Socialism and Karl Marx - 832 Words

SOCIALISM Socialism refers to a system in which production and distribution of goods and services is a shared responsibility of a group of people. Karl Marx developed the theories of socialism. He believed that socialism is the transitional period between capitalism and communism. In a state of socialism, there is no privately owned property. Under Capitalism, manufacturing enterprises dominate the economy but are privately owned and is operated to generate wealth for the owners and only a small fraction of the money is paid to the workers. In socialism, this is turned around so that the class that produces the wealth can together decide how the wealth will be used for the benefit of all. In short, socialism prioritizes human needs and eliminates the profit that drives war, ecological destruction, and inequalities based on gender, race, nationality and sexuality. Socialism provides equal opportunities to all of the working class. In other words, socialism sees a persons work as a contr ibution to the great social good. This system tries to even out the great difference between the wages among different classes. One of the basic principles of socialism is that of public ownership and natural resources. If everyone works, everyone will gather the same benefits and prosper equally. Therefore everyone earns equally and receive medical care and other necessities. The idea of socialism is that all individuals should have access to basic articles of consumption andShow MoreRelatedKarl Marx And Socialism Negatively Impacted Society1803 Words   |  8 Pages How Karl Marx and Socialism Negatively Impacted Society Marxism, also known as Socialism, and Communism, is â€Å"the political, economic, and social principles and policies advocated by a man known as Karl Marx; it is especially: a theory and practice of socialism including the labor theory of value, dialectical materialism, the class struggle, and dictatorship of the proletariat until the establishment of a classless society† (merriam-webster.com). Karl Marx and Friedrich Engels are responsible forRead MoreKarl Marx on the German Ideology843 Words   |  3 PagesKarl Marx on the German Ideology: Karl Marx and Friedrich Engels collaborated to produce The German Ideology, which was one of the classic texts generated by the two. Even though The German Ideology stands our as one of the major texts produced by the two, it was never published during Marx’s lifetime. This was a clear expression of the theory of history by Marx and its associated materialist metaphysics. One of the main reasons this text is a classic text by these philosophers is the fact thatRead MoreManifesto Of The Communist Party920 Words   |  4 Pagesdrafted as, â€Å"Manifesto of the Communist Party†, is a pamphlet written by Karl Marx, that in essence reflects an attempt to explain the goals and objectives of Communism, while also explaining the concrete theories about the nature of society in relation to the political ideology. The Communist Manifesto breaks down the relationship of socio-economic classes and specifically identifies the friction between those classes. Karl Marx essentia lly presents a well analyzed understanding of class strugglesRead MoreKarl Marx And The German Political System1427 Words   |  6 PagesKarl Marx was born on May 5th 1818 in Trier, Germany, which was then known as the Kingdom of Prussia. Karl was a philosopher, economist, sociologist, journalist, and revolutionary socialist. His work in economics laid the basis for much of the current understanding of labor and it’s relation to capital, and subsequent economic thought. He was born into a wealthy upper middle-class family. He attended school at the University of Bonn and later he studied law and philosophy at the University of BerlinRead MoreAnalysis Of Communist Manifesto By Karl Marx804 Words   |  4 PagesSince the beginning of civilization there has always been a clash between the upper class and lower class. 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Utopian idea and industrialization led to development progress inRead MoreKarl Marx And Its Impact On Society1306 Words   |  6 Pagesand services. Karl Marx believed in a utopian society where there isn’t a private ownership o f production, where the state owns the means of production and the society would be classless. Although Marx did not believe in religion, parts of his theory can compare to certain ideas in the Bible. However, the eventual Communism that Marxism led to does not agree with God’s word. Influences of Marxism Karl Marx was born into a Jewish family in Trier, Germany in the year 1818. When Marx was a child, hisRead MoreKarl Marx Essay922 Words   |  4 PagesKarl MarxKarl Marx was an influencell economist during the 1800s. Marx has his own economic theory, called Marxism. Marx, a radical Communist ideas and philosophies played important roles int the forming of Communist nations during the twentieth century. Marx’s ideas would and have influenced the course of history. Even today, well past his death his philosophies and ideas are still talked about. Marx’s ideas are captured in his book the Communist manifesto. Communism is â€Å"a theory or system ofRead MoreKarl Marx : An Atheist And Materialist1204 Words   |  5 PagesSusan Ascher HUM-2249-06Z September 29, 2014 Karl Marx Karl Heinrich Marx was born on May 05, 1818 in Trier, Germany to Heinrich Marx, a lawyer, and Henriette Presburg Marx, a Dutchwoman. The eldest of five children, Marx was baptized Jewish as his parents however; attended a Lutheran elementary school. He soon rejected both the Christian and Jewish religions, becoming an atheist and materialist. Marx claimed that Religion is the opium of the people† (Karl) He later attended Friedrich Wilhelm GymnasiumRead MoreMarxism797 Words   |  4 Pagesthought of the Enlightenment? In what ways did it deviate from those ideals? Socialism granted a powerful language for the working-class to express their interests. Many workers, who were enfranchised in the latter portion of the century joined political parties espousing this doctrine. Socialism existed before Karl Marx presented himself to the scene. In fact, Marx drew from the theories of the foremost prophets of socialism: Henri de Saint-Simon and Charles Fourier in France, and Robert Owen in Great

In the post Osama bin Laden era al-Qaedist ideology is...

In the post Osama bin Laden era al-Qaedist ideology is flourishing across the Arab world. A significant development has been the rise of al-Qaeda offshoots in the Middle East. The Abdallah Azzam Brigades franchise has increasingly become a noteworthy actor in terrorism. On May 8th, 2012 Thomas Nides, Deputy Secretary of State designated Abdallah Azzam Brigades as a foreign terrorist organization (Nides, T.R. , 2012). Abdullah Azzam Brigades may have only recently been added as a foreign terrorist group; nevertheless the organization has deep roots, lethal capacity, and is capable of contributing to supplementary instability in the Middle East. Abdallah Azzam Brigades (AAB) has several aliases listed by the State Department: Abdullah†¦show more content†¦885). Downplaying the aggression, the country described the assailants as inspired by global jihadi rhetoric but were not connected to any global jihadi organization (Winter, 2011, p. 885). The group popped up again app roximately a month later in Aqaba, Jordan proving the Egyptian authorities wrong. Aqaba is just across the Red Sea from Taba (Google Maps, 2014). AAB fired three rockets at two U.S. warships in the port of Aqaba in August 2005 (Winter, 2011, p. 886). The physical evidence traced the rockets, and planning back to Abu Musab al-Zarqawi based in Iraq (Klein, 2005). Al-Zaraqwi an al-Qaeda leader claimed responsibility for the attack on the AAB website (Klein, 2005). Although he was not the organization’s founder, al-Zarqawi was deeply involved in AABs long-term development and planning preceding his death by a U.S. airstrike in 2006 (Klein, 2005). After being distinguished as an al-Qaeda affiliate, the AAB ceased claiming any attacks until 2009 (Winter, 2011, p. 887). Muhammad Khalil al-Hukaymah is the organizations presumed founder (Winter, 2011, p. 886). Considered a â€Å"raising star† in the jihadi movement, al-Hukaymah was designated as Al-Qaeda’s chief p ropagandist from 2006-2008 (Winter, 2011, p. 886). Fitting the profile of many ranking al-Qaeda leaders, he traveled extensively through Afghanistan and Pakistan in the late 1990’s until the fall of the Taliban in 2002 (Winter, 2011, p. 886). He fled to Pakistan via Iran where heShow MoreRelatedRelapse And Control Behavior1259 Words   |  6 Pagesthen testing context C. In addition, AAB should also be taken into consideration. Taking together, the hypothesized process of ABA renewal can be due to excitatory conditioning in context A or inhibitory conditioning in context B or both. Therefore, in order to isolate these processes, Bouton, Todd, Vurbic and Winterauer (2011) found other ways of changing the current context. Specifically, Bouton and colleagues included between-group comparison of ABA versed AAB renewal in the first experiment. DuringRead MorePersonal Statement1651 Words   |  7 Pagesadvisor. There are three types of abstract rules: AAB rule, ABA rule and ABB rule. These rules have simple pattern with three elements in a sequence; for instance, AAB rule is a sequence with which the first two elements are identical whereas the third element is different. During the experiment, I habituated infants to the AAB pattern. After that, infants were tested with novel and non-repeated sequences that were in terms of the learned rule (AAB) or the novel rules (ABA and ABB). The underlyingRead MoreThe Indian Experience Of India1057 Words   |  5 Pagesfirst place that I went was an Indian restaurant in a suburb of Columbus, Ohio called Aab Indian Restaurant. I went with my sister on a Saturday afternoon. We decided to go at lunch time because they offered a buffet and this allowed us to try many different dishes they serve on the menu without committing to just one. The restaurant sits in a shopping mall in a high end part of Columbus suburb called Dublin. Aab serves North India style cuisine. I researched and found that the restaurant was veryRead MoreThe History of Art, Literature, Music and Philosophy Essay1120 Words   |  5 Pagesis melodious. The song involves different types of instruments and the melody, rhythm and texture combine to give the song its characteristic. This is a repetitive song, using only a few melodic patterns. The overall pattern is AAB AAB AAB. The first verse starts with a clavichord and vocal voice. In the second verse, the melody is similar to verse 1. After the second, the bass guitar and the tambourine are introduced and stay throughout the entire song. In the third verseRead MoreThe Characteristics Of Jazz And Blues Langston Hughes s The Weary Blues 1521 Words   |  7 Pagesthree to four lines in one stanza with four beats in one line; it had a fixed structure of two lines or three lines repetition of same sentences for narration or question, while the last line contained answer or comment; and it had a general rhyme of AAB (Wikipedia). In The Weary Blues, Hughes introduced the blues librettos between line 19 and line 25 â€Å"Ain’t got nobody in all this world, / Ain’t got nobody but ma self.† (Meyer 401), this acted like syncopation in the text structure, which means theRead MoreMusic : The Carnival Of The Animals890 Words   |  4 Pagesit also provides a mysterious aura. The movement of â€Å"peacefully swimming fish is evoked by slow, languorous music† . Due to the aura of the instruments, such as pianos and violins, we develop a movement title d ‘AAB bar form’ which was commonly used in the 12th and 13th century . The AAB bar form is a structure that enables the melody to be both the same in A as well as B form. In this movement we can identify the A melody as the first section, approximately 34 seconds long, which calms the listenerRead MoreThe Carnival Of The Animals906 Words   |  4 Pageslit area providing a mysterious aura. The movement of â€Å"peacefully swimming fish is evoked by slow, languorous music† . Due to the aura of the instruments, such as pianos and violins, we develop a movement titled ‘AAB bar form’ which was commonly used in the 12th and 13th century . The AAB bar form is a structure that enables the melody to be both the same in A as well as B form. In this movement we can identify the A melody as the first section, approximately 34 seconds long, which calms the listenerRead MoreThe Genre Of Blues From The 19th Century South America905 Words   |  4 Pageswhich phrases from a lead singer were followed by the others† (BBC 2). It uses a specific style of chord progressions, such as the twelve bar blues, blues notes (where one â€Å"bends† the note out of tune with the strings), and the AAB pattern in the lyrics of the songs. The AAB pattern is a line sung over the first four bars, repeated over the next four bars, and then concluded with a line over the last bars. This is considered to be a cyclic music form due to the repeating progression of chords. TheRead MoreDomestication Of Bananas And Plantain2771 Words   |  12 Pagesin order to understand which variety came from which domesticated wild species, hybrids and which are somatic mutants. Since all diploid and triploid bananas come from Musa balbisianana (B) and Musa acuminata (A), they are categorized into: AA, AAA, AAB, and ABB. New Guinea and surrounding islands form the most likely location of the earliest of banana domestication (Robinson and Sauco, 2010). Whereas, the domestication of the Fe’i banana of the Pacific, which are yellow-orange, and have starch filledRead MoreMusic : Music Elements Were Analyzed And Understood1359 Words   |  6 PagesSchumann writes an extended coda to confirm both the mood and key of the piece and the entire set. Another piece was Sidewinder by Lee Morgan. This piece followed under a twenty-four bar blue form. A twenty-four bar blue form is also known s the AAB song form. AAB characterizes the structure and is always in compound form. In this particular piece it twelve-bar blues had each chord extended by half. Then the piano melody was enhanced by the saxiphone. This gives the melody a relaxed, almost Latin vibe

