Saturday, October 5, 2019
Americans Go To War responses Essay Example | Topics and Well Written Essays - 250 words
Americans Go To War responses - Essay Example In spite of the fact that the war left America in strongest position fiscally than any of the WWI members, as prove by the Roaring Twenties, America chose to withdraw itself from dealings of the huge player countries of the world and concentrated on itself. Its center moved to provincial consumerism and forbiddance as opposed to forcing its businesses in the outside business sector or militarily concerning extending its arrive at of impact over Europe as a policing energy to verify something like WWI ever happened again. In the article, America go to war, it is clear that the bloody war of the 19th century have, for great and not well, molded the country we live in. Listen now as the individuals who survived these emotional years, from the doughboys of World War I to the Great Men of World War II to the snorts of Vietnam, tell their stories of life-and passing at the front. War has played a major role in shaping US history in the 20th century. World War I and World War I dominated the first half of the century. The cold war, with its conflicts in Korea and Vietnam, began after World War II and ended in the
Friday, October 4, 2019
Lars Peter Hanser Research Paper Example | Topics and Well Written Essays - 750 words
Lars Peter Hanser - Research Paper Example The most noticeable element of his work is that he shed light on how various policy proposals may affect the economy (Tom, 12). Hansen also made changes to the process of carrying out empirical research through his work, â€Å"Large Sample Properties of Generalized-Methods of Moment Estimators.†His work had great impacts to macroeconomics and finance since these are the areas in which the concept of prices has big effects. Hansen shares the prized with Eugene F. Fama who is also a professor at the same university. With their imperial analysis and provisions on asset prices, the Royal Swedish Academy of Sciences greatly honored them. Their research and development is important in the fact that evaluators use the analysis to give basis to why and how band and stock prices fluctuates with time (Tom, 16). Hansen came up with an important statistical concept that may be used to determine short-term changes in the price of assets. In his research, Hansen came up with a statistical method that could be used to test for the rational theories of asset pricing. The two professors were also very important from the university’s perspective since they demonstrated its mission towards solving rampant economic problems in the society today. Their work has had great impacts in the shaping of the nature of today’s financial markets and economics in general. ... He tactfully used various economic models to explain asset prices. Hansen has always looked for chances through which financial and economic data may be linked up with economic models. Hansen saw the development data analysis methods and processes such as testing analyzing and formulating dynamic models in areas of high uncertainty (Tom, 28). With the help of these models, Hansen has been able to the determinants of important variables such as security market prices, savings and consumption. During the early days of 1980’s, Hansen was mentioned to be the leading contributor when it came to the development and use of testing methods and rigorous estimation for financial data. To this date, Hansen is still a prolific researcher. His most recent works consist of models that seek to incorporate the beliefs of investors and consumers as well as existing ambiguity in the relationship. More precisely, Hansen sought to explain how models may be used in the analysis of financial and ec onomic data to help determine the consequences accruing to various policy options (Tom, 29). Hansen is the one who invested on a research project to bring together a group of elite economists to come up with new economic models to help in creating linkages to the financial sector. The developed models will be of great importance as they will provide more powerful policy tools to be used in the measuring, monitoring of an economy’s systematic risks arising from financial markets. International studies Hansen has been working with the University of Chicago ever since 1981, where he happens to have been a former, chairman and director of graduate circles. Hansen has also received an award of 2006 Erwin Plein Nemmers prize
Thursday, October 3, 2019
The North Korean Problem Essay Example for Free
The North Korean Problem Essay American leaders have struggled to deal with communist North Korea for decades. It is a unique diplomatic problem. As China gradually opens up to democratic influence, North Korea remains as one of the few remaining communist stalwarts in Asia. American Presidents have been reluctant to deal with the issue. The militaristic stance of North Korea has forced recent Presidents to develop a diplomatic strategy, however. In general terms, the Clinton approach might be described as a â€Å"reward†strategy. The G.W. Bush strategy, in contrast, is generally seen as a â€Å"punishment†approach. The strategy of both Presidents has been affected by events on the ground and the stance of South Korea. For both Presidents, the issues have proven to be difficult and lacking in clear-cut solutions. Both Presidents have learned, though, that the North Korean issue cannot be ignored. The North Korean Threat There are few places in the world where the contrast between a successful democratic state and a poverty-stricken communist state is so stark. Recently, many news organizations aired a nighttime satellite photo of the Korean peninsula. The southern end was lit up, indicative of a thriving economy and culture. In contrast, the northern end of the peninsula was almost entirely dark. After decades of mismanagement, the North relies heavily on            international food to feed the population, while continuing to            expend resources to maintain an army of over 1 million, the            fifth largest army in the world. 1 The Central Intelligence Agency. The World Factbook 2001. Wash. D.C.: Brassey’s, 2001, p.267. North Korea has, in many ways, isolated itself. Its economy is not self-sustaining, even though the country possesses a great deal of natural resources. Government policies have failed to stimulate business and international trade. Modern North Korea has been a dictatorship since its founding. When Kim Il Sung died, he was succeeded by his son Kim Jong Il.            