Conference Report Essay Example | Topics and Well Written Essays - 500 words

Conference Report - Essay Example Despite this, it is clear that we require having efficient measures for teacher development to ensure attainable of positive results of well-prepared teachers for the new information age. Teachers in TC help in asynchronous online discussions. This kind of discussion has been perceived as an efficient way for learners to participate in high quality discussion and intrinsic cognitive collaboration. This is because asynchronous online discussion gives learners enough time to reflect on their friend’s findings and contribution and reason about their own contributions before sending them off to their friends. Mediators or teachers also provide cultural, individual, institutional, technical, and linguistic knowledge to students. In addition, they help in technical promotion of professional capital and collegial development across learning institutions. The teacher arranges for learning materials and makes them accessible by compute. In addition, the teacher must motivate and direct each student, through on-going interaction or socialization and a sense of social presence in the classroom will make learners have a desire to learn. While online education permits students from around the globe to engage or participate in online discussion and permits teachers to work from any place in the world with Internet connectivity. This in turn increases the teacher effort per student, which fosters effective learning Telecollaborative learning has incorporated the Virtual mobility and the VMCOLAB project, which helps in facilitating international collaborative learning and experiences in a context of learning and teaching. The emotional and psychological perspective in TC helps in understanding how students perceive other cultures. In turn, a face-to-face meeting is organized by institutions in order to evaluate how far the students have comprehended other cultures. However, it becomes difficult for some students to trust in other students from

The global flow of visual cultural Assignment Example | Topics and Well Written Essays - 250 words

The global flow of visual cultural - Assignment Example The other one was the patrol American man who thought that he could not deal openly with a Mexican and cancelled the artist resident card (Guillermo 2:58; 4:24). In La Pocha Nostra scrapbook, picture Pocha Nostra-065 gives a description of a hybrid. The man is Indian dressed, and the lady is blonde American with a dress that is of Chinese culture. Picture GGP_081026_00325 describes diaspora. The woman is wearing a covering over her head covering her upper body plus her head leaving her eyes and holding a gun. People from the Middle East usually wear such attire. Other hybrid and diaspora picture are Vip-0499, Pocha Nostra-591 and GGP_081026_00052. He is a Mexican, who passed the border to America through a green card and became a citizen of America. In his borderland married some an alien to help them get a green card. After his residence, alien card was dismissed and tried to apply for citizenship (Gomez-Pena 2:58). The borders I have come across are of Mexican, Chinese, French, Indian, and

Platos Theory Of Forms

Platos Theory Of Forms State Of Thesis: Knowledge is power. Without knowledge a person is nothing. One has nothing to talk about or argue if a person has knowledge with him. And knowledge should be about something or nothing. Introduction: It took 40 years of his career to write about this theory. The theory was re- written various times in this time of span but the theory was never written in a proper manner and the arguments never came to a conclusion. According to Plato knowledge exists and knowledge exists for something or nothing. But if knowledge was about nothing then it would not be knowledge. Knowledge is always about something because one cannot argue about something which has no worth or is nothing for someone. Always a person argues ort talk about something which is worth of something or has some background to talk on. Plato also argued about what knowledge is all about, it should be physical or non physical. For physical things there is no knowledge because physical things change where as knowledge never changes. Knowledge never changes where as the ways to deliver can change. So the nature of knowledge should be non physical and long lasting because knowledge never fades away. So knowledge e xists and because knowledge exists so do Platos forms of theory exist, because the forms are the only thing which justify and have knowledge about. Reincarnation And The Theory Of Recollection It is not frequently observed in this connection, but Plato has come up with another argument related to the existence of the forms. The existence of the forms (and the preexistence of the soul) offer the best way out of the dilemma of the Meno and the best explanation of how an uneducated farm boy could solve a difficult problem in geometry. In this scenario called Meno, there are two statements and the statements are as following. To search for knowledge is futile because either: A. You know what you are looking for (so you already know). B. You dont know what you are looking for (so you cant know if you have found it). In the above scenarios, in scenario A its useless to find knowledge because you know about it and in scenario B its useless to find knowledge because the search of knowledge is useless because knowledge is wide and vast that a person will never stop searching about it. So the search for knowledge is totally pointless. Platos answer to this scenario is to say that knowledge is all about remembering things, keepin things in mind. That is to say we do already know things but they are like being on the tip of your tongue. You wont search forever because you will remember it explicitly when you come across it or your memory is aided by a few hints. Arguments On Platos Theory Of Forms. There are many arguments on the forms and they are stated as following. The argument from Trivial or Unworthy Forms. This is the disagreement from Trivial or Unworthy Forms. The fundamental principle is for every predicate there is a corresponding form. Platos clarification of why something is a dog, say, is because it participates in the form of dog or doges. This would seem to imply that whatever we have a general term there must be a corresponding form for it in Platonic heaven. But there is a worse problem deriving from self -predication. For Plato the good should be good and the truth should be true and things like that. The One Over Many Argument. Parmenides then zeroes in on the relation between particulars and forms. The One over Many Arguments If a form is in each particular, then: A: The whole of the form is contained in each of the parts (The form of dog is in each dog) B: Only part of the form is in each particular. (Only part of the dog is contained in each dog) If A, then no harmony of the structure, it is many not one. If B, then it becomes many by division, therefore there will be no unity again. The Third Man Argument. The objection arises on the basis of the following principal. If two objects have a particular property, then they are so in virtue of their participating in a form (a third form for example a man). Socrates then suggests that the relation between forms to particulars is like patterns (models, archetypes) to copies. It is a relation of likeness. Parmenides: The relation of A to B (likeness) is symmetrical, i.e. A to B to A But the third man is reinstituted. If object A is like B due to its likeness to form, then the likeness of B to form à ¸ must be explained by its likeness to some third, so on ad infinitum. Objections to the theory: The objections to the forms are that they are moral and use words like just beautiful and goo. Another objection is on natural things such as human being and natural stuffs and undignified things like hair, mud and dirt. Platos respond to objections: To the mud criticismHe might maintain that mud is made up of other forms (earth, fire, water, air, etc.). If he did this, he would have to abandon the every predicate has a form principle. To the one over the many criticism there doesnt seem to be a reply. Plato describes this relation as largely a metaphor, but this will not do. It leaves things unexplained. Conclusion: Knowledge is everything. One should have enough knowledge to know about things. Knowing everything is not possible. Every person knows different things its just the matter of fact to remember those things the right time and one needs some hints to remember things. If we dont know the forms, we know nothing. But we do know something, therefore we know the forms.