Reflective Writing and Practice Samples for Students †MyAssignmenthel

Question: Discuss about the Reflective Writing and Practice. Answer: Reflective Writing In this situation, field notes were composed only on hand bordered paper. It is comprised of scribbled notes as well as mental triggers, which are really close to my home notes that might assist me to retrieve particular belongings when it really come to placement the notes ahead (Bleakley, 2013). As well as, I also took some direct empirical notes recording where they are applicable to an examination questions as well as, as I was also expecting to get impression of the fashion of life as well as workplace, I in addition made the scientist induction notes. I also found the note-taking procedure now itself accommodating, as it has secured that I perceived precisely as well as decoded the data. Not each and every data I transcribed was applicable, but rather noticing, as what I disclosed was enlightening and increase to my capability to shape a drawing on re-perusing. Nevertheless, the dependability of the scribbled lines alone might be faulty. Such as, the notes that were not at an i mmediate reading of what a suspected subjects said yet comprised of appropriate as well as intriguing data. I have learnt from this situation and experienced that I have adequate energy to decode an contiguous citation, so it count all alone truly on quick rewording, which threats in changing the importance. Some differentiated data were hard or really complex to note or write down precisely (Gholami, Biria, 2014). A recording gadget would might be superior, and more exact technique. Nonetheless, one understudy brought a recording device as well as made a request to turn it off by the associate who was apprehensive about her man of affairs being generally recorded. It appeared that the subjects felt variously about being canned and captured, instead of spectator taking notes, therefore, the particular acquiescence ought to be searched for before using these type of innovations (Otienoh, 2012). I also revealed that every plan has its defects and features and working with a group can assist to find what all such strengths as well as weaknesses are. In the future, we have also challenged eac h other antecedently established slopes regarding what might as well as would not really work. We might likewise observe the fact of the mode and changing an bound really affected our overall performance (Kaufka, 2014). I have also realized that the merchandising people utilized a specific form of information to influence us and also the value of inventions. For them, this worthiness was discovered solely by something that might be bought as well as sold, put differently, or something that was marketable. In comparing, the discoverer looked quite shy as well as reluctant to utilize anything than the technical language (Ritchie, Rigano, 2012). References Bleakley, A. (2013). Writing With Invisible Ink: Narrative, confessionalism and reflective practice.Reflective Practice,1(1), 11-24. Gholami, H., Biria, R. (2014). Reflective journal writing and learner autonomy.Journal Of Language And Literature,5(3), 138-142. Kaufka, B. (2014). The shadows within: internalized racism and reflective writing.Reflective Practice,10(2), 137-148. Otienoh, R. (2012). Reflective practice: the challenge of journal writing.Reflective Practice,10(4), 477-489. Ritchie, S., Rigano, D. (2012). Writing together metaphorically and bodily side?by?side: an inquiry into collaborative academic writing.Reflective Practice,8(1), 123-135.

The Epic of Gilgamesh Death. Fate. Immortality. Destiny. Essay Example For Students

