Education System essays

Education System essays Describe the dumbing down of the nations educational system. Our nation views all situations as a competition and, in some cases, goes to extremely deceitful lengths to protect the possibility of failure. All tasks assigned to Americans are assumed to be easy and conducted with concurring enthusiasm; however, when it becomes arduous, frustration overcomes us and we look for the first available quick-fix. Now that the task was completed-with the minimal amount of effort-we sit back and relax, because we are at ease with our accomplishment, and our result becomes the standard. This course of action appears prevalent in all American endeavors, especially in our national education system. Americas educational system began like all of the other American endeavors, assumed to be easy, and conducted with simple enthusiasm. Formal education in America did not really begin until the end of The Great Depression (1939) and was a direct result of the New Deal legislation of President Franklin D. Roosevelt (1933-1945). Early educators of the system followed the principles of strict classroom discipline and high performance standards, which had a direct reflection on the youth of that early generation. Early students were well mannered and able to contribute a lot to the nation when they entered the workforce. Nevertheless, as the times changed-technologically and socially-the standards and results started to fall, causing much frustration among the system facilitators. In turn, the facilitators looked for that quick fix and they found it in the souls of the American citizens. Their fix was not a fix at all; instead, an illusion masking the failure of the system. By finding the quick fix for dilemmas, Americans find a shield to protect us from the fear of failure. Deciding to lower the standard and expectations of the systems performance was their ...

Lon or On Euphony in French Pronunciation

Lon or On Euphony in French Pronunciation On  is the French impersonal subject pronoun, and normally shouldnt be preceded by l neither the direct object definite article In Old French,  on  was the subject case for the noun   homme, so  lon  at this time meant  les hommes. When the subject case disappeared in French,  on  stuck around as a pronoun, and retained the ability to take the definite article.  Lon  is much more common in written French than in spoken, because it is a formal, elegant construction, and writing tends to be more formal than speech. Today, this l is simply considered a  euphonic  consonant and is used in the following situations: 1.  After certain monosyllabic words that end in a vowel sound, like  et,  ou,  oà ¹,  qui,quoi, and  si, to avoid a  hiatus. Sais-tu si lon a demandà ©Ã‚  ?   (avoid  si on)   Do you know if someone asked?...et lon a dit la verità ©.               (avoid et on)   ...and they told the truth. 2.  After que, lorsque, and puisque, to avoid the contraction  quon  (sounds like con), especially if the next word begins with the sound con. Lorsque lon est arrivà ©... (avoid  lorsquon)   When we arrived...Il faut que lon comprenne. (avoid  quoncomprenne)   Its necessary for everyone to understand. 3.  At the beginning of a sentence or clause. This usage of  lon  is not a question of euphony, but rather a holdover from  là ©poque classique  and is thus very formal. Lon ne sait jamais.   One never knows.   Ã‚  Lorsque je suis arrivà ©, lon ma dit bonjour.   When I arrived, everyone said hello. Note: For the purposes of euphony,  on  is used instead of  lon After  dont  (le livre dont on a parlà ©)In front of words that begin with  l  (je sais oà ¹ on lit)

13sp2 Rebuttal Argument Essay Example | Topics and Well Written Essays - 500 words

13sp2 Rebuttal Argument - Essay Example I firmly believe that the U.S. government, on issues that involve the safety, welfare, and national security of its citizens, is entitled to impose the most effective means of waging war on terror especially that from the very beginning, the state enemy has clearly not followed any fair rules of engagement. NY Times editor/s agreed to a statement released by the American Civil Liberties arguing that every American citizen has their â€Å"constitutional rights† that the judiciary â€Å"must respect† (â€Å"To Kill† par. 6). That stance must be agreeable to any American citizen who commits a crime. However, history has taught us that even President Lincoln needed not issue an executive order announcing he allowed thousands of Confederates to be killed simply because there were sufficient evidence to support that they were threats to the growth and progress of the New World. There are a lot of differences between an American transgressor who commits a crime of theft and robbery compared to any Al Qaeda member who brutally killed thousands of people all over the world, or helped suicide bombing and hijacking to be possible. If there are sufficient evidence pointing out that that person is an authentic Al Qaeda operative, it gives the federal authority the discretion to exert whatever means it sees fit for the situation. Furthermore, the Constitution entitles the authority to declare war or allowed an act of violence against a defined enemy, and for no other reasons, the CIA and other related agencies know exactly who the enemies are. However, that principle alone does not also entitled the executive or the authority to make fast decisions in killing an alleged terrorist member or ally. There must also be consensus and coordination between the executive and the legislative branch, the latter being responsible for the Constitution. Lastly, fair rules of engagement in waging war against

