Definition of a Savage Essay Example for Free

Definition of a Savage Essay In â€Å"Remarks Concerning the Savages of North America†, Benjamin Franklin opens by saying â€Å"Savages we call them, because their manners differ from ours, which we think the perfection of civility; they think the same of theirs† (Franklin, 2008, p. 226). When Franklin wrote this, he had no idea that our society would continue to complicate the differences between cultures to the extent they exist still today. Many of the colonists attempted to convert Native Americans to Christianity but failed because they could not accept another culture as being equal to their own. They saw the natives as an inferior group of people that must be saved and taught to live the same as the white man. The narrow minded views of these early settlers with all of their so called proper ways and education caused them to be the savages. Our modern day society is driven by wants versus needs. Many people feel a sense of entitlement to things whether they have earned them or not. Franklin describes the Indians as hunters and warriors, living off the land and taking only what they needed. They learned from each other. They listened to each other and gave someone speaking the full attention deserved. â€Å"Having few artificial wants, they have abundance of leisure for improvement by conversation† (Franklin, 2008, p. 226). The Indians did not possess the materialistic nature of the white man. They welcomed a stranger into their community, fed and clothed him, offered him a place to sleep and expected nothing in return but fellowship. The colonists would not have offered the same hospitality to an Indian that appeared as a stranger at their door. In trying to convert the Indians to Christianity, the colonists explained their church services as meeting â€Å"to hear and learn good things† (Franklin, 2008, p. 229) but upon hearing the Indians explain something from their beliefs, the colonists passed it off as â€Å"mere fable, fiction, and falsehood† (Franklin, 2008, p. 228). Franklin (2008) wrote about an event that occurred at the Treaty of Lancast er in 1744. The Indians were offered a chance to send six of their young men to college to receive an education. Their response was they preferred to teach the Indian values and customs because it would ensure their young men would become valuable members of their own culture. The Indians did reciprocate by offering to take twelve young white men, educate them and â€Å"make men of them† (p. 227). The colonists clearly believed their way to be better because they felt their society to be more civilized. In comparison of the British House of Commons and an Indian council, Franklin (2008) discussed how the English have to speak very quickly to get their words out before being interrupted and that often a call to order was issued because of the arguments that frequently occurred. In contrast, the Indian council was held with order and great respect for others when it was their turn to speak (p. 227). The Indian culture was strange to the colonists and they perceived anything contradictory from their way of life to be uncivilized. This close minded view was apparent in how quickly the colonists dismissed the Indians religious beliefs. They felt the white man’s education was superior to those of the Indian ways. By not being accepting, the colonists showed great bias toward the Indians they called savages. This behavior toward the Indians ultimately resulted in destroying much of their culture. Many Indians were attacked and killed and the survivors were forced to leave their lands. The savages were not the Indians but the colonists that came to America and destroyed the Native American culture. Our society still struggles with the point Franklin was trying to convey. A difference in beliefs and cultures does not make any particular group of people superior over another. References Franklin, B. (2008). The general history of virginia, new england, and the summer isles. In N. Baym, W. Franklin, P. Gura, J. Klinkowitz A. Krupat (Eds.), The Norton Anthology Of American Literature (pp. 226-230). New York, NY: W W Norton Co Inc.