The Epic of Gilgamesh: Death. Fate. Immortality. Destiny. Essay Death. Fate. Immortality. Destiny. All are subjects that we tend to avoid. While most of us hope for life after death, we tend not to dwell on this subject because we are uncomfortable with the unknown. On those rare occasions when we allow ourselves to think about the fact that our days are numbered, we wonder if death can be cheated and immortality gained. Some have suggested that being remembered is just as enduring as living forever. Thoughts of destiny and the here after are not new. They have engaged the hearts and minds of men for ages. Two ancient stories that deal with this subject matter are The Epic of Gilgamesh and Beowulf. In these texts, the main characters, Gilgamesh and Beowulf, are obsessed with their fate. To the degree that these epics accurately reflect the society and culture of their own eras, one can see that men of these ancient times were as concerned about their ultimate destiny as we are. The epic stories of Gilgamesh and Beowulf illustrate that men and women throughout the ages have been keenly aware of their own mortality and that they long to live on eternally, if only in the memory of others. We will write a custom essay on The Epic of Gilgamesh: Death. Fate. Immortality. Destiny. specifically for you for only $16.38 $13.9/page Order now In the beginning of The Epic of Gilgamesh, Gilgamesh, the ruler of ancient Uruk, is blessed with the gift of foresight. He has numerous dreams about his destiny and is very accepting of the fate that the gods have given him. The gods give Gilgamesh a dream and Enkidu interprets Gilgameshs vision concerning his fate. Enkidu says that Enlil, father of the gods has given you kingship, such is your destiny, everlasting life is not your destiny Sandars 70. With this revelation Gilgamesh knows his destiny very early in his journey. Rather than becoming angry at the gods, Gilgamesh accepts the gods choice to not give him eternal life. Instead, Gilgamesh wants to set up his name in the place where the names of famous men are written, and where no mans name is written yet he will raise a monument to the gods 70-1. Gilgamesh succeeds in his plan for making himself famous by first defeating the guardian of the forest, Humbaba, and shortly after, the bull of heaven. During these battles Gilgamesh declares that there is nothing to fear! à ¢Ã¢â€š ¬Ã‚ ¦ if I fall I leave behind me a name that endures 71. Having reconciled himself to the fact that fate has indeed determined when he will die, he still desires that his name live on eternally. Because of Gilgameshs killing of the two beasts, the gods decree that Enkidu, his closest companion, must die. Gilgamesh is obviously distraught because of Enkidus death. Gilgamesh finally realizes that death is real, and not some inconsequential word that has no bearing. Now, even though he has learned of his destiny through his visions, Gilgamesh desires and thinks he can cheat fate. Unlike Gilgamesh, Beowulf never attempts to cheat death. Beowulf believes that God has predestined everything that comes to pass, including his fate. As Beowulf prepares to fight Grendal, he says, let him put his faith in the Lords judgment, whom death takes! à ¢Ã¢â€š ¬Ã‚ ¦ wyrd always goes as it must Liuzza trans ll. 440-55. On the surface, Beowulf appears to be boastful about not fearing death, yet ultimately it is his confidence in God that gives him courage in the face of death. In the same vein, Beowulf promises to not kill Grendal with a sword or armor when fighting Grendaltrusting in his own strength, yet also trusting that the will of God will be done ll. 679. Beowulf believes that God will choose whichever hand seems proper to win the battle with Grendal ll. 87. After defeating Grendal, Beowulf must next fight Grendals mother. While gearing up for the fight, Beowulf cares not for his life ll. 1441-2. Beowulf is not arrogant but realizes that he will win honor and fame, or death will take him ll. 1491. Soon after Beowulf emerges victoriously from the battle, Beowulf announces indeed, the battle would have been over at onc e, if God had not guarded me ll. 1657-8. Examining the text, one can see that throughout his entire life, Beowulf acknowledges Gods power over his life and ultimate destiny. .ud5404497d92339c7242b08e29dea9e74 , .ud5404497d92339c7242b08e29dea9e74 .postImageUrl , .ud5404497d92339c7242b08e29dea9e74 .centered-text-area { min-height: 80px; position: relative; } .ud5404497d92339c7242b08e29dea9e74 , .ud5404497d92339c7242b08e29dea9e74:hover , .ud5404497d92339c7242b08e29dea9e74:visited , .ud5404497d92339c7242b08e29dea9e74:active { border:0!important; } .ud5404497d92339c7242b08e29dea9e74 .clearfix:after { content: ""; display: table; clear: both; } .ud5404497d92339c7242b08e29dea9e74 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud5404497d92339c7242b08e29dea9e74:active , .ud5404497d92339c7242b08e29dea9e74:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud5404497d92339c7242b08e29dea9e74 .centered-text-area { width: 100%; position: relative ; } .ud5404497d92339c7242b08e29dea9e74 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud5404497d92339c7242b08e29dea9e74 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud5404497d92339c7242b08e29dea9e74 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud5404497d92339c7242b08e29dea9e74:hover .ctaButton { background-color: #34495E!important; } .ud5404497d92339c7242b08e29dea9e74 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud5404497d92339c7242b08e29dea9e74 .ud5404497d92339c7242b08e29dea9e74-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud5404497d92339c7242b08e29dea9e74:after { content: ""; display: block; clear: both; } READ: Choice of the African character EssayBeowulf may or may not be afraid of death, but he certainly acknowledged Gods providential control of his life. Beowulf, unlike Gilgamesh, seemed to understand and accept the will of God throughout his entire life. The suffering Gilgamesh endures because of Enkidus demise creates a fear of death in him to such a degree that he irrationally attempts to defy the gods and escape the same fate of Enkiduà ¢Ã¢â€š ¬Ã¢â‚¬ death. Gilgamesh states because I am afraid of death I will go as best I can to find Utnapishtim, à ¢Ã¢â€š ¬Ã‚ ¦ for he has entered the assembly of the gods and gained everlasting life 97. Gilgamesh is repeatedly told that when the gods created man they allotted to him death 102. Instead of fearing the face of death, Gilgamesh is told to fill his belly with good things all day and all night because this to is the lot of man 102. Ignoring these warnings, Gilgamesh continues his journey to the ends of the earth where he finds Utnapishtim. When Gilgamesh asks for the secret to eternal life, Utnapishtim explains to Gilgamesh that from the days of old there is no permanence. à ¢Ã¢â€š ¬Ã‚ ¦When the Anunnaki, the judges, come together, and Mammetun the mother of destinies, together they decree the fates of men. Life and death they allot but the day of death they do not disclose 107. After some time, Utnapishtim sends Gilgamesh back to Uruk. But first, Utnapishtim tells Gilgamesh about a flower that restores youth to the old. Gilgamesh is ecstatic and quickly retrieves the flower from the bottom of the channel. But just as the gods had decreed earlier, Gilgamesh is not to have eternal life. While bathing, a snake snatches the flower from Gilgamesh. Weeping, Gilgamesh sets off to return to Uruk. Gilgamesh had failed in his quest for eternal life. Upon returning, Gilgamesh decides to record the story of his journey. Both Gilgamesh and Beowulf realize that fate cannot be escaped. Gilgamesh seeks eternal life, but such is not his destiny. Beowulf, on the other hand, knows and acknowledges that his ultimate destiny is death. Beowulfs final fight against a dragon mortally wounds him and as he nears death, his heart is restless and ripe for death à ¢Ã¢â€š ¬Ã¢â‚¬Å" the doom was immeasurably near 2420. Sensing his coming death Beowulf illustrates his peace while dieing. Beowulf thanks God for all the gold and requests to have his tomb near the waters edge, so that sailors can see it and admire it as Beowulfs Barrow 2803-8. Beowulf knows that the best way for him to gain eternal life is if he lives on in the minds of his people. Building a monument is not so that Beowulfs people will remember him, but that it will remind them to remember all the glorious things he had done during his lifetime. Being a noble and brave hero and not gaining fame and fortune is primarily what Beowulf wants to be remembered for. In a similar way, Gilgamesh, reconciled to the fact that he cannot gain eternal life, seeks to find a way to be remembered by his great deeds. Gilgameshs story that he inscribes on stone tablets is his way of living on past his death. At the end of the epic, the narrator exalts, O, Gilgameshà ¢Ã¢â€š ¬Ã‚ ¦great is thy praise 119. The narrator is saying that the admiration of others is and will be great. This clearly shows that the people of Uruk will keep Gilgamesh alive in their minds. Beowulf will at some level attain everlasting life through the memory of his people as well. In Beowulf and Gilgamesh, both heroes desire to gain everlasting life. At one point, Gilgamesh believes that he can actually gain eternal life and change his destiny. .u7dd0a5c1f3b8ab27aece62aeea73bbd8 , .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .postImageUrl , .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .centered-text-area { min-height: 80px; position: relative; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 , .u7dd0a5c1f3b8ab27aece62aeea73bbd8:hover , .u7dd0a5c1f3b8ab27aece62aeea73bbd8:visited , .u7dd0a5c1f3b8ab27aece62aeea73bbd8:active { border:0!important; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .clearfix:after { content: ""; display: table; clear: both; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8:active , .u7dd0a5c1f3b8ab27aece62aeea73bbd8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .centered-text-area { width: 100%; position: relative ; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8:hover .ctaButton { background-color: #34495E!important; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8 .u7dd0a5c1f3b8ab27aece62aeea73bbd8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7dd0a5c1f3b8ab27aece62aeea73bbd8:after { content: ""; display: block; clear: both; } READ: My Papas Waltz" by Theodore Roethke EssayBeowulf, and eventually Gilgamesh, end up gaining everlasting life through their monuments and the good deeds that their people will remember them by. The ancient societies depicted in The Epic of Gilgamesh and Beowulf are no doubt representative of the actual societies that existed during those time periods. These ancient people were greatly concerned with issues such as death, fate, and destiny. People of ancient times and modern realize that even though one cannot escape death, one can to some degree achieve immortality, if only in the memories of those left behind.