Last October, the North Koreans announced they had reprocessed            all 8,000 of their fuel rods and solved the technical problems of            converting the plutonium into nuclear bombs. 2 Kim Jong Il maintains his position with an iron grip. He resists overtures from Western countries, fearing that their influence will ultimately weaken his grip on power. In 2006, North Korea exploded what was suspected to be a small nuclear weapon underground. The threat of a poor, desperate, dictatorial nation with nuclear weapons is rapidly becoming a reality. This action has moved the conflict to a new stage. The unpredictability of the North Korean regime is what makes it dangerous. Ultimately, the regime will do whatever it has to in order to survive. This may include selling nuclear technology or materials to terrorists or rogue nations. For its own reasons, the North Korean regime has insisted on staying in the headlines. Feeling ignored while the West fights the war on terror, the North Koreans have accelerated their nuclear program. Very public pronouncements of their success have followed. The pretense of a nuclear program strictly for energy purposes has been dropped with recent bomb tests. It remains unclear exactly what the military capabilities of the Fred Kaplan, â€Å"Rolling Blunder: How the Bush Administration let North Korea Get       Nukes†Washington Monthly, Available from;       http://www.washingtonmonthly.com/features/2004/0405.kaplan.html : accessed       12 Dec. 2006. North Koreans are. Even less clear are the motives of its leader, Kim Jong Il. Some believe that the leader is playing a manipulative game of nuclear blackmail. Others believe, worse yet, that the leader is not altogether sane. The lack of clarity makes Western leaders nervous. Kim Jong Il, for his part, may be convinced that the world will not go to war against him. It is a dangerous game the recent American Presidents would prefer not to play. The Clinton approach Like the later Bush administration, the Clinton administration was still trying to gain its footing when the North Korean situation arose. It had suffered very public failures on universal health care and the siege at Waco, Texas. The President was also dealing with withering criticism of his personal behavior.  Increasing tensions on the Korean peninsula presented an unwelcome problem for the Clinton administration. The CIA had been issuing reports for several years similar to this one in 2001:            North Korea’s long-range missile development and research            into nuclear and chemical weapons are of major concern to            the international community. 3 An international incident arose when North Korea began to block access of international inspectors to their nuclear facilities. Eventually, the International Atomic Energy Agency (IAEA) determined that North Korea did have nuclear weapon capabilities. The Central Intelligence Agency. The World Factbook 2001. Wash. D.C.: Brassey’s,       2001: p. 267. The domestically-oriented Clinton administration would be forced to deal with the issue. Having been chastened by the events at Waco, Texas that year, the administration resisted taking a hard line against North Korea. Michael Breen wrote of the emerging crisis: Analysts drew a comparison between the Branch Davidian            cult†¦and Kim Jong Il’s North Korea and made the point that            North Korea should not be painted in to a corner. From this            point on, the consensus grew that Washington and Pyongyang            should talk.  4 There were two primary issues for the United States. The Clinton administration wanted to stop the North Koreans from enriching weapons-grade uranium. Secondly, it wanted to prevent North Korea from developing long range missiles capable of reaching the United States or Europe. The Clinton administration began bilateral negotiations with the North Korean regime. Diplomatic back channels were also used to assist the two sides in reaching a breakthrough. During the crisis, former President Jimmy Carter traveled to North Korea for discussions with Kim Jong Il. Publicly, Carter was portrayed as simply a prominent private citizen hoping to aid the process. In recent years, however, it has become apparent that Carter’s role was much more substantial. In effect, he served as a member of the Clinton administration. In 1994, a document referred to as the Agreed Framework was signed by both sides. North Korea agreed to remain in compliance with the Nuclear Non-Proliferation treaty. In return, the Clinton administration dropped its threat of economic sanctions on Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 246. North Korea. North Korea also agreed to shut down one of its old reactors in exchange for assistance building light-water reactors used to generate energy. Inspection and verification of North Korean facilities was part of the treaty, but it was by no means an airtight system. An element of trust was extended to North Korea. It was hoped that the economic incentives would prompt Kim Jong Il to abide by the treaty. The Bush approach During the Bush administration, the North Korean administration seemed intent on presenting itself as a world power that must be dealt with. Early in the Bush presidency, evidence3 began to surface that the North Koreans were violating the Agreed Framework. Bush, like Clinton, preferred not to deal with the issue. Having emerged from a contentious election that was ultimately decided by the Supreme Court, Bush was still settling into office six months in. The events of September 11, 2001 changed everything. After the devastating attack on the United States, the administration took on a war footing. In an effort to define the threats America faced, the North Korean regime was publicly included with the radical Islamic states. North Korea was not pleased to be publicly called out as a charter member of the â€Å"Axis of Evil†. Relations worsened from that point on. The 9/11 attacks made the United States government less likely to take a conciliatory approach with what it saw as rogue nations. It s still unclear to what degree the North Koreans had been cheating on the Agreed Framework. Once accused, however, they ejected inspectors and withdrew from the Non-Proliferation treaty. As a result, the Bush administration faced a similar crisis to what Clinton had faced in the mid-1990’s. World events caused them to address the crisis from different perspectives. For Clinton, the issue was somewhat simpler. His goal was to prevent another dictatorial regime from acquiring nuclear weapons they could use to threaten the world. Bush, on the other hand, was forced to look at the issue through the prism of terrorism. America was under attack, not by a nation, but by an unknown number of religious radicals. North Korea, desperate for money, could sell its’ nuclear technology to radicals who have already proven they are capable of devastating attacks on the American mainland. The Bush administration was inclined to give no quarter to the North Koreans. Kim Jong Il wanted direct discussions with the United States. The Bush administration, overburdened and mistrusting of the North Koreans insist on multi-lateral talks with other Asian countries. Most in the Bush administration regard the Clinton agreement as a failure. For that reason, they do not want to pursue a similar agreement. The Bush approach is to marshal world pressure against North Korea. Meanwhile, the United States is imposing unilateral sanctions. Food aid, once used as an incentive, is now being withheld as punishment.            