compared to the rest of the nation. Each category was given a 15% weight besides the proportion of recent grads, which had a 10% weight. Recent college grads are defined in the study as anyone between the ages of 22 and 27 that have at least a bachelors degree and are not currently in school. Metro areas had to have at least 1 million residents to be included. A total of 53 metro areas across the nation were included.Indianapolis excelled at having an incredibly low unemployment rate for recent college grads. Just .80% of college grads are unemployed — lower than all but two metro areas (Salt Lake City has a .70% unemployment rate while Memphis has a .30% rate). Akin t o many other Midwestern cities on the list, the cost of living is also incredibly low. Overall, Indianapolis enjoys a cost of living of 7.2% less than the national average. Median rent is $886, which is also lower than the national average and median home values are $162,200. While the city ranked lower for recreational opportunities, recent grads have a healthy proportion of the overall population at 2.2%. The median salary for recent grads in Indianapolis is $37,712, which is a bit higher than the national median of $37,000. Finance, insurance, and real estate are some of the top industries in Indianapolis.Meanwhile, Cleveland had a higher median salary at $40,000 while also having a lower cost of living at 9.8% less than the national average as well as one of the lowest median rent amounts at $789 and median home value of $150,400. However, the Ohio city was dinged for an unemployment rate of 2.3% for recent grads and a smaller recent grad share of the general population at 1.6%. Nearby Lake Erie helped the city score well in the recreational opportunity category.Besides Ohio, New York was the only other state to land two metro areas in the top ten with Buffalo coming in eighth and Rochester in 10th. Missouri, however, placed its two largest metro areas in the top-13, with St. Louis placing 11th and Kansas City in 13th.WEST COAST, WORST COAST?Traditionally popular landing spots for recent grads are nowhere to be found towards the top of the list. Chicago comes in at 39th. Boston, Los Angeles, and Washington D.C. place 44th, 45th, and 46th, respectively. And New York and San Francisco place nearly last at 48th and 50th. Cost of living — and not much higher wages — are the main culprits for those cities performing poorly on HeyTutors ranking. While graduates starting their careers in San Francisco make more than almost all other recent grads with a median income of $58,835, the median rent is $1,853 and the median home value is $849,500. In New York, recent grads pull in $45,000 but pay a median rent of $1,379. The median home value, however, is almost half of San Francisco at $440,900.As for the worst cities for recent grads, HeyTutor says to stay away from one state — California. Golden State cities claim the last five spots. Throw Los Angeles into the mix, and California claims six out of the bottom nine cities. At the very bottom is San Diego where recent grads have a median income of just $35,000 — $2,000 below the national average. Rent in San Diego is $1,598 while the median home value is $563,800 and the overall cost of living is 16.3% higher than the national average. Making matters worse, the recent graduate unemployment rate is 5.3% in San Diego.Low salaries compared to a high cost of living and housing is the theme for the California cities towards the bottom of the list. While San Jose and the cities making up Silicon Valley have the highest median salary for recent graduates at $65,422, the medi an rent is $2,213 and the median home value is almost $1 million at $957,700. The cost of living in San Jose is 27.1% higher than the national average — higher than all other metro areas, although San Francisco and Oakland are close at 24.7%. San Jose comes in 51st on the list while Riverside and San Bernadino, which sit directly east of Los Angeles separates San Diego from San Jose in 52nd place. San Francisco and Oakland place 50th and Sacramento places 49th to complete the bottom five California cities.DATA REVEALS HELPFUL TRENDS FOR FUTURE JOB SEEKERSMore important than a ranking, the data reveals some interesting stats for current and future college students as they begin job searching. For example, with a median income of $30,000, Jacksonville, Florida, Sacramento, and Riverside-San Bernadino are the metro areas where recent grads earn the least. Meanwhile, places like Detroit, Hartford, Connecticut, and Houston have higher median incomes with lower housing costs. Recen t grads in Detroit earn $42,000 and have a median rent of $898 and median home value of $171,600. In Houston, recent grads earn $47,000 — the fifth most of all cities on the list — while enjoying a median rent at $1,041 — just a bit above the national average — and median home value of $192,900. And in Hartford, graduates earn $48,056, only trailing San Francisco and San Jose, while having a median rent of $1,061. The home value, however, increases quite a bit to $247,900.If ease in finding a job is whats most important, Oklahoma City, Indianapolis, Salt Lake City, and Memphis all have recent graduate unemployment rates less than 1%. On the other side, Riverside and San Bernadino have the worst recent graduate unemployment rate at 8.2%. Baltimore