A Complete Guide on Writing a Zoology Essay

A Complete Guide on Writing a Zoology Essay Students, who are taking Zoology classes as a part of college or university program, are assigned with the tasks to accomplish zoology essay from time to time. Zoology is a branch of biology that studies taxonomy, the history, the interactions and the clarification of all biological organisms. When you receive the task to write a Zoology essay, you’re supposed to be aware of how to comprehend the genes and the well-known evolution theory together with having efficient chemistry knowledge in order to produce a complete project. In other words, Zoology essay provides you with an opportunity to boost your scientific skills and critically assess lab results and scientific literature. As you learn how to craft a Zoology essay, it is highly important to provide the piece that is written in strict accordance with the subject. The project is a great tool to prove that this discipline plays a crucial part in an outcome on the environment. So, learn how to tackle your writing with this zoology essay guide and tips. The Preparation: Zoology Essay Topic Ideas from Our Writers In most cases, college instructors provide students with an opportunity to select their own topic to focus their writing on. Everyone loves animals, which means writing an essay on Zoology should be quite easy. You have to conduct research on the basis of the subject that you explore and build up a detailed project without the necessity to memorize any complex formula or rules. If you’re having a hard time trying to select an interesting Zoology theme, there are some sources to consult so you will not waste your time. You can watch documentaries about the chosen area to find inspiration or consider the following topics that may be suitable for you: Male Pregnancy: Is There Any Chance? Without a doubt, many of your college mates know that in some species the male is the one who carries the pregnancy. The pregnancy of a seahorse could be the subject of conversation. Animal Abuse No matter how obvious the topic is, having a fresh look at one may become a good source for ideas. Should the government apply strict laws against animal abuse? Dinosaurs: Say NO to Sci-Fi Films It’s highly recommended to keep away from all the sci-fi movies, no matter how much you love Jurassic Park (no, it’s not the real thing!). Make sure to bring some scientific information to the surface. The Jungle Hierarchy So, the question actually is†¦how to the fluffy ones establish which one is the strongest? Exotic Pets to Become Domesticated Ones There are individuals, who see nothing wrong in growing cheetahs and crocodiles in their houses. What do you have to say about that? Most Intelligent Animal on Earth. This Zoology essay can be really fun if you try to detect the smartest animal by comparing the representatives of different species. The Deathly Beauty. A lot of famous brands keep on testing their products by poisoning and killing animals in terrible tests. Maybe your essay will help your mates change their viewpoints, and (who knows) maybe the issue will be finally solved. Endangered Species in Central America. There are dozens of those around the world, but make sure to give your preference to a particular part of the globe and focus on investigating it. Blue Whales. Meet the largest creature ever found in the sea. What is more, the Blue whale is the largest creature that people know at the present days. In contrast to what the majority of people tend to believe, even though these beautiful creatures live in the sea, they are animals. Use your Zoology essay to tell your readers why. The Differences between Butterflies and Moths. You’ve definitely believed these tiny creatures are similar on the surface. But the reality is that they are actually quite different. An Overview of the Mesozoic Era. So many things have been said about one, but who knows maybe your own research will bring something new to a contemporary world. The Pre-Writing Stage When dealing with the disciplines like Zoology, you need to keep in mind that you create your essay on the basis of the knowledge of your predecessors and provide it with the â€Å"roof† that will serve as the source of information for your successors. In order to conduct a thorough research for your project, you have to follow the principles of the scientific method, while incorporating reasoned argument and empirical techniques. Writing on the so-called division of biology, you should also take into account the established scholarly work. Nowadays, there are dozens of zoological literature pieces available and this will 100% be your first to-do point. You will have to research the topic you’ve chosen in order to gain as much understanding of it as you can. Let’s say, you’ve given your preference to the topic ‘The Prey†Wrapping Behavior Evolution of in Spiders’ and you think it’s a good fit for Zoology class. Now, make sure to note down everything you find in both printed and online sources that might be relevant. The note-taking will help you to make certain your assertions are corroborated, while all the figures and facts are accurate. Since Zoology essays require scrupulous attention to details, the tiniest error may cast doubts on the correctness of the whole research. You may provide various stats and figures on what certain findings imply, but you’re not allowed to give general information that won’t let the readers interpret the information appropriately. In case of the essays dedicated to arachnids, feel free to mention that ‘Almost all spiders carry venom, but their purpose is not to attack humans, but to stun or kill their insect. In fact, of all the known spider species, only about 25 are believed to have venom that affects humans. Moreover, the 2 best-known venomous spiders in the U.S.- the black widow and the brown recluse- have not yet been proven to have killed in more than 2 decades. (Walker C. (2004) Spider Sense: Fast Facts on Extreme Arachnids. National Geographic News. https://news.nationalgeographic.com/news/2004/06/0623_040623_spiderfacts.html)’ instead of ‘Almost all spiders carry venom, but its purpose is to stun or kill their insect prey, not to attack humans. Of the known spider species, only some of them are thought to have venom that has an effect on humans. The best-known venomous spiders in the U.S. have not been proven to have caused any deaths recently’. Thus, even if your target audience won’t agree with your research methods, they won’t be able to challenge the facts and figures that you mention. Make sure to clarify your methodology and re-check all information that you mention to get 100% guarantee what you’re doing it right. What is more important, you can highlight any potential gaps in your research. Thus, you will prove you’re fully aware of all critical vulnerabilities and that you know how to minimize them. The Outline A solid outline for Zoology essay details every topic and subtopic of your project, putting this points into order so that they build your argument toward a reasonable conclusion. Providing a strong outline also helps to concentrate on the task at hand and keep away from useless paragraphs, unnecessary figures, and logical fallacies. Develop an effective thesis statement in order to express the key focus of the project and give an arguable claim. Mind that a good thesis should include no more than one sentence and should not state facts that are well-known to everyone or a matter of taste. For instance, something like ‘Spider can precisely design rigorous and functional webs’ won’t work because it simply states a fact while ‘Spiders have strikingly beautiful appearance’ expresses a matter of taste that most people are not even going to agree with. Introduction Of course, the introduction of Zoology essay should gradually introduce the topic to your target audience. The introduction should ensure that the readers comprehend what the project is about. To implement this part in the most effective manner, you have to present it step by step. Limit your intro to a paragraph or two. This is long enough to give a quick overview of the subject that you’ve researched. In discovering how to craft a Zoology essay, you will see the importance of providing a strong hook. You want to draw in your target audience so they are compelled with your content. A good hook can be something interesting, such a powerful quote, a question or an amazing fact. The facts that ‘Spiders have blue blood’, ‘Some male spiders provide the females with dead flies†¦as special presents’ or ‘For its weight, spider web silk is tougher and stronger than steel’ would serve as an excellent hook and a perfect opening for your essay. The Body This is the part of your Zoology essay where you’re required to disclose the chosen topic in details. Becoming skilled at how to write an essay for this discipline provides you with an opportunity to discuss various organisms more precisely. In the body of the Zoology paper, the author needs to explain various experiments dissections conducted to prove the theory of life. It is important to mention that this type of college assignment has more impact if provided with illustrations and diagrams. For instance, if you choose to write on ‘Cell Membrane Structure And Functions’, make certain to discuss cell life forms and cell division. Or, if your paper is dedicated to ‘Animals Genetics: The Study of Heredity’, get ready to discuss how the genes and the environment come together to shape animal behavior. The Conclusion Make sure to signal to your target audience that the essay coming to an end. In order to do so, you have to use the so-called transition from the body part to the conclusive section. Keep in mind that the transition should be simple and concise, and contain no clichà ©s like ‘To sum up’, ‘To conclude’, ‘In conclusion’, ‘In summary’, etc. There’s nothing wrong in using them, but your task is to turn on your creativity and provide a memorable and reasonable conclusion. It is recommended to conclude the Zoology essay by setting your discussion into a larger and different context. For example, you might end your Zoology essay by stating that scientific zoology really started in the sixteenth century with the progress of the medical studies of psychology and anatomy, as well as awakening of the new spirit of observation and exploration and link it to the current news of the field. The References Making citations is a must when it comes to Zoology essays. There are quite some citation and formatting styles ranging from MLA and APA. Thus, you have to be keen on the style required by the tutor. The referencing style will depend on the area you’re engaged in. For example, APA is used in education, sciences, and psychology: Kimberly Hickok, Staff Writer. Amazon Wasp with Enormous Stinger May Just Haunt Your Nightmares. Live Science, 2018. Host-Parasite Coevolution: Why Changing Population Size Matters. Zoology, Volume 119, Issue 4, August 2016, Pages 330-338. Finalizing Your Zoology Essay When you’re done with your assignment, it’s time to revise it. A thorough revision will help you to ensure the content is free from errors. A traditional method of review is an in-depth proofreading. The latter provides you with an opportunity to analyze your content and fix the errors if possible. The structure of the essay, the punctuation, the grammar, and style are the key aspects to take into account in the process of paper revision. It is very advantageous to schedule enough time needed to edit and proofread the piece before you hand it in. It is as important as having your Zoology essay properly referenced and authentic.

Reasons Raising the Minimum Wage Can Hurt the Economy

Reasons Raising the Minimum Wage Can Hurt the Economy According to the left, raising the minimum wage and providing a fair wage is the best way to eliminate poverty and address income inequality. But doing so has consequences far beyond an employee simply getting a raise on their paycheck one day and thats the end of it. Weve already seen the consequences of the poorly thought out, expensive, and lousily executed Obamacare laws and drastically raising the minimum wage the way liberals are proposing could lead to equally unfortunate outcomes for the very people the law is supposed to help. 1. Attempting to artificially raise incomes through a minimum wage increase is more about electoral politics than it is about actually helping people achieve the American Dream. Indeed, when polled people regularly support such a raise, because who would oppose people making more money? But economics realities are more than what sounds nice, and everyone would be better off by supporting true pro-growth policies that open up opportunities for everyone willing to work for the American Dream, rather than expect it be handed to them. Artificial wage increases can set the economy back while not even finding true relief for those the increase are intended to help. 2. If the goal is to lift people out of poverty, this will not do that. Figure that a huge chunk of minimum wage jobs are part-time, and the number of part-time jobs as a percentage of the workforce are only increasing already because of Obamacare. How many people would rather make $8.50 an hour and work 40 hours a week with a company-sponsored insurance plan over making $10 an hour with hours cut back to 28 per week and left to shop at an Obamacare exchange for excessive and costly insurance they might not need? (And even if the plans are cheap because of subsidies, the Obamacare deductibles are probably out of reach for these people anyway.) 3. Do this math equation: Obamacare Higher Wages for Unskilled Labor - Cost to Replace Said Worker with a Machine Adios jobs. The high costs of Obamacare plus increased wages (which also means higher payroll taxes paid by the employer) makes it more attractive to replace low-skilled jobs with machines. Self-service food-ordering machines are already being implemented in many restaurants nationwide. 4. Minimum wage jobs are typically low-skill or entry level jobs. If the costs to fill low-skill positions become to high, consolidation can occur and businesses are likely to replace two or three employees with one employee who excels and can do multiple jobs quicker. In other words, it would probably be more attractive to hire an ambitious and talented self-starter at $18 an hour to replace 2-3 less ambitious or inefficient employees making $10 an hour each. A business could even pay the one employee some solid over-time and still be ahead in the end. The more an employee is paid, the more is expected of them. Making jobs artificially more expensive also makes employees with less skill or who are new to the workforce more expendable. And these are the people the new laws are intended to help. 5. Believe it or not, the money needed to pay these employees has to come from somewhere. Retailers - who probably employ the greatest percentage or minimum wage earners - would simply be forced to raise the price of goods and services. So even if someone makes an extra $28 bucks a week, how much more are the same workers going to have to pay for food, gas, or clothing to make up for increased labor costs? 6. Different states have different economies and the cost of living in New York is different than the cost of living in Texas. It simply does not make sense to have a one-size plan for completely different economies. This is why, of course, conservatives believe in federalism and believe that Alabamans have the right to live how they want to and Vermonters have the right to live how they want to. Nationally centralized policies rarely work when their are so many factors in play. 7. Many small businesses already struggle to survive with the current burdensome regulations offered up by the federal government. Many rely on part-time help from high-schoolers to scoop ice cream, work the car wash, or deliver flowers. Small businesses are already at a disadvantage as they typically have higher overhead costs and must make more margin on products sold just to survive. This would only make it more difficult for them to succeed. 8. The minimum wage is seemingly raised every few years, and its never enough in the long run. After all, a minimum wage at $10 is still a minimum wage. And if higher labor costs cause the price of everything to go up anyway, the power of the dollar is merely weakened and no progress has been made. Which brings us back to our first point: The American economy needs true economic growth that enables people to succeed, not a policy based on a bumper-sticker slogan that offers a temporary feel-good fix that will be just as worthless and new minimum wage increase demands roll around. 9. Higher paid employees will want raises equal to those of the minimum wage employees. If people at the bottom of the pay chain get a 20% raise, everyone who makes more than that will also expect - and perhaps rightly so - a 20% raise as well. Imagine having worked in a job for a few years and earned increases only to have some guy hired at the same rate on day one because the government says so. Now businesses either pay all of their employees more or enjoy a disgruntled workforce. In the end, minimum wage increases go beyond increasing labor costs for just the targeted group. 10. This is where the harsh reality sets in: Minimum wage jobs are not intended to enable people to raise a family of five on. They simply arent. Yes, there are circumstances where people are forced to take jobs at minimum wage, perhaps more now than ever. But minimum wage jobs are designed for entry-level workers, kids in high school (who Id assume shouldnt have the need for $20K/yr jobs), or those looking to add a little extra money through a second job. The point is to move up from there into intermediate jobs, and with enough hard work a very well-paying job. Thats pretty much the point of a minimum wage job, and the point is not to support families. Its nice to say that a full week of work means everyone who does so gets a house, SUV, and an iPhone (and how many struggling minimum wage workers have the last one?), but the reality is that is not what those jobs are intended for. The problem with the lefts over-simplified solution to the economy is that the more expensive these jo bs get, the more likely those that need them will be able to get them. And how does that help anyone?