Social Media and Gap Incorporated Essay Example | Topics and Well Written Essays - 2250 words

Social Media and Gap Incorporated - Essay Example Social media represents any effort on behalf of the marketing company in the online environment which promotes socialization or offers insight into consumer opinion through the use of user-generated content (Smith, 559). Some companies are even taking advantage of social networking site models like Twitter’s TweetBeep alert system which emails a professional whenever their company is mentioned in the social network (Hogan and Miller, 25). In order to make the site more interactive, Gap Incorporated can setup a consumer blog which rates certain fashions or the models that are being depicted in the online advertisements. A Rate This! promotion attached to visible consumer links would build interest in leaving comments. This system would need to be maintained by an information support systems team to update the information timely. This blog could give unique insights into consumer values, beliefs, and their current thinking toward the fashion industry as a whole. If the new inter active features are interesting and exciting enough, it will create a viral marketing outcome which should build higher consumer visits to the Old Navy, Gap, Banana Republic, et al. brands. Gap Incorporated should also consider the results of a recent study conducted by Cone Business which identified that consumers crave social interaction (Black, 41). This is due to the high rise of social networking and the amount of time consumers interact in the online social environment increasing. This study also identified that when important stakeholders are online (in this case the consumer) they are looking to speak with organizations and different brands in the digital environment (Black). Gap Incorporated should consider that interactive website promotions, such as a compete to win promotion battling different online users in a trivia contest for discounts, would also provide consumers with their

Mobil IP Essay Example for Free

Mobil IP Essay â€Å"A Mobile IP address allows users to connect to the Internet without a normal static or dynamic IP address through the use of a unique mobile IP address. This unique address lets the computer connect through a network to a home IP address but still utilize and communicate with the networks protocol.† What are the advantages and disadvantages of Mobile IP? Advantages: 1) Portability—virtually anywhere there is access 2) Convenience sustained connection while traveling between access points 3) Scalability built for large, expansive networks so it is always easy to expand it 4) Consistency a user can maintain the same IP address across all of the subnets they travel between while the router on their home subnet intercepts and forwards all incoming information to them across the network via a network tunnel 5) Integration Mobil IP solutions do not require an additional network, but rather integrate with a current network schematic and because of the standard it has set many of the appliances have networking abilities now Disadvantages: 1) Security Data must be transformed so that authorized parties only decode it Authentication, or approving or disproving someone’s identity Ensuring that data cannot be changed without having that change be detectable Proving a source sent data and the possibility of that data being denied 2) Triangle Routing   The delivering of packets as directly as possible from sending node to mobile node without passing through a home agent, this is obviously a problem since route from sender to mobile node by way of the home agent takes two sides of the triangle, rather than the third side, which is the direct path. 3) Perception of reliability  refers to the premise of Mobile IP connections are based on TCP surviving cell changes What are the typical installations of Mobile IP? Typical installations where you find mobile IP is for laptop or phone use though tablets and other systems are catching up. Do you think Mobile IP will increase in popularity? Why or why not? With the struggle to stay up to date and to have access to files for company use at meetings, I think it is a real deal to say that popularity will continue to rise. There are issues with the technology but look how many bugs were in Windows 95 when it hit the market and people still ate it up. â€Å"A leading and award-winning developer of desktop, tablet and mobile VoIP software products and solutions, today announced that its industry-leading Bria softphone is powering Network Norways all-new Mobil IP service. As part of the Tele2 Group, Network Norway is an innovative service provider focused on enabling leading edge business solutions such as their new Mobil IP offering. Mobil IP is an SMB and enterprise focused offering that extends a customers mobile number to all devices including iOS and Android smartphones, tablets, PCs and Macs.†