follows at 7.1% while Virginia Beach and Louisville both have rates above 6%. And if having a low cost-of-living is a priority, Birmingham, Alabama is your place where the average cost-of-living is 11.2% below th e national average. Cincinnati is next up with 10.4% below the national average. And Cleveland, St. Louis, Louisville, and Memphis all have cost-of-living rates at least 9% less than the national average. At the other end, San Francisco and San Jose are the highest cost-of-living metro areas. At 22%, has the third-highest cost-of-living figure.Recent college grads have relatively low proportions of the populations in all cities. But if being surrounded by other recent college grads is a priority, Boston and San Jose have the highest concentrations at 3.5%. San Francisco and Washington D.C. have the second-highest rates at 3.1%. Las Vegas and Riverside-San Bernadino have the lowest recent graduate populations at just .90%. The next lowest are San Antonio and Miami where recent grads make up just 1.3% of the population.(See the next page for the ranking and data for all 53 metro areas.)ALSO SEE: STATES WITH THE BEST WORST QUALITY OF EDUCATION or BUSINESS SCHOOLS WITH THE BEST COLLEGE EXPERIENCE Page 1 of 212Â »

Light Of The Attacks On The Charlie Hebdo Headquarters

In light of the attacks on the Charlie Hebdo Headquarters in early 2015, the topic of free speech seemed to regalvanize. This conversation will only pick up more momentum and fully convicted sentiments with the rise of social movements like the Black Lives Matter and Social Justice Warrior movements. Edward Morrisey writes his article, The Coming Demise of Free Speech in America, to share information regarding the first amendment, respective court cases, and the results of an implementation of a hypothetical ‘hate speech’ law. The substance and its presentation of the article is highly readable and flows easily to cover multiple topics while still giving each a fair share of dialogue. The web of topics covered is centered around that of ‘hate speech’. Questions regarding that, its relationship with the first amendment, and current events are addressed. I found that the polls and analysis of supreme court cases to be particularly insightful to the topic. The author also provided opinions and statements of opposing views to be addressed, and conceded his own position early on in the article. Doing so, the article was very capable of communicating critical details to the reader. The author’s conveyance of the subject really resonated with me personally as I believe that the idea of the first amendment goes far beyond its reach as a keystone to the constitution; it is an inalienable right. Going through the benefits and consequences of free speech I find simple. As for the

Article Analysis On the Contradictions of the New...

Summary: what is a main concept in the case or article? The main concept of the article is to explain why the New International Financial Architecture (NIFA) was created and who is being benefited from this approach. The discussion begins with an examination of the power structures of the global political economy by focusing on the continued dominance of the USA. The article presents the contradictory relations between USA and global finance will be explored so as to shed more critical light on the NIFA. This article critically examines the NIFA by linking its institutional components to the larger contradictions of the capitalist inter-state system. A contradiction is the constant promotion of financial liberalization in emerging†¦show more content†¦In order to prevent the current crisis from deepening, immediate actions are required from the major industrial countries and from the international community. There is evidence that the world economy is experiencing a major slowdown, which may deepen if inadequately managed. For e xample, Japan is in its worst recession since the war, much of East and South-East Asia is in depression, Russia is experiencing a major downturn, growth has stalled in Latin America, and the prices of primary commodities and a number of manufactures are falling in international markets. Authorities in the industrial countries must nonetheless continue to be alert. Several downside risks still remain, and current policies may prove insufficient to prevent the world economy from slipping into recession. Expansionary fiscal policies may be required in other industrial economies, in addition to Japan. It is also crucial that the rules of an open international trading system should operate smoothly, allowing the economies that face adjustment to reduce their deficits or generate trade surpluses with the more vigorous industrial economies. With the full support of the international community, IMF should put together contingency funds to assist countries now experiencing crisis or contagion and others that could become the victims of world financial crisis in the future. These include countries that may be affected indirectly by the

Social Media Has Affected The Generation Of The 21st Century