The biggest bundle came in 1999, with 695, 194 metric tons            of food†¦the Bush administration cut back to 207,000 tons            in 2002, and drastically cut it to 40,000 tons through the first half of 2003. 5 Since the North Korean nuclear tests in 2006, the United Nations has begun to impose sanctions of its own. The outcome of the standoff remains unclear. A military conflict is possible, though Western nations are extremely reluctant at this point. A major humanitarian crisis is already under way and will likely worsen with international Bruce Cumings, North Korea: another country (New York: The New Press, 2004): 183: sanctions. The increasingly desperate regime of Kim Jong Il is highly unpredictable. The effects of the reduction of food aid on the political situation are not yet clear. The Bush administration hopes that a ratcheting up of pressure on North Korea will bring them back to the negotiating table under Washington’s terms. Meanwhile, the North Korean leader has been making incendiary statements, claiming that the sanctions are an â€Å"act of war†against North Korea. The Bush administration has insisted that North Korea return to the six-party talks which include other countries in the region. North Korea may be starting to warm to that idea, but the outcome is still unclear. North Korea has stated publicly that it wants a security guarantee that the United States will not attack militarily. Presidents Bush and Clinton both resisted that demand, as any President is likely to do. No American administration is likely to agree to this term unless it is tied to a substantial number of concessions and guarantees by the North Koreans. The level to which the Chinese will participate in solving the crisis is still in question. The Bush administration, with its hands full, would prefer that the Chinese step in. Kim Jong Il, however, appears to only want to deal with the United States. The Bush administration has taken a hard line, but the difficulties it is facing in Iraq and other parts of the world may force it to modify its’ approach. Some critics argue that the hard line is just the easy way of avoiding the problem altogether. According to Fred Kaplan of Washington Monthly, â€Å"Bush has neither threatened war nor pursued diplomacy†.6 Neither the Clinton nor the Bush policy has achieved the desired result to date. A third option is clearly required. In forming that strategy, the full participation of North Korea’s neighbor to the south is vital. Fred Kaplan, â€Å"Rolling Blunder: How the Bush Administration let North Korea Get       Nukes†Washington Monthly, Available from;       http://www.washingtonmonthly.com/features/2004/0405.kaplan.html : South and North and the U.S. South Korea is a unique, democratic success story. It is well positioned between Japan, an economic power, and China, an emerging economic powerhouse. The future looks bright for South Korea, but the biggest threat to it’s’ success is North Korea. South Korean policymakers walk a treacherous line When the Berlin wall fell and Germany was reunited in the early 1990’s, South Korean leaders considered the possibility of a reunification of the Korean peninsula. Koreans share centuries of culture. It seemed like a natural idea to state a policy that ultimately favored reunification. Researchers studied North Korea and the emerging democracies in Eastern Europe. They were discouraged by what they found, but not completely deterred. The South Korean government began to realize the scope of the humanitarian problem in North Korea. They concluded that immediate reunification could create unbearable economic stress on South Korea.            They came to a startling conclusion. If the North were to collapse the economic and social burden of reunification            might ruin the South. 7 For this reason, the resulting South Korean policy is somewhat vague. South Korea has been a strong ally of the United States for many decades. The United States would prefer regime change in the North. South Korea is more reluctant, being acutely aware of the fallout from such a change. In recent years, they have taken a more conciliatory tone toward the North. They walk a fine line of diplomacy between the worlds’ only superpower and their desperate, but powerful, neighbor to the north. Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 247. The South Korean approach is based on self-preservation. Although there is a natural yearning for reunification, those who have looked at it closely believe that it may not be the right thing to do. Michael Breen writes:            What the South Korean’s want now is reconciliation, not            reunification. This does not mean that they oppose reunification            entirely, but simply that they prefer postponement.    8 At the same time, the volatility of the situation has prompted South Korea to increase its defense spending, although it is still only a small fraction of that spent in the north. Ostensibly, South Korea is still a nation in the middle of a larger war. No formal treaty has ended the Korean war of the 1950’s. Peace is only preserved by an armistice. The country of South Korea has thrived, despite the constant tension and the permanent presence of a large number of U.S. troops. From its’ perspective, war would be devastating and a collapse of the Northern regime almost as bad. There is no way that any upheaval in the North can leave the prosperity of the South unaffected. At the same time, the prospect of a hostile, nuclear North Korea is daunting.            