Transition Plans for Special Education Students Essay

Transition Plans for Special Education Students - Essay Example 288) and identified a gap in collaboration between parents and students and a variation between reported and actual levels of collaboration. Importance of collaboration, self determination, person-specific planning, and empirical studies for effective transition planning are explored with recommendations for empirical studies on collaboration based person-centered planning for planning and implementation of transition process (Michaels and Ferrara, 2005). The article is explorative of its objectives and its reliance on external sources and scope as a peer-reviewed article identifies its credibility and reliability to inform a new study. Its theme is also consistent with my topic on transition plans in special education and this makes it a suitable source for developing background information into my study (Michaels and Ferrara, 2005). The article is based on an empirical study towards a model for improving transition planning for students with disability. The authors note that while self-determination concept is recommended for effective transition plans, students are seldom involved in meetings for developing transition plans. The students’ interest that would facilitate development and implementation of transition plans is therefore not captured and teachers’ failure to include instruction on self-determination in their course materials is a factor. Barely 50% of the study’s participants reported inclusion of instruction on self-determination in their lectures and they regarded importance of the instructions (Thoma, Baker and Saddler, 2002). The study’s small sample size threatens reliability of its results but its empirical approach and reliance on other author’s knowledge resolves this weakness and develops its validity. It also relates to my proposed study and will therefore offer significant background hypothesis for development of problem statement and research questions (Thoma, Baker and Saddler, 2002). Trach identifies inefficiency in

RISK, RETURN, TRADE OFF, PORTFLIO AND DIVERSIFICATION Essay

RISK, RETURN, TRADE OFF, PORTFLIO AND DIVERSIFICATION - Essay Example We often hear a proverb that "Quality Never Cheeps"; same applies here that an investment with a low risk profile has a low investment return capacity as compared to an investment with a high profile of risk. Most of the investors are risk averse, but they are unaware of the fact that, while investing they have to indulge themselves into a number of risks, which they don't think; like interest rate risk, country risk, hazard risk and bankruptcy risk. This happens because the investor merely focuses on the financial risk and concern about the volatility among the prices of the asset or security, he have. It's a psyche of a person that, if we offer two investments offering the same expected return, but differing in risk, then a risk-averse investor will prefer the less risky investment. Most people invest in a number of assets or hold shares of a number of companies in order to diversify the risk. More precisely we can say that, people typically invest their wealth in a portfolio of as sets and will be concerned about the risk of their overall portfolio. Portfolio theory is used to diversify the risk of an investment; the theory was initially adopted by Markowitz in 1952 as a normative approach to investment choice under uncertainty.

Contributing factors to student achievement Essay Example for Free

Contributing factors to student achievement Essay In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance. As a result of these accountability standards, states must now administer standardized tests to â€Å"measure adequate yearly progress† of all students (2001). They face costly federal mandates and must submit comprehensive plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). †¦states are implementing policies that provide incentives to attract and retain teachers and increase student performance. Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the classroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of students. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students. Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also emphasize that resource patterns that optimize performance in one setting do not necessary work in others. Encouraged by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context. Are there choices made by policymakers and administrators in economically disadvantaged schools that spark significant improvements in performance in these schools? In this study, the researcher will assume the significance of SES or â€Å"input† factors in explaining achievement, and the researcher considers the impact of other factors over which schools have some control. Impact of Process Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on process variables. The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas: 1) school class size 2) school policies and 3) proven effective programs to increase student reading proficiency. One of the most controversial characteristics of schools is the amount of students per teacher (FTE). Production function research on the effects of school size has been inconclusive, and both sides have their advocates. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents. Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small size of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider range of educational offerings and services (â€Å"Still Stumped,† 2002). Recent research indicates that the effects of school size may depend on the SES of students. Findings show consistently that the relationship between achievement and socioeconomic status was substantially weaker in smaller schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and Smith, 1996; Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores. That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between class size and positive student achievement is another relationship that has been closely studied. In 2000, Congress allocated $1. 3 billion for class size reduction as a provision of the Elementary and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools. One of the largest and most scientifically rigorous experiments was the 1985, Tennessee’s Student Achievement Ratio (STAR) study. The STAR project provides compelling evidence that smaller classes can improve student achievement, especially in primary schools, which could have lasting effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through third. Classes of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students; of the total classes, some had just one teacher and some had a teacher and aid. Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the limitations of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were: 1) limiting sample of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use innovative teaching practices. In 1996, Mostellar, a statistician, reported; â€Å"the Tennessee Class Size study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing significant advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002). Wisconsin’s Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school year and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The objective of the program is to improve student achievement through the implementation of four school improvement strategies: class sizes no more than 15:1 in grades K-3; increased collaboration between schools and their communities; implementation of a rigorous curriculum focusing on academic achievement; and improving professional development and staff evaluation practices. Schools in SAGE have renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in SAGE (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE (DPI).

Privacy of Personal Information on the Internet Essay -- Compare Contr

Privacy of Personal Information on the Internet . Introduction Due to the rise of the internet, information privacy has become a first level social and political issue gaining a global position. Globalization of the privacy issue has been driven by worldwide trade, communication, travel, and marketing. As computer networks make it easier to find, store, and process information, it is becoming harder for individuals to keep their data private. The regulatory approach for protecting information varies by nation. The differences especially standout between the European Union (EU) and US. The EU sought to protect itself and cross border trading in the 90's with a Data Protection Directive. This directive states that transfers of personal data take place only in non-EU countries that provide an adequate data protection regime. Although the US and EU share the same vision - enhancing privacy protection for their citizens, the US strategy takes a different privacy approach. The US relies on a sectoral and industry specific approach with a mixture of legislation and regulation. In the US sectoral laws are focused on telecommunications, health care, and financial services. This paper will look at the key differences between US and EU Policies and some of the pros and cons of each. However, first off, it is important to address "What is privacy and why should we protect it?" II. What is Privacy & Why Should We Protect It? Privacy is hard to define and many different versions of a definition reside out there. Definitions range from as simple as "the fundamental of all liberties" and "the right to be left alone" to the "claim of an individual to determine what information about himself or herself should be kno... ...ar2002, Vol. 16 Issue 1, p23, 12p [3] On-line privacy in Europe--new regulation for cookies. By: King, Ian. Information & Communications Technology Law, Oct2003, Vol. 12 Issue 3, p225, 12p [4] Privacy as a Trade Issue: Guidelines for U.S. Trade Negotiators. Solveig Singleton. Economic Freedom Project Report #02-02 [5] Privacy is good business. By: Sturdevant, Cameron. eWeek, 10/13/2003, Vol. 20 Issue 41, p67 [6] RFC 2804 "IETF Policy on Wiretapping" ftp://ftp.rfc-editor.org/in-notes/rfc2804.txt [7] Social and Political Dimensions of Privacy. By: Westin, Alan F.b Journal of Social Issues, Jul2003, Vol. 59 Issue 2, p431, 23p [8] Using Organizational Safeguards to Make Justifiable Privacy Decisions when Processing Personal Data. By: Olivier, Martin. Proceedings SAICSIT 2003, p275–284 Flags from http://www.eurunion.org/legislat/agd2000/agd2000.htm