Technology has become a growing industry, intriguing adolescences to explore the numerous different ways of interaction. Cell phones, lap tops, and tablets are new compelling products for teens, which allow effortless access to social media. A national survey in 2009 finds that 73% of online teenagers use SNS (social network systems), which is an increase from 55% 3 years earlier. (Lenhart, Purcell, Smith, Zickuhr, 2010) As technology became an everyday use, more people became distracted by social media websites. Social media has affected the generation of the 21st century by weakening interaction skills, increasing cyber bullying, and impacting learning behaviors. Social media allows teenagers to take a mille when only given an inch,†¦show more content†¦Teenagers make an effort to meet and talk to everyone they can online, so much that they forget how to interact with these people outside. Being able to talk behind a screen gives someone courage to say whatever they please, whether it is a lie or not. The person becomes caught up in a web of lies, and has lost all personal identity beyond the screen causing people to have weaken interaction skills. With online communication becoming easier, there is more ways to harass and bully another person. Cyber bullying has become a worldwide issue, and in some cases can be treated as a criminal offense. Social media makes is simple to target someone by having the ability to spread posts over the entire internet. Insulting pictures can be posted online for the world to see in order to embarrass someone. Although parental supervision has become needed, there are ways to harass someone in private . A study was done to show that 59% of the social media population has a â€Å"different identity† and of that percentage â€Å"17% suggested that they pretended to be someone else so they could act mean to people and not get into trouble.(Luhtanen, Ellis, 2009) Social media has become a weapon to harm someone mentally and people use the security of hiding behind a screen to get away with it. There is no way to prove that such person committed the crime with no finger prints left behind, therefore cyber bullying may be

Where Human Rights And Cultural Relativism Meet Essay

Where Human Rights and Cultural Relativism Meet The fight for and discussion of human rights and the applicability of such rights has raged for decades, and more broadly for centuries. Philosophers such as John Locke and Thomas Hobbes have touched on human rights, and political figures such as Eleanor Roosevelt have made the theoretical discussion of such rights a reality through the Universal Declaration of Human Rights. Since the Declaration, which was adopted by the United Nations General Assembly on December 10th, 1948, there has been more and more literature on the topic, as well as if considerations should be made for different cultures. Phyllis Chesler, professor emerita of psychology and women s studies at the College of Staten Island, recently took up this apparent clash between the universality of human rights and considerations of cultural relativism. She addressed this clash by arguing in favor of banning the burka in Western countries. Martha Nussbaum, however, argu ed against a proposed ban on the burka in Spain and other European countries on the grounds that it was discriminatory against the Islamic faith to ban that certain piece of clothing. Nussbaum argued that the practices and customs of cultures should be considered when considering laws that will affect them. Amartya Sen, an Indian economist and philosopher pointed out the glaring disparity between men and women in many countries. He also explained the faults and failures of two prominentShow MoreRelatedCultural Relativism Essay1108 Words   |  5 PagesIs cultural relativism good for our society? Cultural relativism is a belief where there are no absolute moral views or beliefs can be apply to all cultures, which makes â€Å"right† and â€Å"wrong† different in every society; what is considered â€Å"right† in one society may be considered â€Å"wrong† in another. 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Introduction to System Design

Question: Discuss about theIntroduction to System Design. Answer: Introduction It is important to develop proper system design that can satisfy the specified requirements. In addition, providing executives with proper direction and creating decision-making framework for information technology would be helpful for the business. Scalability is one of the characteristics of a particular system that explains its capability in order to cope and perform under increased and expanded workload. In the present report, groups of people required for the business in analyzed. In addition, the methods needed for discovering of the system are analyzed in the present report along with describing recommendations for the franchise. Groups of People Required for the Business As stated by Becker et al. (2013, p.62), system design is the application of the system towards development of the products. In the present case scenario, a teacher desires to begin a Math tutorial class for children of primary school in Melbourne. Students: The class room would be mobile class room that can move around several schools in Melbourne. In order to start such business, it is required to identify the groups of people. They need to talk with the students at first. Parents: As the business deals with tutoring, it is needed to talk with the guardians or parents of the students. Caetano et al. (2016, p.631) mentioned that feedback from their site is vital to create plan and understand necessity