Essential Criteria For An Ideal Learning Environment English Language Essay

Essential Criteria For An Ideal Learning Environment English Language Essay After World War II, while the bomb damaged parliamentary buildings were being reconstructed, Winston Churchill urged that design of the great oratory halls remain as before. Fearing that a different plan might diminish the importance of their traditional form of debate, he stated, we shape our buildings and then they shape us. His statement raises an important question: Does the man made environment affect how we live and act within it? Commercial, retail and entertainment industries pay close attention to the formation of space. We often judge the quality of a restaurant prior to sampling the cuisine. We are then surprised or justified in our opinions of the quality of a product based on the surroundings within which we experience it. Do schools and classroom spaces enhance or detract from the learning process? Learning is essentially a mental process. So why do we bother with how the classroom looks or feels? Educational philosopher John Dewey urged that the learning environment be humane and attentive to individual children rather than be a form of mass instruction. Exceptional teachers however, sometimes boast of their ability to practice their art anywhere and under adverse circumstances. A fundamental question must be asked: How does one learn? Early discoveries by noted Swiss psychologist Jean Piaget and more recent theories explored by educator Howard Gardner have expanded the more traditional views of the process of learning. Age, sex, culture and individual character greatly influence not only ones ability to learn but indicate a multitude of ways that an individual potentially can learn. Learning is no longer considered merely an accumulation of knowledge but rather the understanding or ability to construct knowledge in meaningful ways for a particular purpose or solution to a well defined problem. The individual style of a teacher, the curriculum being presented, the maturity and learning ability of the individual student must each be accommodated within the classroom space. If these are thoughtfully considered, the new learning environments will enhance, not hinder the learning process. As more is discovered about the learning process, the curriculum and style of pedagogy will periodically be updated, adapted and re-evaluated. The classroom space will also undergo a similar scrutiny. The physical environment then, should not be constructed to manipulate or influence a particular style of teaching or learning, but rather be responsive to and adaptive by individual teacher and student needs. Over the past fifteen years, I have worked with several educators to design, build and remodel dozens of educational facilities. The past two years were spent in observing and researching teaching practices through a masters thesis study. I have concluded that the following six (6) general categories include criteria which are essential components necessary for meeting the demands of learning based schools. Both the designer and the teacher should understand and be aware of these qualities to ensure their careful consideration to construct an optimum learning environment. 1. Size, Shape and Scale: The size of a room affects the possible arrangement of activities within it. Generally, the larger the room, the more flexibility and the smaller, the more intimate. A rectangular shaped room affords more interactive visibility between occupants whereas L shaped ones or ones with alcoves allow for variety of privacy to individual learners. Movable wall devices can accommodate many different shapes. Scientific observations indicate that the student builds confidence through achievement. The ability to relate to elements within a room affords a degree of self empowering through scale that is relative. Size and locations of counters, windows, furniture and storage elements all should be considered or be adapted to the scale of the user(s). 2. Acoustical Quality and Noise Control: Acoustical liveliness is a product of room configuration (parallel walls), surface finishes (hard, soft), material density (solid, hollow) and air tightness (sound transfer). A room designed for music is constructed very differently from one designed for quiet conversation. Shower spaces are great for singing but poor for conducting discussions. If group activities are more prevalent than a single lecture source, rooms should more sound absorptive. Learning is hampered when the teacher or students do not have a common language or when students are unfamiliar with a strange concept if the spoken words are not heard or clearly enunciated. Hard walls such as glass or marker boards should not oppose each other but rather be opposite an open storage areas of differing heights and depths. Disturbing echoes or flutters can also be mitigated by angling walls at least 5 degrees out of their original parallel plane. Carpet on floors and acoustical ceilings cut down on reverberation (sound that continues to bounce). Massive walls or ones with sound insulation prevent exterior noise transfer but only if there is no air gap (walls only to the bottom of suspended ceilings do not help). If windows or doors must be opened for ventilation, a low frequency sound can be used to mask conversations or exterior noise which may disturb individual discussions. 3. Illumination and Views: High energy costs caused the design and production of efficient lighting systems for both business and school facilities. Incandescent fixtures have been replaced by fluorescent fixtures as the most common electric light source within classrooms. The human need and desire for natural sunlight and for views to adjacent spaces (for orientation) requires that the two illumination sources be balanced for a variety of activities. Because daylight varies with the season, time of day, weather and position of glazing, controls are necessary for its admission into the interior. Electric light sources are more easily controlled not only when balancing with sunlight but for the specific tasks that need illumination. Glare caused by the imbalance of light sources within ones field of view or bounced off of a reflective surface (marker board or computer monitor) is one of the major causes of irritation and is a detriment to learning. Knowledge of the extreme ratio of daylight to electric light (a s great as 500:1) requires that control devices for reflecting, shading or blocking be carefully considered. Reflectivity of surface finishes, arrangement and location of light sources as well as their method for diffusion within the classroom all play an important role in the comfort for the student and teacher for the purpose of learning. 