On a variety of issues, the United States and Korea perceive            genuine common interests such as better trade relations and the            denuclearization of the Korean peninsula. But fundamentally            different political and economic philosophies, military objectives            and geostrategic aims have made it difficult for the two countries            to act in concert.  9 Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 247. John Feffer, â€Å"American Apples, Korean Oranges†Foreign Policy Focus Aug. (2006)            The relationship between the United States and South Korea has been described by some as a sibling rivalry. The United States is the bigger, older brother. South Korea is the younger brother trying to escape it’ older brothers shadow. Like brothers, they sometimes battle. Recent years have seen a cooling in relations between the two. The leaders rarely communicate. Usually, the two make up, but there are other issues to consider. John Feffer, of Foreign Policy in Focus, writes:            The sibling comparison, however, can only go so far to explain            the U.S.-ROK dynamic and why the two countries have reached            one of the lowest points of cooperation in the 50 year history of            their alliance. 10 Kim Dae Jung, the South Korean President, ad initially expected that the Bush administration would continue with the conciliatory approach. He was to be disappointed. Kim Dae Jung, while publicly remaining an ally of the United States, had advocated a more open and conciliatory approach to the North. In 2002, the Japanese prime minister made a visit to North Korea to discuss normalization of relations. This took the United States by surprise, increasing it’s’ anxiety all the more. An element of mistrust has entered the U.S. – South Korean relationship in recent years. The Bush administration cancelled a planned shipment of surveillance technology to South Korea. The reason given publicly was that they feared the technology would be leaked to the North. Analysis For Western nations, managing the threat of North Korea is proving to be a difficult if not impossible prospect. According to author Michael Breen: John Feffer, â€Å"American Apples, Korean Oranges†Foreign Policy Focus Aug. (2006)            America is the key nation in the Korean question. It has had            its’ own reasons to hate North Korea. Barring Iraq in the 1990’s,            North Korea may be the most demonized state in the American            political imagination†¦    11 In order for there to be a solution it seems clear that some level of communication must be established. Near-catastrophic events during the cold war show us the dangers of a lack of communication. The only communication in recent years has been public name calling and threats. Calling the North Korean state â€Å"evil†, for example, does not help the problem. To the North Koreans it is a meaningless insult. Evil is a loaded word in the Korean culture. Bruce Cumings writes of the Koreans conception of evil:            A society like this has no place for evil; in fact, Koreans don’t            have a conception of evil. Evil couldn’t exist because Koreans            have created a universe that has no place for it.  12 Kim Jong Il can then use rhetoric like this domestically to further solidify his power. In the Korean culture respect for authority is paramount. The American policy, under Bush and Clinton, is to advocate regime change in North Korea. Fomenting a revolution may not even be possible. The country is poor, unarmed, hungry and respectful of it’s’ leader. Much of the military and civilian leadership is composed from loyal families who have held those positions for generations. North Korea is an unwelcome issue for any American administration. Both the Bush and Clinton administrations have been forced to deal with it, however. South Korea, Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 245. Bruce Cumings, North Korea: another country (New York: The New Press, 2004): 206. in the mean time, maintains a precarious balance between the two nuclear powers. Any action taken by one of the three parties will invariably affect the other two. Nobody wants another war, but Kim Jong Il believes that by being a threat he can eventually gain concessions. Had it not been for the terrorist attacks of 9/11/2001, the Bush administration may have maintained the framework started by Clinton. North Korea has essentially become part of the war on terror. Seemingly unrelated world events have led to a total breakdown in communication with North Korea. Reestablishing that communication is the first step to creating a workable agreement.            Presidential policies are often influenced by the policies of those who held the office before. In this case, the same would very likely have been true of Clinton and Bush if world events had not intervened. The entire Bush presidency has taken place on a war footing. As a result, all other countries are looked at more suspiciously. When evidence was presented that the North Koreans might be cheating on the agreed framework, the Bush administration was less inclined to negotiate again. North Korea was immediately named to the â€Å"axis of evil†. This, as much as anything, is an effort to engender international support against North Korea.            The Clinton administration had unquestionably shown a more deft diplomatic touch in its dealings with North Korea. How he would have reacted given the complicating factors Bush faced is anyone’s guess. In the end, it is questionable whether either Presidents policy could be called a success. North Korea has apparently exploded a nuclear weapon despite all of the attempts to prevent it. Achieving ultimate success in this matter may involve reevaluating our own goals and redefining what success actually is.  Notes The Central Intelligence Agency. The World Factbook 2001. Wash. D.C.: Brassey’s,       2001: p. 267. Fred Kaplan, â€Å"Rolling Blunder: How the Bush Administration let North Korea Get       Nukes†Washington Monthly, Available from;       http://www.washingtonmonthly.com/features/2004/0405.kaplan.html : accessed       12 Dec. 2006. The Central Intelligence Agency. The World Factbook 2001. Wash. D.C.: Brassey’s,       2001: p. 267. Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 246. Bruce Cumings, North Korea: another country (New York: The New Press, 2004): 183: Fred Kaplan, â€Å"Rolling Blunder: How the Bush Administration let North Korea Get       Nukes†Washington Monthly, Available from;       http://www.washingtonmonthly.com/features/2004/0405.kaplan.html : accessed       12 Dec. 2006. Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 247. Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 247. John Feffer, â€Å"American Apples, Korean Oranges†Foreign Policy Focus Aug. (2006) John Feffer, â€Å"American Apples, Korean Oranges†Foreign Policy Focus Aug. (2006). Michael Breen, The Koreans: who they are, what they want, where their future lies       (New York: St Martins, 1988): p. 245. Bruce Cumings, North Korea: another country (New York: The New Press, 2004): 206.      Works Cited Breen, Michael. The Koreans: who they are, what they want, where their future lies. New York: St. Martins, 1998. Cumings, Bruce. North Korea: another country. New York: The New Press, 2004. Dao, James. â€Å"Bush Administration Halts Payments to Send Oil to North Korea†. New York Times: 14 Nov. 2002, A01. Feffer, John. â€Å"American Apples, Korean Oranges†. Foreign Policy in Focus. 17 Aug. 2006. Harrison, Selig S. â€Å"Did North Korea Cheat?†Foreign Affairs, Jan/Feb 2005. Hastedt, Glenn P. American Foreign Policy: past, present and future, 5th ed. Upper Saddle River, NJ: Prentice Hall, 2003. Kaplan, Fred. â€Å"Rolling Blunder: How the Bush Administration let North Korea Get Nukes†. Washington Monthly.  Available from; http://www.washingtonmonthly.com/features/2004/0405.kaplan.html : accessed 12 Dec. 2006.
The rationale of ICT in schools
The rationale of ICT in schools ICT does not influence academic achievement. 1.0 Introduction From the first periods when computers were marketable existed, they could be discovered in use in educational association. Teachers had quarreled that computers should be used to support learning. Initially computers were used to teach computer programming but the growth of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a fast rate. Computers and products of technology became more enveloping in society which then led to a interest about the need for computing skills in everyday life. As public awareness grew, this need for computer literacy became more powerful and many schools bought computers based on this principle. In 1990s was the year of computer communications and information access, particularly with the popularity and accessibility of internet-based services such as electronic mail and the World Wide Web. At the same time the CD-ROM became the standard for sharing packaged software. Until now, the development of computers still ongoing process becoming more advances every day. Today computers in schools are both a focus of study in technology education and a support for learning and teaching process. In Malaysia education, ICT known as Information Communication Technology was first established starting in year 2001 as Ministry of Education sees ICT as a process, not limited to the end itself. So, all attempts are focused in developing the new medium as items in the service of affluent curriculum, to improve teaching skills, more efficient organisational structures in schools, stronger link between schools and public, and the empowerment of deprived students. The Ministry trusts that suitably planned and implemented computing and communications have the latent to revolutionise education and improve learning as profoundly as information technology has transformed medicine, finance, manufacturing and numerous other sectors of society. Technology is not seen as a supplement whose mere existence in schools can speed up better educational results. Technology is also not seen as simply another subject in the curriculum, suited primarily for teaching students to use tools they may encounter as mature. The idea of ICT in education, as seen by the Ministry of Education, comprises a system that allows information gathering, organisation, handling, access, and communication in various forms. 1.1 ICT Policies in Malaysia Mevarech Light (1992) had discussed that when the potential use of computers in schools was first established, the main idea of the public was that students would be taught by computers and many of them offended this idea of teaching. They thought it was considered that the computer would take over the teachers job in much the same way as a robot may take over a mechanics job at the factory. In Malaysia as seen by Ministry of Education, they have implemented three policies related to the using of ICT in teaching and learning process especially in schools and universities. They currently have invented three main policies for ICT in education starting in the year 2001. The first policy is that of ICT for all students, significance that ICT is used as a medium to decrease the digital chasm between the schools. The second policy stresses on the role and function of ICT in education as a teaching and learning tool, as part of a subject, and as a subject by itself. Other than radio and television as a teaching and learning instrument, this policy highlights the use of the computer for accessing information, communication, and as a productivity tool. ICT as part of a subject directs to the applied of software in subjects such as Invention and Engineering Drawing. Information Technology and Computerisation are the subjects that referred to the ICT have been introduced in the sch ool timetable. The third policy highlights the using ICT to increase production, efficiency and effectiveness of the management system. ICT will be broadly used to mechanise work processes such as the processing of official forms, timetable, running of information systems, lesson preparation, financial draft and the care of account. 1.3 The Rationale of ICT in Schools It is needed to develop a very detailed rationale before beginning to use computers in schools and classrooms. There is no meaning in providing computers in schools unless such a rationale has been done. With the increasing availability of computer hardware, it is very crucial that teachers do not become involved in the machine but focus rather on their main role as teachers. Teachers need to widen their imaginations with the awareness that as developments in computer technology occur they will be able to achieve more of their objectives in teaching the students. Collis (1989) had described that these view of students sitting behind computer for much of the day have largely not occurred in mainstream schools, and most would not like this to be realised. Since the 1960s the computer has been established they had seen the computers as the solution to many problems in education. With this, many early computer scientists saw the possibility of the computer replacing teachers in schools. There are three main rationales for ICT in schools, one concerns the organisational productivity of the school, and the other two focus on the needs of students which are technological literacy and support for their learning. The two rationales are