E-commerce and the New World Order :: Internet Online Communication Essays

E-commerce and the New World Order INTRODUCTION: Imagine a town with a population of 500 people. Everyone knows each other in person, where gossip and rumors are the daily norms and where the community struggles to survive each day on basic physiological needs (water, food). There’s no form of entertainment, no technological presence, just a local pub down the street, where many people come to drink just to socialize and pass the time. The only news that is important to them is the news within the community. Now imagine the same town, a few decades later, with a growing population. This town has integrated technology into their daily lives. The town can now trade among other communities near by, while aware of the activities of the towns around them, of the country as a whole and of the news that circulates around the globe. It is this economy which greater resembles the economy in which we now live in. This economy is known as the information society, where traditional physical restrictions are now eliminated to the advantage of exploring other cultures and communities across space and time. This economy provides efficient forms of communication while enhancing the knowledge and ability of each individual in its society. In order to relate and comprehend this new economy, and to acknowledge its existence, we must first examine the changes that have taken place, and the benefits and disadvantages that are associated with it. It is by looking at each aspect that we can conclude that a new economy has formed and has impacted the ways we conduct our daily lives. ESSAY NWO: THE NEW WORLD ORDER Imagine a community in the industrial age, where mass production of goods and services are produced, where quality and originality are lost and where the creator/author loses power to control those who uses his/her information. The only news and transactions that circulates and matter within the community are those, which are local. Now imagine the same community where technological innovation has taken over, where computers are the new form of communication, where news that happen from one area of the world greatly affects other areas of the world. Where a wide variety of goods and services are now offered throughout the world, and where transactions and investment occurs at the tip of your fingers in your very own home.