4. Temperature, Humidity and Ventilation: Several studies indicate that teachers rather than students are more upset by temperature fluctuations within a classroom. Test scores are not adversely affected by temperatures except under extreme conditions. Students generally like the temperature slightly cooler (5 degrees to 10 degrees) than do teachers. Traditionally, boys or mens clothing insulates their bodies slightly better than does girls or womens clothing. Because the temperature, humidity and ventilation of an enclosed space will depend on a number of factors including the configuration and materials of the building, amount of glazing, size and volume of the space, number of occupants and their current state of activity as well as the heating and cooling system, flexibility for manipulating that system is extremely important for comfort. If the teacher must override existing controls by opening doors or windows to augment their comfort, the system is self defeated and the teacher probably agitated (i.e. not doing the be st teaching). Controls should be independent for each space and be simple to operate. 5. Communication, Electrical Power and Technology: The advent of electrically powered devices over the past four decades has increasingly invaded the home, business and educational environments. From satellite broadcasts to surfing the Internet, learning opportunities are constantly changing. Regardless of the individual pedagogy or curriculum utilized, a variety of electronic tools now augment and have become integral to the classroom. The business community has pioneered and developed flexible systems that are easily planned and readily available now within the classroom environment. Audio and data transfer systems are simple to network and upgrade when necessary. Raceways or conduits provided at regular intervals allow present and future planning of communication, power and technology. Floor (power and data) outlets should be avoided because of the possibility of maintenance or tripping hazards. Counter height and surface outlets, overhead poles or retractable coils provide needed flexibility. 6. Material Finishes, Textures and Colours: More controversy is evoked over the colour or texture of a finish material than any other aspect of its use. Studies indicate that 25 % of the population view or perceive colour differently than do the remaining majority. Colours not only evoke cultural style but have historic and symbolic references as well. Bright and light colours tend to advance and dim or dark colours tend to recede. Smooth surfaces appear harder than do rough textures. Self esteem affects an individuals learning progress. Since much of the work displayed within a classroom is student work, ease of display is extremely important. Surface colours must be none competing with exhibited work. Tack able wall surfaces are created with either sound absorbent (tack able) board or vinyl wall material wrapped around a durable surface and then adhered to the substrate. Finishes within reach of students should be cleanable, durable and/or replaceable. Apart from the finish of materials, the perception of newness or cleanlin ess also affects learning. Equivalent schools were observed as one was repainted and the other was not. Attendance and test scores improved dramatically in the facility which was simply refinished. Conclusions on Interrelationships: It is obvious that all of these criteria are interrelated. A small habitable space with a large amount of glazing with southern exposure (in the northern hemisphere) will most likely be bright and warm on a clear day. If a window is opened adjacent to a playground, noise will penetrate the room. If walls are finished with a glossy paint over hard surfaces such as plaster, speech will be difficult to understand especially as more individuals speak simultaneously. If a marker or chalk board is opposite an exterior window, it will be difficult to see because of the resultant glare. If floors are finished with a composition tile which was intended for easier maintenance, the room will reverberate and be livelier than if finished with carpet. If the carpet colour is plain and either very light or dark, it will quickly appear to be dirty. There is nothing new or remarkable about these environmental considerations. We consider most of them when using our native common sense. We often make individual adjustments to our living and learning space(s) to be more functional or comfortable. However, sometimes these adjustments may diminish an others opportunity for learning. Tin foil or shades on windows reduce occasions for a view of the sky, a beautiful sunset, the landscape or an outside object used to illustrate a particular lesson. Shrinking the height of an existing classroom to reduce heating or cooling costs may alter the sound qualities or prevent the display of student work. Brightly coloured walls or high light levels may increase glare and possibly unwanted heat gain through lamp radiation. Hard cleanable surfaces may simplify maintenance tasks but increase reverberation or prevent teacher or student displays and consequently provide an atmosphere which is unpleasant to learn or teach within. All of these well int ended decisions resulted in unintentional problems which are known to affect childrens learning ability or make education more difficult. When planning or remodelling a classroom environment, a successful (subjective) learning space requires that both the educator and environmental designer understand the affects of each criteria quality with respect to learning as well as each criterias interrelationship to each other. A good classroom must include the possibility for individual control as well as provide a well proportioned, stimulating and comfortable learning space which takes advantage of local character, solar orientation, appropriate views, and proper functional interaction with adjoining learning elements and strong connections with the surrounding community. Allowing teachers to easily adapt learning environments to their individual pedagogical style(s) will increase the opportunity for student learning.