Psychoeducational Group Leadership: Mindfulness of Breathing Essay

In forming a psychoeducational group, it is vital to determine what kind of information may be needed by the participants. Psychoeducational groups are performed for people who are more mentally balanced and are simply seeking deeper knowledge on a certain theme related to psychological health. A good topic for discussion in many cases is the theory and technique of mindfulness of breathing. Being mindful of how one breathes is often a good indicator in the present moment of how stressed or how calm a person is (Yalom, 2006). When a person is able to self regulate one’s breathing, making sure that the breaths are slow and deep enough, then a person is aware of how situational occurrences affect one’s state of being. This paper takes a look at the case of a psychoeducational group which was formed with the intention of educating group members about the importance of mindfulness of breathing. Group Dynamics This psychoeducational group was formed by the participation of six voluntary group members who were invited to participate in a 30 minute session about the importance of mindfulness of breathing. The initial stage of the group consisted of a warm up activity where people greeted and introduced themselves to one another, followed by a short overview by the group leader regarding the importance of mindfulness of breathing and its connection to increased relaxation and decreased stress. The working phase of the group is where group members opened up to one another about certain stressful situations which occur in life and how their breathing correlated to these situations. Group members practiced being aware of their own breathing and being able to control the breath’s depth and speed. The final stage of the group is when group members affirmed their experience of working together, being thankful that they had the chance to learn something new, communicate with one another, and practice something useful for their personal health. Personal Reflection It is interesting to reflect on what it was like for me to lead this psychoeducational group about mindfulness of breathing, as this is an important element of my own personal ability to self regulate stress. I was excited to sit with the group members, to introduce myself and speak about the healthful benefits of good breathing patterns which produce happy alpha brain waves. The working stage of the group was especially interesting, in that people were relaxed enough to open up about their own personal lives and experiences and to practice slow and deep breathing with one another. The final stage of the group was also successful, in that people had a few minutes to be openly thankful for the group experience and their newfound knowledge. Although it seems like there should be something to say about how the group could have been run better, I am honestly proud to say that the group ran especially smoothly, with the right amount of time spent in each area and the right amount of educational information disseminated in interesting ways. The group members were able to bond with me and with each other, which makes me feel as if this group was led with great success. Conclusion In forming a psychoeducational group, it is important to consider the needs of the participants as well as the focus of topic and organizational structure of the group. The beginning initial stage and ending final stage of the group are usually more structured and planned, with the working stage of the group being more in the hands of the participants (Corey, Corey, & Corey, 2010). In any case, it is vital that the group is formed in a true spirit of goodwill, so that the group participants feel safe and comfortable and are able to open up to the group process. References Corey, M. S. , Corey, G. , & Corey, C. (2010). Groups: Process and practice (8th ed. ). Pacific Grove, CA: Brooks/Cole. Yalom, I. (2006). The Schopenhauer cure. New York, NY: HarperCollins.

Judicial Activism and Empowerment of Indian Women Essay

Women’s empowerment is a noted concept in social change, which is much discussed, often elusive and sometimes abused. Yet in the context of development, women’s leadership and agency in social change have been levers for women’s empowerment within communities. Women have sought to fight entrenched interests for community benefits, and have garnered through their collective strength, a new identity. Women’s rights around the world are an important indicator to understand global well-being. â€Å"Creating the environment which imparts equal status to women in family, society and country is the sole motive behind various facets of programmes being run for women empowerment.† –Pratiba Patel, President of India (Express newspaper apr.14, 2011) Though Women have a unique position in every society whether developed, developing or underdeveloped, she still belongs to a class or group of society which is in disadvantaged position on account of several social barriers and impediments. This is particularly due to the various roles they play during various stages of their life, as a daughter, sister, wife, and mother etc. However, she tries too hard to stand equal to that of the men. The historical phase of development of women very well portrays the empowerment of women, in different periods. Vedic period: During the Vedic period women enjoyed a fair amount of freedom and equality. The Vedic period can be termed as feminine glory. Women participated in all spheres like men. They studied in Gurukulas and enjoyed equality in learning Vedas. In Aitereya Upanishad, the wife was called as companion of husband. In the Rig-Veda, the wife was blessed to live as a queen in the house of her husband. The word Thampati, so often used in the Veda, characterizes both wife and husband. According to MacDonnell and Keith, this word signifies the high status of women in ancient India. Men and Women together performed religious duties and carried out other function. In the Mahabharata the wife was called the root of Dharma, prosperity and enjoyment. No man was allowed to perform religious duties without his wife. Thus, like the status of women in the contemporary western world, the status of women in India was based on liberty, equality and co-operation.[1] Post – Vedic period: In post – Vedic period the status of women suffered a setback when various restrictions were put on women’s rights and privileges by Manu. This decline dates back to the period of the Manusmriti and the increasing authority of man. The birth of a daughter which was not a source of anxiety during the Vedic period became the source of disaster for the father. Education, which had been an accepted norm for women, was neglected and later on girls were totally denied access to education. Despite the overall social and cultural subordination of women, it is surprising to find that law givers recognized the right to property, particularly that which was known as streedhana, women’s property. [2] Medieval Period: With invasion of India by Alexander and the Huns, the position of women was further degraded. Their education and training came to a sudden halt. For reasons of security, movement outside was restricted which in turn denied opportunities in community affairs. Uneducated and devoid of any status, they came to be treated as chattels. Social evils like sati, child marriage, and female infanticide arose. Women suffered great disabilities. The evil of dowry had become deep–rooted and the system of Devadasi has already spread. The medieval period saw women living oppressed in the feudal social order and patriarchal families.[3] British period: The attitude, behaviour and living pattern of Hindu society changed drastically during the British regime due to education and western impact on the socio-cultural life of India. During the period there were two major movements which affected the position of women. There were the Social Reform Movement of the nineteenth century and the Nationalist Movement of the twentieth century. Both these movements raised the question of equal status of women. The issues which attracted the attention of the nineteenth century social reformers were sati, ill-treatment of widows, the ban on widow remarriage, polygamy, child marriage, denial of property rights and education to women. The Reformers thought that by giving women access to education and by enacting progressive legislation social change could be initiated. Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, M.G. Ranade, Mahatma Phule, Lokhitwadi, Aurobindo and others from all parts of the country raised their voice against the unjust practices while revivalists like Dayamanda saraswati, swami Vivekananda and Annie Besant Believed in receiving the old Vedic society presumed to be ideal for women.[4] Mahatma Gandhiji too, vehemently criticized the custom of child marriage, prohibition of widow remarriage, temple prostitution and the custom of purdah. The nationalist movements not only draw a large number of women to political activity but also generated strength and confidence among women which helped them to organize and fight for their cause. The formation of the All India Women’s Conference in 1927 was a crucial event in women’s march towards equality. Many laws were enacted which tried to eradicate certain social evils. These included an Act legalizing remarriage of widows, child marriage Restraint Act 1978, an Act recognizing Hindu women’s right to property, etc. Besides the social legislation, there were other laws affecting women’s work status, such as limiting hours of work in organized industries, prohibiting night work, restricting work in mines, establishment of crà ¨ches for the children of the women workers etc. Thus in short, during the British rule, awareness was created for the removal of social malaises, while education and organizing political participation increased women’s mobility. PRESENT STATUS OF WOMEN IN INDIA: The most important event after independence has been the drafting of the Constitution of this country enshrining the principles of equality, liberty and social justice. The framers of the Constitution were aware of the problem of emancipation of the female sex. They realized that equality was important for the development of the nation. It was evident that in order to eliminate inequality and to provide opportunities for the exercise of human right it was necessary to promote education and economic interests of women. It became the objective of the state to protect women from exploitation and provide social justice.[5] All these ideals were enshrined in the Preamble of the Constitution. The Preamble to the Constitution of India resolved to secure to all its citizens justice–social, economic and political; liberty of thought, expression, belief, faith and worship, equality of status and opportunity; and to promote among them fraternity assuring the dignity of an individual and the unity of the Nation. To attain these objectives, the Constitution guarantees certain fundamental rights and freedom, such as freedom of speech and expression, protection of life and personal liberty. The principles of gender equality and protection of women’s right have been the prime concerns right from the days of Independence. Accordingly, the country’s concern in safeguarding the rights and privileges of women found its best expression in the Constitution of India. Article 14, confers the equality before the law or the equal protection of the law to every person. It not only prohibits discrimination but also makes various provisions for the protection of women. And there is a prohibition of any discrimination on grounds of religion, race, caste, sex or place of birth, however, Art. 15(3) empower the state to make any special provision for women and children.