of the business. It is also crucial to understand demands of the parents that would be helpful for the business owner to prepare delivered to the students. In addition, the business is directly linked with Math tutoring through mobile classroom. Hence, it is vital to classify the students and talk with them regarding the essentiality and benefits of the mobile classroom (Catthoor et al. 2013, p.522). Business owner: Norman and Verganti (2014, p.622) asserted that one of the vital stakeholders involved in the program is business owner. As the classroom would be independently managed by the franchise, it is required to meet with the learning materials and other materials such as online teaching materials and quizzes. Hence, talking with them would be really helpful for Mrs Ada Lovelace to make system design of the business. School administration: Along with these, the business owner needs to talk with school administration in order to get permissions for allowing their students to take participates in the mobile classroom program (Rappaport et al. 2015, p.621). Consultancy firm: In order to start a business, it is required to develop management report for explaining the entire concepts of the systems. Thus, talking with consultancy firm (NMC Consultancy) is important for starting the business. Methods for Discovering the Requirements in the System It is crucial to explain the requirements of the system that can be descried through system analysis phase activities. Gold (2014, p.522) commented that Joint application development (JAD) is one of the vital methods included in the models for determining requirements of the system design. Rapid application development as well as agile methods would assist to meet the needs of particular system. According to Friedman (2014, p.62), utilization of functional decompositions to the functions of business and procedures are involved within the process of identifying system requirements. Boehm and Thomas (2013, p.414) asserted that system analysis skill is a strong analytical as well as interpersonal skill that based on techniques of the team. It has target to deliver best possible system in lowest cost in the shortest time. In the present case scenario, joint application development brings the owner of the business into the process of design. Rapid application development is condensed vers ion for development of life cycle. On the other hand, agile methods make stress intense for interacting between owners of the business and arrangers of the business (Cline et al. 2015, p.321). Joint application development brings the owner of the business into the procedure of development as actively participants. Engagement of the users in formal process of the system would assist to create successful system. The role of JAD participants is included as leader of the business and participants get insulated from distracting day-to-day operations. On the other hand, rapid application development uses the group approach such as JAD. New information system is involved in order to complete the methodology that includes profitability of getting succeeded. The prototypes are generally modified based on inputs of the users. However, agile methods make an attempt in developing the series of prototypes that are revised and extended into final product of the business. Use of this modeling tools and techniques engage the graphical method; whereas system analysts would determine the requirements of the business. Scalability and Important Factors as Recommendation for Franchise System of scales would be able to maintain and increase the level of performance and efficiency through larger operational demands. In the financial markets, scalability is referred as the financial institutions of the ability that can handle in increased demands. A scalable economy can maintain and enhance margins of profits at the time of increasing sales volume. Scalability needs to be included within the context of business strategy that explains ability of the organization. In present days, technology makes easier in acquiring scale and customers. Scalable business concentrates on implementing the procedures that can lead to make efficient operation in the business (Kim et al. 2015, p.255). There is lack of brand enforcement cause the organizations to lose the core value and decrease scalability. In present scenario, several keys are responsible for developing scalable business. Developing concrete foundation is useful for investing time as well as energy in the system of founda tion. Robust system like powerful software can be helpful to develop details for time-consuming. In addition, focusing on scalable solutions can make expertise in short time. Embracing strategic planning makes a link in idea and getting success and development. Understanding of the business can make preparation to deal with various challenges and prepare for scopes. In addition, concentrating on the core strengths as well as outsourcing for tasks related with the business. Scalability in business is important for recommending franchise business. Several small business modules are included in this process that is ideal for several unit ownership included at the same point. In addition, opening of the business as mobile tutorial coaching can make sense in order to invest in it. Things of perspective franchise of the buyer are