Is Elearning The Way Forward Education Essay

Is Elearning The Way Forward Education Essay E-learning, in its broadest sense, is the use of networked information technologies in education. E-learning is also called as web based learning, online learning or Internet based learning. E-learning is not bound to time and classroom attendance students and teachers may be at different locations on different times. One of the most common types of E-learning takes the form of distance learning courses. Universities upload course material for the student to study individually and complete tasks based on the course material. This allows students to access the course material on the web anytime and from anywhere. Advancement in computing and information technology coupled with almost universal availability of the broadband make e-learning an enticing option in many fields including medical education. In this assignment I will be reflecting on my personal experience with e-learning. I will also discuss its applicability in undergraduate medical education, postgraduate medical educatio n and continuing medical education of practicing clinicians. Theory behind e-learning The meaning of knowledge and learning have changed through time. There is a certain swift in emphasis on learning, rather than teaching, as we rightly move towards a learner centred curriculum. E-learning, which is based on well documented adult learning principles, certainly facilitates a learner centred approach. Traditional education is based on instructivism theory. Teacher or tutor teaches a predefined set of information, deciding what students had to learn. Students learn to pass the examination. E-learning is based on constructivist and cognitive theories suggesting that learning is individualised and the students past experiences and knowledge have a great impact on the newly acquired knowledge (Jonassen 1994). Blended learning refers to learning involving multiple methods and approaches, commonly a mixture of class room and e-learning Requirements for successful implementation Mitchell and Honore 2008 proposed a pyramidal system for successful implementation of e-learning programmes. The base of the pyramid, which forms the foundation for successful e-learning programme, consists of appropriate, accessible technology and usable, stimulating and interactive design. The apex of the pyramid is represented by the individuals who are involved in the programme and their attitude and motivation forms a major part in the success of e-learning methods. Basic computing skills are essential for the success of e-learning. There is an assumption that the current undergraduates have the necessary computing skills. Kiran et al 2004 has shown that computing skills among undergraduates are variable and one can not assume expertise or even ability. Good technical support is essential including after hours support. For effective e-learning, student should be able to access material quickly both on campus and at home. Slow connectivity can be a problem. There is considerable cost involved in setting an e-learning programme. Role of e-learning in Continuing Medical Education All practicing clinicians in the United Kingdom are obliged to attend Continuing Medical Education programmes to maintain knowledge and skills as a part of appraisal and revalidation (The General Medical Council). E-learning offers excellent opportunities in this area. I have completed many online e-learning courses. Advantages of these courses include minimal cost, no travel cost and there is no need to take time off to attend these courses as they can be completed from home. They offer excellent value for money and the quality of these courses are comparable to that off traditional courses. I recently attended an advanced laparoscopic surgery skills course. Few weeks prior to the course I was asked to sign up to the course organisers web site. I was able access part of the course material. This enabled me to practise some of the skills prior to attending the course. This has certainly enhanced my learning more than I would have acquired without the access to the e-learning material. There were 20 participants form 8 countries and most found the e-learning very useful. E-learning has made it possible for practicing clinicians from a remote part of the world to contact their peers through video conferencing