American History Essay

In the aftermath of the wars waged with the other European countries, vying with each other to subjugate and exploit the American continent, Britain emerged as the sole Imperial Power in North America. Nevertheless, the cost was prohibitive and this compelled the British to impose additional taxes, which were very much resented by the people in the colonies. The authorities who had been appointed by the government in England, made it very clear that taxes would be imposed by England and that the colonial subjects would perforce have to abide with such legislation (Johnson and Woloch). The colonies had elected assemblies and these were deemed to be protection against the avaricious British and the governors appointed by them. A major objective of these assemblies was to mitigate the power of the British over them. The grouse of the colonists was that after having fought in the wars, provided most of the finances for the war and having sustained losses, they would once again have to pay taxes to prop up the profligate British. Moreover, the colonists were fiercely independent and brooked no interference in their affairs. Accordingly, they were unwilling to pay taxes to the British and felt that the only taxes that they had to pay should go into the coffers of their own colonies (Johnson and Woloch). To this end the British government introduced the Stamp Act, which levied a tax on commercial transactions, newspapers and gambling. This act was strongly opposed by the colonists and had to be eventually abandoned in the year 1766. The Chancellor of the Exchequer, Charles Townshend, introduced a number of taxes in 1767. These were to be imposed on the import of tea, glass, lead, paper and paint. Moreover, such imports could only be made from Britain. When the colonists agitated against these taxes, their assemblies were dissolved and repressive measures were adopted against them, resulting in the death of civilians in Boston, on whom the Redcoats fired indiscriminately. Most of these taxes were subsequently, repealed, with the exception of that on tea. The redoubtable colonists boycotted tea (Johnson and Woloch). In 1773, a shipload of tea was dumped into the sea at Boston. This increased the brutality of the British, who brought about legislation that was clearly meant to crush the colonists. In 1774, the colonist responded to this British barbarism, by inaugurating a Colonial Congress at Philadelphia. The resolution passed at this congress, which was conveyed to the despots back home in England, was that taxation and other legislation was to be enacted only by the colonial assemblies and not the British Parliament. The English retaliated by declaring the colonies as being in rebellion and deployed its hated army. The colonists fought tooth and nail against their oppressors and managed to drive the British army out of their colonies. To compound the felony, the English hired some thirty thousand odd German mercenaries to fight against the colonists (Johnson and Woloch). This was the last nail in the coffin, and the colonists decided to secede from the overbearing British. Accordingly, the declaration of independence was formulated in 1776. The British had a large, well armed, well trained and highly experienced force at its disposal. However, as the colonists had only to demonstrate that they could not be defeated and as the terrain was not only unfamiliar but also vast, the British failed to make significant headway against them. The British tasted defeat at Saratoga and this prompted the French to provide support to the colonists. Finally at Yorktown, the Red Coats, led by Cornwallis were besieged on land by the glorious American troops led by that paragon of virtue, George Washington; on the sea the French Navy ensured that the despicable British could not make good their escape. The oppressors were forced to surrender before the valor and indomitable spirit of the Americans. In 1783, the loathsome and rapacious British recognized America as an independent country, much to their chagrin (Johnson and Woloch). Right from the inception of measures to rescind the rule of the British, the colonies had unanimously rejected the British Constitution. The different states of the Union were in favor of implementing their own constitutions. Since, the federal government was in favor of a uniform constitution, this led to quite a few disputes between the states and the federal government. After the revolutionary war had ended a wide range of disputes arose between the states and the federal government. In addition, there were a few disputes between several states of the budding nation. There were economic disputes, political disputes and differences in the ideologies of these states. The disputes had emerged as an aftereffect of the French Revolution and hence there was an immediate need to resolve them. President Jefferson had undertaken several measures to resolve these issues, but was unable to sort them out entirely. This led the rulers of the US to review the situation and it was established that the US had to rescind its relations with Europe and renovate the entire code of administration, which had a European background. It was realized that the fundamental issues to be adopted were self reliance and an enterprising spirit (GREAT BRITAIN-U. S. RELATIONS , 1991). The incomparable James Madison was the fourth US President. He was the greatest political theorist of his time. The efforts extended by him towards the success of the American Revolution were prodigious. He also strived hard to strengthen the US in its early days. His was the principal impetus to the implementation of the US Constitution. Madison was the leader of the Republican Party. His main objective was to establish a national government that represented the people and not the states. In this endeavor he represented the aspiration of the states to oppose any measure to control their respective administrative powers. His vision was that such a national government would resolve the disputes effectively between the states of the union. He contributed vastly to the establishment of federalist governance, and he was successful in achieving his goal. The first ten Constitutional Amendments were introduced by him and they are known as the bill of rights. These amendments, serve as a check on federal power. The states of the Union have been protected to a major extent by the bill of rights (Madison, James, 1991). The economies of some of the southern states were mainly agrarian and dependent on slavery. The northern states had become wealthy due to industrialization. In that situation, Abraham Lincoln was elected as the US President. He liberated the slaves through his Proclamation of Emancipation. This drastic measure resulted in the US Civil War in the year 1861. The Civil War lasted for four years. Eventually, in 1865, the Thirteenth Amendment to the US Constitution was adopted, which ended the practice of slavery. The Civil War also came to an end during that time (abolitionism, 2005). Subsequently, the political system became fortified and democracy was well established in that period. The common man’s rights were protected through the Bill of Rights introduced by James Madison. All the political parties, without exception, cooperated in the process of nation building. These efforts resulted in a United States, which is the only superpower in the world. In this manner, the citizens of the US had always opposed measures by the government to curtail their rights.First the British and then the federal government, had to countenance the wrath of the American populace in this regard. Works Cited abolitionism . 2005. 16 December 2007 < http://www. credoreference. com/entry. jsp? xrefid=6400501&secid=. 2. -abolitionism>. GREAT BRITAIN-U. S. RELATIONS . 1991. 16 December 2007 . Johnson, Paul E and Nancy Woloch. â€Å"United States History . † Microsoft ® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation, 2007. Madison, James. 1991. 16 December 2007 .