assisted by the Australian report Raising the Standards (DEST, 2002, p. 38) The need for ICT competent teachers stems from the need for ICT competent studentsand for ICT-rich learning environments that enhance students learning across the curriculum. Becker et al (1999) have said that despite from in a few excellent schools, computers had only a minimum effect on what happens in classrooms in the 20th century. There has been much argue over the purposes for this difference between the potential and what is realised. The computer is one of a type of technologies now available to teachers and students. In these cases a large amount of money was spent on these resources which some would argue would have been better spent on other resources. It is important that rare resources to support learning in schools are not wasted and therefore care needs to be taken in choosing to use computers to support learning. Historically, technology has been developed to answer problems, develop living standards. Therefore, it is reasonable that we should expect educational technology to be developed with similar objectives that is to increase the productivity and solve problems in teaching and learning syllabus. 2.0 Educational Technology Solves Problems Actually, computers are the best medium in resolving the problems that the teachers and students encounter. If the computer is a problem-solving machine then it must be applied to normal school problems such as those concerning student learning, teacher instruction, and school administration. Educational Technology should be selected on the source that it has the better features for the achievement of the curriculum. This subject should be used efficiently or better not used it at all as these involves the problem in the implementation of the curriculum, teachers who know how to use the technology effectively and teachers together with students who know how to work with the technology. There are many possible functions for computers in the learning process. In some conditions changes in related business makes computer use in schools necessary. For example, to provide courses in technical drawing, music, statistics, and business which do not incorporate computer use reduces the relevancy of the courses to the real world. Any reasons for the use of computers in the large section of schooling dedicated to basic education, such as mathematics, social science, science, communication and language, which are required more crucial examination. By considering the mathematics teaching area and the problems related with student learning. Mathematics has tended to be very abstract which they cannot see while most students are likely to work on a solid level. Using concrete materials in some teaching is practical but often not suitable. The computer can give experiences with virtual solid materials. In advancing the problems associated with curative and increase of students, computer can be use to provide appropriate material and overcome classroom management problems. However, a computer solution is not necessarily the best solution. The problems associated with student learning are most often discipline and even teacher specific. Therefore each teacher needs to think the problems associated with student learning in his/her subject area and be aware of the computer solutions. 3.0 Impact of ICT in Learning While academic discussions can be put ahead to give a strong reason for the use of ICT, the only real reason is based on whether, in practice, it has a positive impact on learning, the students, and teachers. While it would be suitable to be able to make a direct relationship between the use of ICT and learning result, most reliable researchers today would agree that there will never be a direct link because learning is mediated through the learning environment and ICT is only one element of that environment. Studies that have tried to identify this mediated effect of ICT on learning have found it impossible to entirely remove the effects of other aspect of learning environment. There is small reason in attempting to evaluate the cognitive results when using computers and with the uses of a textbook or some other resource such as articles and journals. This view is supported by Salomon (1994) as he argued that it is impossible to study the effect of computer function in the deficiency of the other reason or to assume that the only a cause independently effected the results outcomes (p. 80). Meanwhile, De Corte (1990) said that the educational goal is to implement the computer assist in the learning atmosphere rather than trying to separate its effect on learning. Using computers in learning is affected with ways of using the technology to make environments and learning states. There have been many years of educational research, not necessarily related to using computers but also on which to basic choices about suitable applications of computers to be learned. Mevarech and Light (1992) had suggested that the links between students attribute, learning environments, manners and schooling outcomes are essential and need further research, yet there has been much research which has considered these relationships in other background than ICT. If the objective is to offer new learning opportunities or to improve the way in which current learning activities are implemented then the overall effectiveness of learning environments and parts is of main concern, not whether they are more helpful with or without computers. Therefore in implementing computer applications, it is required to begin by choosing what a student, teacher or school wants to gain. To get these results, teachers can then depend on long practises of educational idea, their own experience and knowledge of the educational situation for example the student attributes, to make decisions about what the learning environment should look like and what information into the learning process are needed. A report from the ImpaCT2 study (Becta, 2002, p. 3) conducted in the UK found that, There is no consistent relationship between the average amount of ICT use reported for any subject at a given key stage and its apparent effectiveness in raising standards. It therefore seems likely that the type of use is all important. While there is no direct link between using ICT and student learning as the mass of proof now clearly shows that indirectly there can be a significant positive impact. Schachter (1999) had discovered that students who learned computer-based instruction scored at least sixty four percent on tests of achievement compared to students in the control conditions without computers who scored only at fifty percent. Laferrià ¨re, Breuleux, Bracewell (1999) had found that if the students are given right situation for access and use, there will be a significance gained in students learning with ICT. While, Becta (2002) learned that there are very clear differences in achievement related to the uses of ICT in more than half of all differences made between studentss expected scores and actual scores. 