[6] And also equality of opportunity is guaranteed for all the citizens in matters relating to employment or opportunity to any office under the state, forbidding discrimination on the grounds only of inter alia sex.[7] Article 19(1) (a) deals with the Freedom of speech and expression and Article 19(1) (g) provides for the Freedom to practice any profession or to carry out any occupation, trade or business. Article 21 ensures that â€Å"No person shall be deprived of his life or personal a liberty except according to the procedure established by law†. Women have a right to lead a dignified, honourable and peaceful life with liberty. DIRECTIVE PRINCIPLES OF STATE POLICY Article 39 mentions that the state shall direct its policy towards providing to men and women equally the right to means of livelihood and equal pay for equal work. The state is directed to make provisions for ensuring just and humane conditions of work and maternity relief.[8]And there is a fundamental duty imposed on every citizen to renounce the practices derogatory to the dignity of women.[9] In short, Fundamental Rights and Directive Principles provide the framework to achieve the ideals of the Preamble of the Constitution. Fundamental Duties too, recognize upholding the dignity of women as one of the duties. The perceptions on Fundamental Rights and the guidelines of Directive Principles of State Policy, is well reflected in various progressive labour legislations such as: ââ€" ª Industrial Dispute Act, 1947 ââ€" ª Minimum Wages Act, 1948 ââ€" ª Factories Act, 1948 ââ€" ª Maternity Benefit Act, 1961 LEGISLATIVE MEASURES: Inspired by the constitutional safeguards, the State has enacted various legislative measures to provide protection to women against social discrimination, violence and atrocities and to prevent child marriages, dowry, rape and practice of sati, etc., the Equal remuneration Act of 1976 provides for equal pay to men and women for equal work. The Hindu Marriage Laws Amendment Act 1955 has been amended by the Marriage Laws Amendment Act of 1976 to provide for the right of a girl to repudiate a child marriage before attaining maturity whether the marriage has been consummated or not. The Act 1956 for Suppression of Immoral Traffic against Women and girls was amended in 1986 to make the sexual exploitation of female, a cognizable offence. It was renamed as â€Å"The Immoral Traffic (Prevention) Act of 1986†. An amendment brought in 1984 to the Dowry Prohibition Act, 1961 made women’s subjection of cruelty a cognizable offence. A second amendment to the Act in 1986 makes the husband or in-laws punishable, if a woman commits suicide within 7years of her marriage and it has been proved that she has been subject to cruelty. The Child Marriage restraint Act of 1929 raises the age for marriage of a girl to 18 years from 15years and that of a boy to 21years. The Factories Act of 1948 provides for establishment of crà ¨che where 30 women are employed. The Medical Termination of Pregnancy Act of 1971 legalized abortion by qualified professional on humanitarian or medical grounds. The enactment â€Å"Indecent representation of women (prohibition) Act, 1987† has also been passed to protect the dignity of women and prevent violence against them as well as their exploitation. Some of the other measures which were taken for the progress of women were that in pursuant to a request by the United Nations General Assembly to prepare a report on the status of women in India (CSWI) was constituted in 1971. The terms of reference of the committee was to examine the Constitutional, legal and administrative provisions that have a bearing on the social status of women, their education and employment and to asses the impact of these provisions during the last two decades on the status of women in the country, particularly in the rural sector and to suggest more effective measures; It was also to consider the development of education among women and determine the factors responsible for the slow progress in some areas and suggest remedial measures and to survey the problem of working women, including discrimination in employment and remuneration. TOWARDS EQUALITY: In order to examine the status of women, as house wives and mothers in the changing social pattern and their problems in the sphere of further education and employment, the committee was to undertake survey or case studies on the implication of the population policies and family planning programmers on the status of women in addition to the above mentioned aspect. It was empowered to suggest any other measure which would enable women to play their full and proper role in building up the nation. The committee submitted its report entitled ‘Towards Equality’ in December 1974. The report was a landmark in the social history of India heralding a conscious change in attitudes, behaviour, law, establishment of special institutions and creating both infrastructure and environment for equality for women. The National Commission for Women was set up as a statutory body on 31st January 1992 under the National Commission for Women Act, (1990) to review constitutional and legal safeguards for women and recommend amendments to meet lacunae, inadequacies in such laws, participate in economic development of women and evaluate the progress made. However, there are many areas of inequality where working women still strive to overcome like: More women are in lower skilled part time work; Women are promoted less and earn less; Women are not equally represented in Government as Men; Women undertake significantly more of household work and childrearing than men and are often depict ed as weaker sexes and are sexualized. JUDICIAL RESPONSE: Over the years, the general public has come to repose absolute faith in the Judiciary. The Supreme Court of India has responded to issues of gender justice in a positive manner. Some of the decisions given by the apex court in the recent past has significantly advanced the cause and dignity of women. In Nigammar vs. Chikkaiah Case (2000)[10] compulsory blood test to determine paternity was held to be violative of fundamental right of life or liberty. In Chandrimadas Case (2000)[11], the Supreme Court has held that where a national Bangladeshi woman was gang raped, compensation can be granted under public law (Constitution) for violation of Fundamantal rights on the ground of Domestic Jurisprudence based on Constitutional provisions and Human Rights jurisprudence. In John Vallamatton V. Union of India (2003)[12], the Supreme Court struck down section 118 of Indian Succession Act, 1925 restricting bequeathing of property for religious or charitable use except in the manner provided the rein. It was that the right to equality of women vis-à  -vis their male counterparts is accepted worldwide and it will be immoral and illegal to discriminate women on the ground of sex. In CEHAT V. Union of India (2001)[13], the Supreme Court referred to the repercussions of unhindered female infanticide effecting overall sex ratio in various States. The Court issued directions to Central government, State government, Union Territories, and appropriate authorities for the implementation of the enacted Act, further in CEHAT & Others. Petitioners V. Union of India & Others Respondents (2002)[14], the apex court made the registration of the clinics with ultrasound machines mandatory and directed the State governments to take suitable action for creating awareness in public. In this way, judiciary has acknowledged the concept of ‘Gender Equality’. The formal equality given by the Constitution and the Law is however, not equivalent of substantive equality which enables enjoyment of all rights on an equal basis. While formal equality has afforded women access to areas of Education, empowerment and even political participation, on terms that are often equal to those by men, it is in the so-called private sphere, in areas such as marriage and the family that women continue to be denied equal rights. In the present situation, women are better educated and have entered all possible fields proving their might. They hold more jobs worldwide, yet most women continue to suffer from occupational segregation in workplace. There are artificial barriers, created by attitudinal and organizational prejudices, barring women from top executive jobs. Women, though more educated are not more equal. Gender equality is a multifaceted concept which implies equality of opportunity in economic as well as socio-political and legal aspects. Gender equality is not just morally right, it is pivotal to human progress and sustainable development. Economic opportunity does not mean their mere presence but includes the quality of women’s economic involvement. In developed countries, women may gain employment with relative ease, but their employments are usually transitory and are paid less than men. Herald Sun, an Australian newspaper has also recently raised issues relating to this. The question of gender equality is a very old and burning problem. Twenty years ago in Mexico the First World Conference on Women inspired a movement that has helped, to reduce gender inequality worldwide. Illiteracy among women is declining, maternal mortality rates are beginning to fall, and more women are participating in labour force than ever before. Now a days, women has broken their ill-social shackles and are ready to face the contemporary challenges without any help and hesitation and consequently, March 8, is formally observed and celebrated in several countries, including India as a mark of integrated achievements towards the equality of rights, status and dignity of women and their equal participation in economic, social and cultural development in contemporary world scenario. CONCLUSION: To curb down the menace of existing gender inequality many steps have been taken at the national as well as the international levels, but still a lot needs to be done to stamp out the growing violation of women’s dignity. Is there Gender Equality in Reality? I would say in the Gender Equation, women are evidently the victims. At this juncture, society needs to see women as dynamic promoters of social transformation, and have a powerful influence on their ability to control their environment and contribute to economic development. There should be a kind of positive respect for women. Only then, her rights can be well protected and nurtured. Physical violence is only the tip of the ice berg, what we don’t see below the surface is the lack of respect. Once we ensure that society in general and men in particular show a positive kind of respect to women, to their wives, the other rights are bound to follow in normal course. Though umpteen steps are taken in this direction like discouraging discrimination, lengthy legislations invoking equality but the picture is still disheartening and remains only in the talks. And the war on inequality, discrimination, violence and unempowerment is still continuing, making the road to success a not-reachable one.