in the management of difficult clinical situations and this facilitates on-the-job learning. When I was a resident in 1989 I had to wait for over two weeks to find out about an important adverse effect of a drug which now I could find out in a couple of minutes using online electronic databases. In medical education there can be no doubt that opportunities for learning occur all the time and not confined to the class room and e-learning has a lot to offer in this regard. Role of e-learning in Postgraduate Medical Education E-learning plays an important role in Postgraduate Medical Education. Many Deaneries across the United Kingdom has setup e-learning portals for the benefit of postgraduate trainees. Harden 2006 suggested that e-learning will be one of the most important developments in the delivery of postgraduate medical education. In surgical training many hands on courses utilise e-learning methods to enhance face-to-face learning. Types of e-learning resources The basic e-learning resources include e-textbooks, power point presentations of lectures and electronic notice boards. The communication in these methods is one way. Bilham 2005 argues that much of e-learning using these methods was based upon a model of knowledge transmission from the teacher to student as in the traditional education system. The rise of new technologies has turned the World Wide Web from strictly an information destination into a platform, not only to read or watch media, but to actually do things (Martin and Parker 2008). This has made innovative approaches possible in the field of medical education including group projects, virtual patients and virtual clinics. This encourages interactive learning. E-learning in undergraduate medical education I discussed with many Foundation Year one doctors who have graduated from different medical schools across the country. I have observed that the usage of e-learning is variable between medical schools. They felt that e-learning enhanced their learning in basic medical science like anatomy. Multimedia graphics helped them as they felt that the laboratory demonstration in it self was not sufficient for learning. In clinical medicine they felt that e-learning was beneficial in problem based case discussions and case presentations. E-learning has the potential to enhance the learning instead of simply presenting the information. Examples of beneficial multimedia may include a video clip, computer animation for explaining the underlying patho physiology and images of investigations like chest x ray or endoscopy pictures. I have observed that some e-learning using multimedia technology detract the learner from the key message that the teacher wanted to convey and this should be avoided. Physical skills are best learnt by performing them under direct supervision. E-learning, however, can be used to augment the teaching of practical skills. A video showing the technique will be helpful in priming the learner prior to attending a teaching session. Another interesting development in medical education is the application of virtual patient. Examples in this category include a video of clinical consultation to illustrate history taking or examination skills or for demonstrating a physical sign. This is useful for demonstrating certain clinical conditions which the student is unlikely to encounter during their short stay in certain clinical attachments like dermatology or rheumatology. Virtual patients can be used to teach the skills of diagnostic reasoning and patient management through interactivity. There are packages available which allows the student to take a virtual history from a bank of questions and this is followed by examining the patient. This can be artificial and I believe this is better learnt bedside. We have to acknowledge that most of the learning that occurs in clinical practice is opportunistic and technologies which could bridge the gap in experience will be beneficial. Assessment and feedback in e-learning Assessment and feedback are important elements of medical education. Time logged on to the website and accessing the e-learning modules can be monitored as a part of formative assessment. Formative or summative assessments in e-learning courses can be carried out using Multiple Choice Questions and Extended Matching Questions. Multimedia enhanced virtual patient case scenarios