4.0 Conclusion As the conclusion, ICT have both its rationales and the reasons why this component should be implemented in the schools and universities although there are some negative impacts that will occur if ICT does not being use wisely. These changes should also support better use of ICT to support learning and teaching processes when they are well implemented in schools. Therefore it is mainly at the school and individual teacher point that changes may be needed. For some schools this will be huge adjustment while for others much of the step has already occurred. Fundamentally any change is aimed at improving the educational opportunities for all students and not just to make use of ICT. At all times the focus must be on improved outcomes for students and not on how the technology is used. Obviously we cannot be assured with the current educational outcomes for Malaysian students and the evidence is rising that we can make significant improvements with the suitable use of ICT. Large savings have been made in ICT for schools and there is a need to take report of how effective that investment has been and where further investment should be made to extend the effect of ICT on learning results for students. 2000 words
Wednesday, October 2, 2019
ICT in the Leisure Centre :: ICT System Essays
ICT in the Leisure Centre The current ICT facilities used in the leisure centre at the moment are 1 standalone 486 PC in the reception area. It does not have a printer connected to it, and there is an out of date word processing package on the machine, it is only rarely used by Andy Cawson who is head receptionist. The computer also has other software on the computer, but Andy is not sure how to work it. The Admin office has two Pentium 100 PC's that share a jet ink printer. One of the computers in the admin area holds personal details. There is word processing software installed on the computer it is regularly used. In the bar, restaurant and shop there are a number of points of sales terminals that are used within the leisure centre. In the finance department, Martin Dolphin the finance officer uses his own laptop, he records financial data on the laptop and also produces financial documents. He uses is own laptop, because he is unable to work on the 386 PC that is in his office. He is also unable to print from his laptop and PC 386 because there is no printer, if he wants to produce any print outs he has to go to Admin. In the leisure centre there are telephones that are used to communicate, but it is mainly manual systems that are used to run the leisure centre. Problems with the existing ICT system within the leisure centre are: Â · the poor standard of ICT equipment, Â · most work is done manually and when the work is done using the computers work is made more difficult than it should be, For example in reception there is no printer connected in there so the receptionist have to go else where to get work printed off. In addition, due to the poor ICT within the leisure centre it is causing problems such as: Â · Information has been lost which leads to numerous customer complaints, because sporting facilities are being double booked etc.
Tuesday, October 1, 2019
Use of Credit Cards :: essays research papers
The use of credit cards is much more dangerous than use of checks or cash. Paying with cash is very easy; for knowing how much money is available and how much can be spent makes it very hard to get into debt. When paying with a check the process is a bit trickier; the exact balance has to be kept on the account at all time. Knowing what this balance is and continuously replenishing it can be quite hard. Nevertheless, even with a check consumers can not get into a lot of trouble. If more money is spent then the shopper has on the current account, the last written check will be rejected and account will be suspended until the balance is paid off. With credit cards however, every year more and more people get into debt. According to American Bankers Association (ABA), Americans owe more then $387 billion on their credit cards. This frightening number, averaging about $3,900 per family, is just as bad for the economy as it is for the consumers. In September of 1995, for example, The AT&T Universal card charged $15 per month for late fee to people who paid their bills just one day after the due date. Visa, on the other hand, was charging the penalty feesfor as little as a dollar over the limit, plus an interest of up to 24.9 percent per year. In the second quarter of 1995, overdue payments as a percentage of outstanding balance hit 3.267 percent. That is the highest mark since recession of 1991. "The picture is, some consumers are very, very deeply in debt," says Charles McMillion, chief economist with MBG Information Services. A swipe of the card has become so natural that many consumers do not realize how much they have charged, nor that it will take them forever to pay that debt off. Seventy percent of respondents to a recent ABA survey said that it would take them at least two months to pay off their holiday expenses. Unfortunately, there are more ways to use a credit card than ever before, making it very hard for consumers to refrain from spending a lot of money. Shopper can charge groceries, teeth cleanings, and on-line services to their credit cards. Introduction of rebate cards – which offer users credit towards new vehicles, frequent-flyer miles,
Effects of Music on Teenagers Essay