Employment and its effects on high school and college students’ grade point averages Essay

Many students, parents, and educators have been seeking the so-called Holy Grail of learning for many decades. One question that has arisen out of this learning model is that of student employment? Many wonder if working a part-time job will affect a student’s grades, and if so, how much? The answer to this seemingly simply question, however, is more complex. A variety of factors must be considered when deciding if and to what extent a student’s grades are affected by his or her employment status. In recent years, the concept of the full-time student seems to be disappearing. From about age sixteen, an overwhelming majority of students, both high school and college, work while they attend school. This average is about 85% for most college students (Bradley, 2006). However, high costs everything from apparel to tuition drives these workers into their part-time jobs which are generally retail and service related businesses for an average of fifteen hours per week (Bradley, 2006). Generally, most studies do identify some differences in academic performance and attitude, but these differences are not as great as people once may have believed. Generally, studies find very few basic differences between working and non-working students, especially in college. However, the intensity of the job and the number of hours worked did seem to affect academic performance in many students at the high school level. Generally longer hours meant more stressors on the individual and had a negative affect on their grades, which translates into about a half of a grade point average(GPA) point lower than not working students or students who work only a few hours, perhaps on the weekends (Weller et al, 2003). Oettinger (1999) also found this to be true, and noted that minority students tended to be more affected by the GPA drop than white students. He noted his drop in GPA to be about . 20 points and to be most obvious in students working more than twenty hours per week. These studies corroborates a study done nearly twelve years earlier in which the researchers found, similarly, that students who put in longer hours at their jobs suffered lower grades, higher absenteeism, and less interest in school in general which was seen in negative behaviors while in school (Perils of Part-time Work for Teens, 1991). At the college level, these differences were less noticeable. Ironically, Bradley (2006) found that the grade point averages were highest for students who did not work AND for students who worked more than twenty hours per week. This seems to contradict the research done on high school students, suggesting that maturity and attitude may also play a part in the employment/grades debate. Research has also been conducted on academic attitude and perception as they relate to grades. In high school, students who worked longer hours did not seem to have much distress about their grades as a result of the employment: â€Å"Those who had jobs displayed no advantage over the others in self-reliance, self-esteem or attitude toward work† (Perils of Part-time Work for Teens, 1991). In addition, students who worked even seemed to report less school stress, possible because they had less interest in school, as mentioned above. Moreover, researchers explain this more blase attitude toward schools by the findings that students who worked were more likely to report avoiding difficult classing, cheating on exams, and copying homework from friends (Weller et al, 2003; Perils of Part-time Work for Teens†, 1991). This was not the case for university students. In college, students who worked perceived that their employment DID affect their grades even when the researchers found little or no interest in grades between non-workers and workers at the college level. Both working and non-working college students showed a high level of interest in their grades and expressed an overall desire to achieve a high level of academic performance. Students who did not work stated that did not do so in order to focus on their studies, and they believed that their studies benefited from this extra time. Again, though, the studies showed no difference in the GPAs of working and non-working college students (Bradley, 2006). Instead many researchers ponder how college students who work so many hours are able to keep similar GPAs to those that do not work. Bradley (2006) suggests that nonworking students may be spending similar time with other activities such as sports, extracurricular clubs, or even caring for dependents at home. He also proposes that the non-working students and the working students may be approaching homework and study in different ways. He notes that non-working students â€Å"may be most likely to adopt a ‘deep’ learning style, characterized by intrinsic interest in the subject content and a desire to maximize understanding of this content† and that working students â€Å"may be more likely to adopt an ‘achieving’ style aimed at maximizing grades through the effective use of space and time. † These learned differences could certainly account for the way different students juggle the demands of work. It is certainly helpful to note when employment can be an effect socialization tool aimed at building strong character and organizational skills and when it can be a definite academic detriment. Research shows that more differences exist for high school students than for college students, and that the majority of the college differences exist only in perception, not in actuality. This gives rise to the possibility of further research which could focus on the characteristics of working students who do keep their GPAs high.