can be used for assessment followed by Multiple Choice Questions or diagnostic reasoning tests. Care must be taken to include all possible correct answers in diagnostic reasoning tests because programming can be technically challenging. I have some reservations in using e-learning summative assessments as the identity of the student can not be guaranteed and may encourage cheating. Feedback in e-learning is limited to correction of mistakes and it is difficult to provide detailed feedback. Evidence for e-learning in medical education Cook et al 2008 conducted a systematic review and meta-analysis of internet based instruction in medical education. They have concluded that e-learning is better than no intervention and as effective as traditional education. They have also concluded that there is no evidence to conclude that e-learning is better than traditional education. Clark 2002 has demonstrated that students are very satisfied with e-learning. Students, however, do not see e-learning replacing instructor-led training but as a complement to it, forming a part of a blended learning strategy. Advantages and disadvantages of e-learning E-learning has many advantages. The learner can schedule the learning around their personal and professional life minimising disruption to their day to day life. E-learning allows the learner to choose the learning material which is beneficial to them. The learner can pace their learning which suits them best. They will be able to contact their colleagues and teachers in discussions which can happen synchronously or asynchronously depending on the nature of the discussion. E-learning encourages the learner to take responsibility to their learning. The disadvantages of e-learning are as follows. There is a considerable start up cost as well as maintenance cost and this should be taken in to account when setting up an e-learning programme. As learners are responsible for their learning unmotivated learners and learners with poor study habit may find it difficult to progress. There is added responsibility for the facilitator to be available on demand. Students may feel socially isolated, however, blended learning overcomes this issue. Slow or unreliable internet connection can be challenging as most multimedia content needs fast internet connection. Conclusion E-learning has become an integral part of medical education starting from undergraduate medical education to the continuing professional development of the practising clinicians. Like other teaching methods, e-learning has its own strengths and weaknesses and need to be used appropriately. E-learning has the potential to shift the balance form teaching to learning. Basic computing skills are essential for e-learning. The range of e-learning activities varies from e-books to co-ordinated project works. Studies have shown that the results of e-learning methods are comparable to traditional teaching methods in undergraduate medical education. To be successful e-learning has to be combined with traditional teaching methods as a blended approach as practice of medicine involves real patients not virtual patients. E-learning is also playing an important role in the development of postgraduate trainees and life long learning of practicing clinicians. E-learning certainly has the potential t o enhance the learning in medical education, if used appropriately.

Modern Criticism of Stowe’s Uncle Tom’s Cabin Essay -- Uncle Toms Cabi

Modern Criticism of Stowe’s Uncle Tom’s Cabin It is extremely difficult for the modern reader to understand and appreciate Uncle Tom’s Cabin because Harriet Beecher Stowe was writing for an audience very different from us. We don’t share the cultural values and myths of Stowe’s time, so her novel doesn’t affect us the way it affected its original readers. For this reason, Uncle Tom’s Cabin has been heavily scrutinized by the modern critic. However, the aspects of the novel that are criticized now are the same aspects that held so much appeal for its original audience. Many people condemn Uncle Tom’s Cabin simply because it is a sentimental novel. This genre appeals to the reader’s emotions in order to enact social change. While popular during Stowe’s time, the sentimental novel is now scorned by many members of the academy, such as Baldwin: â€Å"Uncle Tom’s Cabin is a very bad novel, having, in its self-righteous, virtuous