Every teenager who listens to music interprets the lyrics in a different way. Some people take out a deeper meaning from the lyrics, even going to the point of saying that music â€Å"saves their lives†. Music holds a powerful effect on an individual because it can stimulate and provoke multiple responsesâ€â€physiological, emotional, cognitive, and behavioral. But, every genre of music gives its own message to teenagers. Some may enforce positive actions, while some condone negative actions. Rap has the negative status of objectifying women and promoting gang violence. On the other hand, rock has a positive reputation because it helps people cope with their problems and identify with their peers. Everyone, teenagers included, is susceptible to internalizing the messages they hear over and over again. The degree of those messages determines the effect on the teenager. Every genre of music effects teenagers in a different ways. In some genres, like rock, the positive effects outrun the negative, and in some genres, like rap, the exact opposite happens. Structurally, the rock and rap genres has noticeable differences between them. Generally, the sound of rock music rotates around guitars, bass, drums, and the keyboard. There is a large tendency to focus on instruments, especially the guitar, which requires considerable skill to play. For example, the rock band Fall Out Boy consists of four members who each play their own instrument while one member does vocals and plays an instrument. Alternatively, rap’s main focus is free styling and looping words to create a â€Å"story†in a flowing rhyme, keeping it in sync with the beat. In most cases, like the rapper Machine Gun Kelly, the artist preforms by themselves with the assistance with a DJ or MC to play the musical tracks for the songs. Rap displays a larger emphasis on lyrics, while ro ck likes to have a variety of sounds. In the rock genre, it’s all about expression. Rock music can speak about all kinds of topics, from love to some not so pleasant. Many rock musicians sing about real issues that teens are going through, which helps teens find motivation. Adolescents sometimes find it difficult to communicate with older people, most of the time because of ideological differences. This often makes teens with problems shy away from seeking help and guidance. Teens find hope and encouragement when they listen to music that talks about problems they are going through. The identification they are experiencing with the rock song lyrics can also help teens to become more tolerant and open-minded. A study published for the 9th International Conference on Music Perception and Cognition reported that mood regulation is one of the most important reasons why people listen to their favorite music (McCammon). Rock music can help mood regulation in teenagers, especially females who are prone to mood swings and depression. For example, the song Eye of the Tige r by Survivor can cause teens to associate with the underdog. The song provides a positive message, while keeping an uplifting tone throughout the whole song. The music provides depressed teens with a mode to forget their problems and participate in healthy activities, such as dancing. While rock has been given a positive reputation for allowing teenagers to express themselves, some have given it a poor reputation because it can intensify emotions. While those people who are naturally happy and cheerful are less likely to have effects from the negative lyrics, other, less fortunate teens might not be the same. Adolescents who are susceptible to negative, violent, or depressive thoughts are more likely to have those feelings, and act on them, after listening to rock music. At the same time, if a person is not experiencing those negative thoughts, the music can act as a catalyst, causing the teen to have these thoughts and urges. The rap genre is often given a negative reputation for the way it effects teenagers. Critics of the genre say that the music objectifies women and promotes drug use. For example, the song 9 Problems by Jay-Z, repeat edly refers to a woman as a â€Å"bitch.†This song allowed women to be categorized under the vulgar name â€Å"bitch†, because of the high reception the song received in the media (The Portrayal of Women Within Popular Music). A recent study by WebMD reports that teenagers who listen to rap music are more likely to have babies and engage in risky sexual behavior (Kirchheimer). Apparently, this behavior is because the lyrics in many rap songs promote the idea of women as nothing more than sexual objects. Correspondingly, it was shown that youth who listened to rap songs were more likely to get involved with drugs. This is because in some songs, the artists refer to drugs that the person has not heard of, which sparks their curiosity to learn and most likely try the new drugs. The rap genre can also give teenagers a false sense of belonging. When they hear about, or see in the videos, expensive possessions, they feel that if they spend their money to buy that stuff, they can be just like the people in the videos. The media then uses this to their advantage to market products to the younger, naà ¯ve generations. Even though rap is seen as a vulgar music genre by a large population, it can be positive for teenagers. It makes a person feel good about who they are because even if they may not live a good life, they can relate to the lyrics in a particular song. This is different than the false sense of belonging because instead of the individual trying to fit in, they are finding the place where they fit in, while not changing themselves. Rap lyrics also help youth feel free and powerful. They are free to express what they want to express. Listeners of the music have even gone to the extent of calling the rap genre â€Å"a religion for troubled youth†because it provides them with an outlet to express themselves and something to believe in. It is evident that rock and rap are very different genres that expose different messages to teenagers. But, no matter the genre of music, studies have shown that the use of music videos show an increased open-mindedness to deviant behavior among teenagers. The music videos reinforce what is being heard in the lyrics with the use of visuals. They usually exhibit sexual innuendo, acts of aggression, and gender stereotypes. Research has shown that, after watching videos, men said it was necessary to pursue the women to an inappropriate extent, while women thought it was annoying and/or disturbing. Men scored higher in relations to attitudes for sexual overtones, while women scored higher on the acceptance of interpersonal violence. The results of the study also showed that women who were often subjected to violent music videos were more accepting of violence. Also, men had a greater acceptance of sexual stereotyping and rape myths after watching the videos (The Effects of Violent Music Content On Teens). Over time, people have stereotyped genres of music. Sometimes the music is seen as positive and uplifting. But other times it is seen as negative and downgrading. In the end, the way that music effects teenagers all depends on how the tee n acts and interprets the music. Depending on their emotional and mental status, they can have different reactions to the music than someone who has different feelings than them.
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