The Educational Theory of Lev Vygotsky Essay Example

The Educational Theory of Lev Vygotsky Essay Example The Educational Theory of Lev Vygotsky Paper The Educational Theory of Lev Vygotsky Paper Born in Czarist Russia in 1896, Lev Vygotsky lived a relatively short life, dying of tuberculosis in 1934. Because he was Jewish, the law limited his higher education options. He was, however, one of the 5% maximum of Jews permitted admission to a university. He was, however, not permitted to fulfill his ambition to pursue training as a teacher. In consequence, between the years of 1913 and 1917, Vygotsky studied medicine, philosophy, history, and law. [1] Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. However, he was disappointed if he anticipated that this upheaval would result in greater overall freedom. The ascension of Joseph Stalin to power in 1922 meant that all of Vygotskys scholarly work was to be accomplished in an ever more repressive police state. Vygotskys investigations of child development and educational psychology were influenced by his own Marxism – a philosophy that emphasizes the importance of ones social origins and place in the scheme of production. [2] Vygotskys works, consisting of more than one hundred books and articles, were not published until after his death in 1934. Just two years later they were suppressed. This suppression endured for two decades during which time his works were held in a secret library that could only be accessed by permission of the Peoples Commissariat for Internal Affairs - commonly known as the NKVD. [3] Despite this prolonged attempt to suppress his ideas, Vygotskys work survived and, particularly after the Cold War, came to wield considerable influence in the field of educational psychology. [4] I. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education? Vygotskys stresses the importance of looking at each child as an individual who learns distinctively. Consequently, the knowledge and skills that are worthwhile learning varies with the individual. The overall goal of education according to Vygotsky is to generate and lead development which is the result of social learning through internalization of culture and social relationships. [5] He repeatedly stressed the importance of past experiences and prior knowledge in making sense of new situations or present experiences. Therefore, all new knowledge and newly introduced skills are greatly influenced by each students culture, especially their family environment. Language skills are particularly critical for creating meaning and linking new ideas to past experiences and prior knowledge. According to Vygotsky, internalized skills or psychological tools are used to gain mastery over ones own behavior and cognition. [7] Primary among these tools is the development of speech and its relation to thought. [8] Vygotsky maintained that language plays a central role in cognitive development. He argued that language was the tool for determining the ways a child learns how to think. That is because complex concepts are conveyed to the child through words. Learning, according to Vygotsky, always involves some type of external experience being transformed into internal processes through the use of language. [9] It follows that speech and language are the primary tools used to communicate with others, promoting learning. Vygotsky promoted the development of higher level thinking and problem solving in education. If situations are designed to have students utilize critical thinking skills, their thought processes are being challenged and new knowledge gained. [10] The knowledge achieved through experience also serves as a foundation for the behaviors of every individual. [11] II. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? A lie? According to Davydov and Kerr, it was a momentous occasion in the history of psychology when Vygotsky asserted specific functions are not given to a person at birth but are only provided as cultural and social patterns. [12] Vygotsky saw intellectual abilities as being much more specific to the culture in which the child was reared. [13] Through observation and study Vygotsky came to understand that people adapted to their surrounding environment based on their interpretations and individual perceptions of it. [14] Thus, humans are not born with knowledge nor is knowledge independent of social context. Rather, one gains knowledge as one develops by way of social interactions with peers and adults. Vygotsky does not make as drastic a distinction between knowledge and belief as some other heorists do. For him, knowledge is obtained through past experiences, social situations, as well as ones general environment. In similar manner, beliefs are instilled into an individual via culture and parental upbringing. Mistakes are crucial in Vygotskys theory of learning. In the course of development, mistakes are made during the process of concept formation. They are important in that they impact future learning. [15] From Vygotskys perspective, A concept emerges and takes shape in the course of a complex interaction aimed at the solution of a problem [A] concept is n active part of the intellectual process. [16] We see, then that, for Vygotsky, concept formation is a dynamic, ever-changing activity during which the child relies on their own perception to make sense of objects that appear to them to be unrelated the child creates his or her own subjective relationships between objects and then mistakes his or her egocentric perspective for reality. [17] This stage of development is known, paradoxically, as incoherent coherence. [18] During this stage, the making of mistakes is an integral part of a childs development. Also at this time, the childs organization schema becomes less egocentric and begin to incorporate additional information gained from experience into his or her thought processes. [19] In this way, mistakes can be corrected and new knowledge gained. Therefore mistakes are developmentally necessary, resulting from the role of social interaction in transformation of prior knowledge. [20] Tentatively one might infer that Vygotsky would view a lie as something that occurs as a result of the desire to conform to social norms. For example one might feel one way but report a more socially acceptable reality. III. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential? According to Marxist theory, The essence of man is no abstraction inherent in each single individual. In its reality it is the ensemble of the social relations. [21] Vygotsky would agree that we develop as humans through the ways we interact with those around us. His view of human nature fits with his Marxist ideology. Human beings can only be understood within the context the time period and the part of the world in which they live. Human nature cannot be understood as never-changing and universal, but as always depending on its specific social and historical formation. This principle does not leave out biological factors. [22] To be human, however, means that you have surpassed a level of functioning that your biological traits would otherwise dictate. [23] Although some animals have the ability to create and use material tools, humans have the ability to utilize psychological tools. In other words, human beings are differentiated by their ability to develop psychological tools that are used to gain mastery over ones own behavior and cognition[24] that other forms of life are not capable of developing. Some psychological tools include: language, different forms of numeration and counting, mnemotechniques, algebraic symbolism, works of art, writing, schemes, diagrams, maps, blueprints, etc. [25] In his theories, Vygotsky placed great emphasis on the importance of spoken language, arguably the most critical tool that sets us apart from other species. He asserts that speech is a very powerful psychological tool that lays the foundation for basic structures of thinking later in ones development. [26] Vygotsky further explains that speech is the first psychological tool used by children to communicate with others who share the environment. Naturally, this is continued through adulthood, as speech is a primary tool used for learning. Vygotsky insists that humans learn best in cooperation with other humans. [27] Vygotsky contended that, unlike animals who react only to the environment, humans have the capacity to alter the environment for their own purposes. It is this adaptive capacity that distinguishes humans from lower forms of life. The animal can only be trained. It can only acquire new habits. It can through exercises and combinations perfect its intellect, but is not capable of mental development through instruction in the real sense of the word. [28] Vygotskys concept of the zone of proximal development (ZPD) posits that human potential is theoretically limitless; but the practical limits of human potential depend upon quality social interactions and residential environment. This zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [29] In theory, then, so long as a person has access to a more capable peer, any problem can be solved. IV. Theory of Learning: What is learning? How are skills and knowledge acquired? According to Piaget, learning is what results from both mental and physical maturation plus experience. 30] That is, development preceded learning. In contrast Vygotsky observed that learning processes lead development. [31] Vygotsky maintained that learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions. [32] In other words, learning is what leads to the development of higher order thinking. According to Vygotsky the two primary means of learning occur through social interaction and language. Language greatly enhances humans ability to engage in social interactions and share their experiences. The most important fact uncovered through the study of thought and speech is that their relationship undergoes many changes. [33] Initially, a childs new knowledge is interpsychological, meaning it is learned through interaction with others, on the social level. [34] Later, this same knowledge becomes intrapsychological, meaning inside the child, and the new knowledge or skill is mastered on an individual level. [35] The previously mentioned idea of the zone of proximal development (ZPD) is central to Vygotskys view on how learning takes place. He described this zone as, the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [36] Vygotsky maintained that learning occurs just above the students current level of competence. [37] It follows then, that the copying student will have a higher performance when working with a more capable student. The zone of proximal development works in conjunction with the use of scaffolding. Scaffolding is a six-step approach to assisting learning and development of individuals within their zone of proximal development. [38] Knowledge, skills and prior experiences, which come from an individuals general knowledge, create the foundation of scaffolding for potential development. At this stage, students interact with adults and/or peers to accomplish a task which could possibly not be completed independently. The use of language and shared experience is essential to successfully implementing scaffolding as a learning tool. 39] V. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? Vygotsky defined those who are to teach as the More Knowledgeable Other. The MKO is anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept or process. [40] Traditionally the MKO is thought of as a teacher or an older adult. However, this is not always the case. Other possibilities for the MKO could be a peer, sibling, a younger person, or even a computer. The key to MKO is that they must have more knowledge about the topic being learned than the learner does. [41] Teachers or more capable peers can raise the students competence through the zone of proximal development (ZPD). Vygotskys findings suggest methodological procedures for the classroom. In Vygotskian perspective, the ideal role of the teacher is that of providing scaffolding (collaborative dialogue) to assist students on tasks within their zones of proximal development. [42] During scaffolding the first step is to build interest and engage the learner. Once the learner is actively participating, the given task should be simplified by breaking it into smaller subtasks. During this task, the teacher needs to keep the learner focused, while concentrating on the most important ideas of the assignment. One of the most integral steps in scaffolding consists of keeping the learner from becoming frustrated. The final task associated with scaffolding involves the teacher modeling possible ways of completing tasks, which the learner can then imitate and eventually internalize. Vygotsky recommended a social context wherein a more competent learner would be paired with a less competent one, so that the former can elevate the latters competence. This social context promotes sustained achievement and cognitive growth for less competent students. [44] Accordingly, students need to work together to construct their learning, teach each other so to speak, in a socio-cultural environment. In-class opportunities for collaboration on difficult problem-solving tasks will offer support to students who are struggling with the material. By interacting with more capable students who continue to mediate transactions between the struggling students and the content, all students will benefit. [45] The implications of Vygotskys theories and observations for educators are several and significant. In Vygotskys view, the teacher has the collaborative task of guiding and directing the childs activity. [46] Children can then solve novel problems on the basis of a model he [sic] has been shown in class. [47] In other words, children learn by solving problems with the help of the teacher, who models processes for them and his or her eers, in a classroom environment that is directed by the teacher. In essence, the child imitates the teacher through a process of re-creating previous classroom collaboration. [48] It is important to note that the teacher does not control the class with rule and structure; rather, the teacher collaborates with the students and provides support and direction. [49] Assignments and activities that can be accurately completed by a student without assistance, indicate that the student has previously mastered the necessary prior knowledge. In the majority of classrooms this would be the conclusion of a unit; however, this is Vygotskys entry point. However, as previously mentioned, the teacher must carefully group the student that can potentially develop in collaboration with a more capable person. [50] In our research, we found limited references to Vygotskys specific views on curriculum content. One exception involves the teaching of writing to preschoolers. According to Garton and Pratt, Vygotsky argued for shifting the teaching of writing to preschool. They explain that Vygotsky differentiated between two forms of speech: spoken and written. Vygotsky, as cited by Garton and Pratt, asserts that a child develops an understanding that spoken speech can be symbolized in writing by progressing from drawing things to drawing speech. [51] Vygotsky suggested then that the preschool curriculum should be designed so that it was organized to ease childs transition from drawing things to drawing speech. [52] Learning to master tools and technologies should also be included in the curriculum. Students should be taught how to use tools such as the computer, resource books, and graphs in order to better utilize these tools in the future. [53] In this way, students will benefit as these tools and technologies influence the individuals thinking (along with the development of language). [54] In sum, Vygotskys findings suggest that the curriculum should generally challenge and stretch learners competence. [55] The curriculum should provide many opportunities to apply previous skills, knowledge and experiences, with authentic activities connected to real-life environment. [56] Since children learn much through interaction, curricula should be designed to emphasize interaction between learners and learning tasks. [57] VI. Theory of Society: What is society? What institutions are involved in the educational process? According to Vygotsky, society is the bearer of the cultural heritage without which the development of mind is impossible. [58] This society allows the learner to develop cognitively through social interactions. As a result, the use of language makes it possible for a child to communicate and share the environment from within their society. Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). [59] Perhaps Vygotsky was comfortable generalizing about society in this way because he was living in post-revolutionary times. The revolution had been accomplished in Russia, and the New Soviet Man, was emerging in the Soviet Union, and the dictatorship of the proletariat was at hand. So far as the institutions involved in the educational process are concerned, Moll reports that Vygotsky considered school the best laboratory of human psychology. [60] He noted: At first glace, it may be easily seen that no special educational environment is needed, that education may be accomplished in any environment whatsoever. It is not very hard to conclude that no sort of artificial educational environment has to be created, that life educates better than any school. This view is wrong, however. [61] For Vygotsky, society (and therefore social interaction) happens in schools. Schools are incorporated into the larger society and have that as their context, so that some of their activity settings are determined by this larger contextuality. [62] For Vygotsky the classroom is also a social organization that is representative of the larger social community it is the social organization that is the agent for change in the individual. [63] Fhis statement was not meant to imply that informal education was not important. [64] Rather, as we stated before, for Vygotsky informal education is used by children through speech and language to develop higher mental functions. He stressed that childrens learning begins long before they attend school. Any learning a child encounters in school always has a previous history. [65] VII. Theory of Opportunity: Who is to be educated? Who is to be schooled? Vygotsky repeatedly asserts that it is within the social environment that learning takes place. Since no individual is able to escape their social surroundings, all within a society are inadvertently being educated.