Rama Essay -- essays research papers

Out of all the characters mentioned in Hindu mythology, the character of Rama is one of the most famous ones. It would probably be a difficult task to find a Hindu who is not familiar with this hero or his exploits. He is the main protagonist of the Ramayana, still considered to be one of the greatest Indian epics of all times. Till date his story is taught in schools in India in the form of history and to instill morality in children. Standards set by him, though hard to attain, are ones that are laid out for men in the community to follow. There is no question amongst the minds of people today that he is divine. What is it about Rama that caused him to reach the status that he holds today? Most of what we know about Rama comes from the Ramayana. Though numerous Ramayanas have been written, scholars agree that the earliest version seems to be that written by Valmiki. It is quite likely that Valmiki’s Ramayana underwent changes and was reconstructed at a particular time or has had alterations made at different times. Several portions of the original poem were removed and various new ones added. Scholars find it hard to determine which bits were part of the original and which ones are additions to it. These changes certainly brought about interesting consequences. The position that the heroic Rama holds within Pan-Indian tradition has gone through many paradigmatic structures as a result. The changing Ramayanas and notions of Rama reflect a changing cultural pattern amongst...

Culture of peace among students Essay

It was in 1989, during the International Congress on Peace in the Minds of Men, in Yamoussoukro, Cà ´te d’Ivoire, that the notion of a â€Å"Culture of Peace† was first mentioned. Over the past ten years, the idea has come a long way. In 1994, Federico Mayor, Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), launched an international appeal on the establishment of a right to peace; in February 1994, UNESCO launched its Towards a Culture of Peace programme; in 1997, the United Nations General Assembly proclaimed the year 2000 as the â€Å"International Year for the Culture of Peace†; and in 1998, the same Assembly declared the period 2001-2010 the â€Å"International Decade for a Culture of Peace and Non-Violence for the Children of the World†. This is how the notion of a Culture of Peace conquered the world. What Does â€Å"Culture of Peace† Mean? Although the expression â€Å"Culture of Peace† took shape in 1989, such a culture already existed before the word was created. UNESCO’s creation is a testimonial to the existence of such a culture as early as 1945. Even though UNESCO has several mandates, it has but one mission, namely that of constructing peace. The purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world† (Article I of the Constitutive Act of UNESCO). The culture of peace is peace in action. Introducing such a culture is a long-term process requiring both a transformation of institutional practices and individual modes of behavior. Finally, in order to survive and become entrenched in our values, a culture of peace requires non-violence, tolerance and solidarity. The idea of consensus, or peace, is sometimes mistaken for an absence of conflict or for society’s homogenization process. However, in order to achieve mutual understanding, there must first be differences with regard to sex, race, language, religion, or culture. The quest for mutual understanding begins with the recognition of these differences and of a will to overcome them to reach a common objective. Achieving mutual understanding protects a society from self-destruction by letting it build foundations so as to design a new way to live together. Indeed, mutual understanding fosters certain values vital for peace, including non-violence, respect of others, tolerance, solidarity and openness to others. Mutual understanding does not mean homogenization of society. On the contrary, a culture of peace is enhanced by the variety of traditions. The fact that a common vision emerges from a multi-cultural society proves that living together is possible and that this society lives according to the pulse of a culture of peace. A culture of peace is thus a comprehensive union of existing movements, hence UNESCO’s desire to create a worldwide movement for a culture of peace and non-violence. The International Year for the Culture of Peace will be one of the key moments for the creation of such a movement. This global movement should help change the culture of war into a culture of peace by uniting all groups, agencies, associations, governments and, especially, individuals within a comprehensive network that works towards the emergence of a culture of peace. Body Peace in our communities and in the world requires a connection to respect for our multiple differences, and for the right of all people to justice, freedom, and dignity. This leads to trust, community, and co-existence. We understand we are all in this together, that all people have the same basic needs and desires, and so we act for the common good rather than for the benefit of a few. Peace is more than the absence of war, violence, or conflict, but we connect to the power of love that transcends