excited regarding the process of learning in business. It is vital for the partners of the franchise with well designed and making constant development over the time. It is vital to understand the franchise partners in order to comprehend the business model. Successful business model for franchises spend major time and motivating commission-based on the sales team. Supporting scalability as tools would help to improve the business of franchise (Stampfl et al. 2013, p.222). There are high levels of making consistency that can be related to the business with high level of consistency. Leverage of existing assets expands business of th e organization that leverages for existing assets to get the market sooner. The platform works for the organization. The organization of franchise requires making proper plan in arranging mobile classroom program. Every classroom need to be independently owned as well as managed. The learning equipments and materials like games and online teaching materials need to be gathered in the organization. The franchisee needs to make proper stakeholder management technique to arrange all supporting materials of online teaching. Linking to mobile computers to each of the classrooms require accessing of the learning materials. The learning materials need to be cached locally within the mobile classroom. Bus of the classrooms are required to provide waiting longue for guardians or parents and allow them to bring own device (Putnik et al. 2013, p.633). Large screen tablets are required to supply in the mobile classroom to each of the students. In addition, mobile class room needs to be eco-friendly that is suitable for the students. Moreover, the franchise needs to make plan to expand their business in Sydney and Brisbane. Therefore, it is required to understand demands of those areas and develop strategy for fulfillment. Central support likes booking system and finance management would be helpful to get success in the business of particular franchise. Hence, developing proper system design would be helpful for success and getting profit in the business. Conclusion From the above discussion it can be concluded that, there are several points allow the business to make it scalable as well as profitable in the market condition. Standardization provides advantages from getting ability in order to get success in the market. Proper way of creating standard procedure is vital for completing the work. Continuous management is the biggest assets of the organization. It is helpful to move different parts of the organization and make the turn easier. In order to overcome the challenges and improve on the business, it is required to take measures that would assist to gain competitive advantages in the business. References Becker, J., Kugeler, M. and Rosemann, M. eds., 2013.Process management: a guide for the design of business processes. Springer Science Business Media. Boehm, M. and Thomas, O., 2013. Looking beyond the rim of one's teacup: a multidisciplinary literature review of Product-Service Systems in Information Systems, Business Management, and Engineering Design.Journal of Cleaner Production,51, pp.245-260. Caetano, A., Silva, A.R., Tribolet, J., Neves, J. and Sinogas, P., 2016, June. The Modify Project: Combined Business and System Modeling for Adaptable Enterprise Computing System Design. InATAS Conferncia APSI(Vol. 1, No. 1). Catthoor, F., Wuytack, S., de Greef, G.E., Banica, F., Nachtergaele, L. and Vandecappelle, A., 2013.Custom memory management methodology: Exploration of memory organisation for embedded multimedia system design. Springer Science Business Media. Cline, B.G., Galvin, J.P. and Lawwill, J.W., International Business Machines Corporation, 2015.Balance management of scalability and server loadability for internet protocol (ip) audio conference based upon monitored resource consumption. U.S. Patent Application 14/852,507. Friedman, B., Kahn Jr, P.H., Borning, A. and Huldtgren, A., 2013. Value sensitive design and information systems. InEarly engagement and new technologies: Opening up the laboratory(pp. 55-95). Springer Netherlands. Gold, S.C., 2014. The design of a business simulation using a system-dynamics-based approach.Developments in Business Simulation and Experiential Learning,30. Kim, M.S., Qiao, L., Raman, V. and Shekita, E.J., International Business Machines Corporation, 2015.Systems, methods and computer program products for reducing hash table working-set size for improved latency and scalability in a processing system. U.S. Patent 9,069,810. Norman, D.A. and Verganti, R., 2014. Incremental and radical innovation: Design research vs. technology and meaning change.Design issues,30(1), pp.78-96. Putnik, G., Sluga, A., ElMaraghy, H., Teti, R., Koren, Y., Tolio, T. and Hon, B., 2013. Scalability in manufacturing systems design and operation: State-of-the-art and future developments roadmap.CIRP Annals-Manufacturing Technology,62(2), pp.751-774. Rappaport, T.S., MacCartney, G.R., Samimi, M.K. and Sun, S., 2015. Wideband millimeter-wave propagation measurements and channel models for future wireless communication system design.IEEE Transactions on Communications,63(9), pp.3029-3056. Stampfl, G., Prgl, R. and Osterloh, V., 2013. An explorative model of business model scalability.International Journal of Product Development,18(3-4), pp.226-248.