sentimentality, much in common with Little Women† (496). Some modern readers are repulsed by Stowe’s desire to reform society, but that is because in our times the purpose of literature is to represent the world, not change it. Because the modern critic finds it hard to identify with Stowe’s genuine desire to improve society, he sees it as an example of her self-righteousness. Because the sentimental novel appeals to the reader’s emotions, many of its scenes may strike the modern reader as overly dramatic. Baldwin claims "the ostentatious parading of excessive and spurious emotion, is the mark of dishonesty, the inability to feel; the wet eyes of the sentimentalist betray his aversion to experience, his fear of life, his arid heart; and it is always, therefore, the signal of secret and violent inhumani... ...lture. Most twenty-first century readers are annoyed by the novel’s sentimentality, the religious undertones, and the martyr figures, among other things, but these same qualities that we dislike are what appealed to the novel’s original audience. Being outsiders, it is hard for us to accept Stowe’s message that love must conquer social injustices. However, one must wonder if her own contemporaries accepted this message, since Stowe would have seen the Civil War as forcing change within society without eliminating the prejudices that produced it. Bibliography Baldwin, James. â€Å"Everybody’s Protest Novel.† Uncle Tom’s Cabin. Ed. Elizabeth Ammons. New York: W.W. Norton & Company; 1994. 495-501. Tompkins, Jane. â€Å"Sentimental Power: Uncle Tom’s Cabin and the Politics of Literary History.† Uncle Tom’s Cabin. Ed. Elizabeth Ammons. New York: Norton; 1994. 501-522. Modern Criticism of Stowe’s Uncle Tom’s Cabin Essay -- Uncle Toms Cabi Modern Criticism of Stowe’s Uncle Tom’s Cabin It is extremely difficult for the modern reader to understand and appreciate Uncle Tom’s Cabin because Harriet Beecher Stowe was writing for an audience very different from us. We don’t share the cultural values and myths of Stowe’s time, so her novel doesn’t affect us the way it affected its original readers. For this reason, Uncle Tom’s Cabin has been heavily scrutinized by the modern critic. However, the aspects of the novel that are criticized now are the same aspects that held so much appeal for its original audience. Many people condemn Uncle Tom’s Cabin simply because it is a sentimental novel. This genre appeals to the reader’s emotions in order to enact social change. While popular during Stowe’s time, the sentimental novel is now scorned by many members of the academy, such as Baldwin: â€Å"Uncle Tom’s Cabin is a very bad novel, having, in its self-righteous, virtuous sentimentality, much in common with Little Women† (496). Some modern readers are repulsed by Stowe’s desire to reform society, but that is because in our times the purpose of literature is to represent the world, not change it. Because the modern critic finds it hard to identify with Stowe’s genuine desire to improve society, he sees it as an example of her self-righteousness. Because the sentimental novel appeals to the reader’s emotions, many of its scenes may strike the modern reader as overly dramatic. Baldwin claims "the ostentatious parading of excessive and spurious emotion, is the mark of dishonesty, the inability to feel; the wet eyes of the sentimentalist betray his aversion to experience, his fear of life, his arid heart; and it is always, therefore, the signal of secret and violent inhumani... ...lture. Most twenty-first century readers are annoyed by the novel’s sentimentality, the religious undertones, and the martyr figures, among other things, but these same qualities that we dislike are what appealed to the novel’s original audience. Being outsiders, it is hard for us to accept Stowe’s message that love must conquer social injustices. However, one must wonder if her own contemporaries accepted this message, since Stowe would have seen the Civil War as forcing change within society without eliminating the prejudices that produced it. Bibliography Baldwin, James. â€Å"Everybody’s Protest Novel.† Uncle Tom’s Cabin. Ed. Elizabeth Ammons. New York: W.W. Norton & Company; 1994. 495-501. Tompkins, Jane. â€Å"Sentimental Power: Uncle Tom’s Cabin and the Politics of Literary History.† Uncle Tom’s Cabin. Ed. Elizabeth Ammons. New York: Norton; 1994. 501-522.