fear, anger, sorrow, and aggression, and leads us to compassion and a desire to end the suffering of all. Education is the principle means of promoting a culture of peace. This includes not only formal education in schools, but also informal and non-formal education in the full range of social institutions, including the family and the media. The very concept of power needs to be transformed – from the logic of force and fear to the force of reason and love. Education should be expanded so that basic literacy is joined by the ‘second literacy’ of ‘learning to live together’. A global effort of education and training, supported by the United Nations, should empower people at all levels with the peace-making skills of dialogue, mediation, conflict transformation, consensus-building, cooperation and non-violent social change. This campaign should be based upon universal principles of human rights, democratic principles and social justice, and at the same time, build upon the unique peace-making traditions and experiences of each society. Content of theory-based peace education Could include: the role of values systems in religious and secular world views, the history and present day struggles for justice and equality in race and gender, the ethics of science and technology, understanding of the causes of violence and war and other local, national and international disputes, the theory of conflict resolution, visions of the future, political and social change, the economics of war and oppression, human rights and citizenship, violence, war and peacemaking in the media, nonviolence in literature and the arts. Content of practical expressions of peace-making for use in peace education Models of peace-making, peace history – local, national and international, the role of the United Nations and Non-governmental Organizations, how community groups affect peaceful change, vocations for social change, the role of personal and community health and nutrition in a healthy society, understanding other cultures through language, custom and stories, parenting and child care, bullying and anti-bullying methods, peer mediation and conflict resolution skills for children in the classroom. A useful description for positive peace has been adopted by the U.N. General Assembly. Recognizing the long term nature of the work, the U.N. General Assembly (Resolution 52/15) declared the year 2000 as the International Year for the Culture of Peace. Broadly, cultures of peace include seven core elements that vary in form across cultures, yet are universals of positive peace. These elements may be envisioned as spokes of a wheel, a weakness in any one of which may produce systemic weakness or collapse. The elements are: †¢Social justice: institutionalized equity in distribution and access to material, social, and political resources; truth-telling, reparations, and penalties for infractions; full participation and power sharing by different groups; gender justice and full participation by women; †¢Human rights: rule of law and adherence to human rights standards; †¢Nonviolence: institutionalized arrangements for nonviolent conflict resolution and reconciliation; values and attitudes of civility; norms and processes that promote human security, cooperation, interdependence, and harmonious relationships at all levels;4 †¢Inclusiveness: respect for difference; participation by different groups; meeting identity needs; cultural sensitivity; †¢Civil society: strength and diversity of civic groups in sectors such as health, business, religion, and education; community action, support, and hope through these venues; full citizen participation in government; †¢Peace education: formal and informal, experiential education for peace at all levels; socialization of values, attitudes, and behaviors conducive to peace and social justice. †¢Sustainability: preservation of global resources; meeting the needs of the current generation without compromising the ability to meet the needs of future generations. Psychologists may contribute to the construction of cultures of peace through work at many levels. Therapists who help to reduce family violence and to build equitable, nonviolent relationships in families contribute to cultures of peace. Educators who teach skills of nonviolent conflict resolution or work for social justice at the community level also contribute to the construction of cultures of peace. Concluding insights Peace is very important in our lives; it is basic requirement for our existence. In today’s world peace is also important because if we look around us, we see a number of nations who are at war with each other. We need a better world for our next generations. We can enjoy the benefits of the latest technological and scientific advancements only in times of peace. I realized that Peace is an ideal. It is both intangible and concrete depend upon the person’s situation; complex and simple by the way a person looks at it ; exciting and calming by how a person feels about it. Peace is personal and political depend who that person is; it is spiritual and practical how a person understands it; local and global how deep a person recognized it. It is truly a process and an outcome, and, above all, a way of being.