The Impact of Classroom Technology on Student Behavior free essay sample

The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom. The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and on student behavior. We will write a custom essay sample on The Impact of Classroom Technology on Student Behavior or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers. This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes. For example, some professors utilize PowerPoint slides or similar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken. Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at least the implicit hope by the faculty member that teaching evaluations will improve. The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback. Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the positives and negatives of technology use from the perspectives of the institution, student and professor. A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor. Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. Furthermore, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty. Lowerison et al found no significant rel ationship between actual computer use and perceived effective computer usage on course evaluations (2006). Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhances their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000). Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technology on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior. Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning. For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compared to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation. Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and â€Å"5† was significantly negative. The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes. Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses. The survey was administered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix. RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† significantly positive, â€Å"2† somewhat positive, â€Å"3† no difference, â€Å"4† somewhat negative, and â€Å"5† significantly negative, resulting in a lower mean for a more positive perception. The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range. Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response of 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom. The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort. In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom. Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience. On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically different from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the additio n of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes. The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significantly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the studen ts’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take. According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology to a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior. Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2]. As might be expected given the different results reported in the first two tables, the differences between the two groups were statistically significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn. Eleven of the 17 questions reflected statistically significant differences (? lt; 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3. For those questions in which a statistically significant difference between the two groups was observed, responses from students who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes. The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the existing situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2]. Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior. However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, according to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation f or class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7 Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior. These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately.

The Things They Carried Essay free essay sample

There were three types of women in The Things They Carried. These roles of women, displayed in Martha, Linda and Kathleen, were love, death, and an enabler. Although they are not seen in the story, women are very much on the mind of the men. Mainly because women could not be at war, O’Brien decided to introduce the women through the minds of the soldiers. The men idealize the women and portray their absence in letters, photographs and even in their imaginations. They do this as consolation and as a reminder that a world exists outside the monstrosity of Vietnam. Martha is Lt. Jimmy Crosss love, even though she had only considered him as a friend. OBriens uses their story to show a common trend between soldiers and the separation created by the war. When the soldiers returned home from the war, they quickly began trying to revitalize the lives they left before the war. We will write a custom essay sample on The Things They Carried Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While Lt. Jimmy Cross was faced with death in Vietnam, he refuses to believe Martha isnt a virgin and that they could one day be together. This was a safe, comforting thought contrary to one of rejection and possible death during war. For soldiers in war, many of them think of someone or something they love and it helps them to persevere through the tough times. â€Å"He had loved Martha more than his men, and as a consequence Lavender was now dead, and this was something he would have to carry like a stone in his stomach for the rest of the war†. (42) During his time in Vietnam, Cross is obsessed with Martha leading to Ted Lavenders death. He burns her letters and photos as an attempt to reconcile his guilt. However, it’s at that later meeting where he receives a new photograph of her and all the feelings of guilt is felt as she rejects him due to the fact that she was never truly interested in him. Another women who had left her mark was Linda, Tim OBriens childhood love. Unfortunately she dies at the age of nine due to a brain tumor. Her role is to give Tim a reason to write stories, so that he can keep the memories alive. He believes that those who die can be revitalized through storytelling. Linda is the primary example of OBriens belief that storytelling aids the healing process of pain, confusion, and sadness that comes with an unexpected death. After she dies, O’Brien uses his writing skills to best create an everlasting memory in her honor. His past experiences with deaths such as Linda explains why he was able to handle death so well in Vietnam. Even though Norman Bowker and Kiowa die unexpectedly, they are both brought back to life in OBriens stories similar to Linda. By writing stories like these, it helps OBrien keep his sanity and peace in check. In conclusion to the first two women, Kathleen is the daughter of OBrien. Shes known as the enabler for OBriens stories that arent true. Similar to the reader, Kathleen is learning OBriens war stories and their true meanings. However, she has the means to question OBrien and truly unlock his mind to find all the small details hidden in the words. An example of her ability is seen when he revisits Vietnam. OBrien has a different perspective of his experiences when he thinks about how he should tell the story of the man he killed to his eight year old daughter. Stories are for joining the past to the future. Stories are for those late hours in the night when you cant remember how you got from where you were to where you are. Stories are for eternity, when memory is erased, when there is nothing to remember except that story†. (34) It’s easy for the reader to misunderstand O’Brien during his storytelling of the harshness of the war. Tim is trying to paint a picture for his daughter without scaring her out of her shoes. Otherwise he could just tell her all the horrors he witnessed as well as the gruesome smell that arose from the war field. Although the women in The Things They Carried were not physically present during the war, they had a large emotional presence. This deeply affected almost all of the soldiers who were affected by the severity of the war and looked forward to returning home to a companion or family member. Most of the time women are said to play smaller roles in stories and in film, but not in the case of The Things They Carried. These leadings women were a big part of O’Brien’s success in explaining his story the way it was meant to be. The Things They Carried Essay free essay sample Why does O’Brien use the theme of rejection to convey his experience in war? In the book, The Things They Carried, Tim O’Brien writes about his experience in the Vietnam War. He uses many themes to show how the war has changed the soldiers and how the citizens perceive the war. Throughout the book, he uses the theme of rejection to show the disconnection between the soldiers at war and the citizens at home. O’Brien defines the relationship among the soldiers from the beginning of war to the end. He shows the struggle and hardship of returning to everyday life and the acceptance of society. Rejection is a reoccurring theme that O’Brien uses, it helps the reader understand what went on in the war and the way societies’ views the war. The disconnection between the soldiers at war and the citizens at home is the most important example of rejection that O’Brien uses to further explain his experience in war. We will write a custom essay sample on The Things They Carried Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page O’Brien begins to talk about a true war story and how it makes the stomach believe. He says that Curt Lemon stepped on a booby-trap while playing with Rat Kiley and instantly died. Curt Lemon was dead. Rat Kiley had lost his best friend in the world. Later in the week he would write a long personal letter to the guy’s sister, who would not write back, but for now it was a question of pain. (79) This quote is a great example of how citizens at home do not understand and respond well to the soldiers at war. Rat Kiley had put a lot of thought into the letter he sent to Curt Lemon’s sister explaining what had happened and how great Curt Lemon was. Curt Lemon’s sister not writing back shows the disconnect between her and the soldiers and how she does not support the war. O’Brien also uses the relationship among the soldiers from the beginning of war to the end to explain the theme of rejection throughout the book. One important example of this is when Tim O’Brien got shot in the butt and the medic took so long to get to him, he almost died of shock. He was no longer able to fight in war and worked in the battalion supply section. A few months later, his group he used to go into war with came in for stand-down. After hearing their stories, O’Brien realizes he is more like a civilian now. O’Brien begins talking to Mitchell Sanders about Bobby Jorgenson, the medic who almost killed him. Sanders shrugged. â€Å"People change. Situations change. I hate to say this, man, but you’re out of touch. Jorgenson – he’s with us now. † â€Å"And I’m not? † Sanders looked at me for a moment. â€Å"No,† he said. â€Å"I guess you’re not. † (197) This quote explains how being in war as a soldier creates a different relationship with the other soldiers than it does when you are not fighting in war or are a citizen. The last example of the theme of rejection and disconnection in The Things They Carried is the hardship of returning to everyday life. When Norman Bowker came home from the war he did not have anything to come home to and nothing to look forward to. He decided to take his father’s truck around a lake nearby their house and he stopped at the local AW. He honked and a carhop came up to his car. He began to order. Mama Burger,† he said. â€Å"Maybe some fries, too. † The girl sighed, leaned down, and shook her head. Her eyes were as fluffy and airy-light as cotton candy. â€Å"You blind? † she said. She put out her hand and tapped an intercom attached to a steel post. â€Å"Punch the button and place your order. All I do is carry the dumb trays. † †¦ The intercom squeaked and said , â€Å"Order. † â€Å"Mama Burger and fries,† Norman Bowker said. â€Å"Affirmative, copy clear. No rootie-tootie? † â€Å"Rootie-tootie? † â€Å"You know, man – root beer. † †¦ (151) This quote shows the disconnect between society and the soldiers at war. Once Norman Bowker came home, he was out of touch with society and it was hard for him to return to everyday life. He had been gone for so long that everything he came back to had changed. Throughout the book, The Things They Carried, O’Brien uses the theme of rejection to convey his experiences in war and explain societies’ view on war. He uses examples such as the disconnect between the soldiers at war and the citizens at home, the relationship among the soldiers from the beginning of war to the end, and the hardship of returning to everyday life. As we have discovered, being in the Vietnam war was not easy for any of the soldiers and most of the time they had many burdens and worries. Society was very disconnected with the war and many did not support it. The soldiers relationships changed greatly when the men were wounded or killed, and they had to adjust quickly to their constantly changing lifestyle. Once they came back home, it was very hard for them to get back into their normal routines and everyday life they once were accustomed to. The Things They Carried Essay free essay sample They Carried, is a novel composed of war stories from the Vietnam War. O’Brien tells the stories of not only himself, but stories from the men with whom he fought alongside. The main idea of the book is what these men carried, which was not only tangible objects, but emotions as well. Digging deeper into this meaning, many of the stories were changed from their true and factual selves to half true and half fictitious stories based on that person’s emotions at that time. Many writers, such as Tim O’Brien, find more truth in fiction than on the actual occurring event. In Tim O’Brien’s The Things They Carried there is a blurred line between fact and fiction and the real Tim O’Brien and Tim’s character. Tim’s character represents his truth from his emotional views and the narrator Tim tells what really happened. Tim O’Brien’s character in The Things They Carried looked in the faces of the dead, but in reality he did not have the strength to look into the faces of the deceased. We will write a custom essay sample on The Things They Carried Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He could call this his own truth because his emotions are what he was writing down. All he did was take the way that he felt and added details and faces to events that actually occurred. For most people this is their own truth. Everybody has their own truth because memories are driven by emotion and the emotions can sometimes temporarily or even permanently block out what really happened and a story from factual events is created. Throughout the majority of the novel Tim uses character Tim over narrator Tim, but he does occasionally distinguish fact from emotions. During the instance when O’Brien’s daughter asks him if he has ever killed a man O’Brien hesitates in a truthful answer. It seems as though he is greatly conflicted because he feels as if he has killed a man, but he never actually killed a man. It is as if by him being a part of the war and not helping the dying men it is a fault of his that he could not help to save them by stopping it. His emotions told him he was a murderer who looked in the face of his victim, who was a young boy he created a life story for; when in reality that boy was never his kill. To the reader it seems that he is contradicting himself, but in actuality he is differentiating between himself and his emotional character. In the chapter, â€Å"How to Write a True War Story,† O’Brien tells the reader about the blurred line between fact and fiction. He tells us what a true war story is and what it is not. According to O’Brien a true war story is never moral, instructing, or uplifting. He also tells us that in a true war story, â€Å"it’s difficult to separate what happened from what seemed to happen. † He also tells us that it is â€Å"a hard an exact truth as it seemed. † This is where the lines become blurred. As it seems from the way O’Brien speaks, men do not have the courage to witness entire incidences such as Curt Lemon’s death. He writes that they watch pieces of it, close their eyes, and open them some more. Everything they remember seems true to them based on the facts. Readers may never truly know what happened, but they do know what that person was feeling based on the way the story was told. There is no clear line between fact and story for author Tim O’Brien. To him the lines blur together from time apart from the event and remembering the emotions felt. His novel The Things They Carried represents this idea through its use of storytelling. All of his short stories pieced together to create the novel each represent a different form of truth for different men along with Tim. O’Brien was successful in using this blurred line between fact and story for his war stories.