HOW DOES THE INFLUENCE OF DIFFERENT PHYSICAL FACTORS ON AGRICULTURAL V :: essays research papers

The location of agriculture at all scales is the result of the interaction between physical, cultural and economic and behavioural factors. Farming in Great Britain has been characterized by technological changes in recent decades which has led to massive increases in yields and improved stock rearing. Much of this change is due to the application of scientific research in plant and stock breeding and improved mechanization. But even today agriculture relies heavily on the physical environment. All crops require a specific range of temperature, moisture, soil ands drainage conditions and these factors can be modified by the farmer but only to a limited degree. If we accept that a farmers choice of land usage is controlled by the physical environment, we must identify the optimum conditions and limits to production of any one crop . This will help to identify the spatial pattern of environmental controls. This was central to the ideas explored by McCarty and Lindberg in the Mid West of the USA and gave rise to the Optima Limits Model in 1966. Away from the optimum physical conditions become hostile and production/ yields decline. The optimum is the area where yields are highest and variability best, where soils are fertile, temperature and rainfall ideal and ground surface level for cultivation. Farmers will take account of physical conditions at a local scale when considering which crops to grow. For example, the Moray coast in NE Scotland between Elgin and Lossiemouth is a rich agricultural area where winters are relatively mild and summers averaging 17oC, rainfall occurs throughout the year and is typically 600mm. There are a variety of soils but mainly glacial sandy loams on the higher ground and alluvial soils where there were once areas of open marshy conditions. A variety of crops are grown, both cereal and root crops. However, there are limitations to agriculture in this area. The main problem is that of wind erosion, the sandy loams are light soils which dry out quickly with high infiltration rates. During early spring or late autumn strong winds can pick up the soil and cause localized wind erosion. Despite this being a well-known problem there are few conservation measures; the only evidence being improving the structure of the soil using manure. There have been no attempts to re-establish hedgerows. Wetness limitations occur such as at Plewlands Farm to the north of Gordonstoun and at Begrow Farm to the west towards Hopeman.

Ethics Essay Essay

Ethics is a study that deals with whether behavior is morally right or wrong in human life. Ethics further relates to human obligations in society, measurements of fairness and individual virtues. Ethical development is an important societal tool that is based on the basis of understanding and defining cultural morality. There is more than one type of ethics. In this paper, I will briefly describe the differences between three types of ethics: utilitarianism, virtue theory, and deontological ethics. By comparing the similarities and differences among the three types one can begin to develop an overall understanding of the role ethics plays on social responsibility. Also, I will give one of my personal experiences and attempt to explain the relationship between virtue, values, and moral concepts and how they relate to the deontology theory. Utilitarianism ethics are ethics of consequences. They are based on the principle that any action is good as long as it results in providing the greatest good for a majority. This means that the consequences of an action must benefit the greatest number of people involved. â€Å"The best consequences are those in which happiness is maximized†, (Brown, C., 2001). Virtue theory is also known as an ethics of duty or obligation and is sometimes referred to as ethics based on character. By definition, virtues are â€Å"character traits that make up a moral life†, (Manias, Monroe, & Till, 2013). This theory stands on the belief that one should strive to be excellent in everything they do while cultivating desirable moral qualities. Deontology is slightly different from virtue theory. It places an emphasis on duties that follow a set of rules. For this theory, â€Å"an action is right if it is in accordance with a moral rule or principle†, (Brown, C., 2001). Like virtue theory, deontology focuses on what is best for everyone involved. However, deontology leans more upon the reason or principles behind the  course of right action taken. The deontological ethical theory was founded by philosopher Immanuel Kant. Deontology often refers to Kantian ethics. According to Immanual Kant, â€Å"an action is right if it is in accordance with a moral rule of principle†, Brown, C., 2001). There are tangible similarities among all of these three ethical theories. The first similarity would be consequence of action. Consequence is usually not the main focus of an action, yet all three theories expect the outcome of the action to result beneficially. Although the basis of the action varies by principles or virtu es, the action should be condoned by the outcome. Perhaps the best way to explain the differences between deontology, virtue ethics, and utilitarianism is to imagine the following scenario from the perspective of all three theories. Suppose you notice a female driver having car trouble and she is stranded on the side of the freeway. As you get closer you notice she is standing in front of her car with the hood open. She is in tears as she waves the smoke coming from her engine away from her eyes. The woman is obviously in need of assistance. By pulling over to assist her, you would be acting on your moral duty. In virtue theory, this act of kindness would be described as a charitable act of admirable character. In utilitarianism the act of kindness would be beneficial to both parties. The example that I provided was actually from my own experience. I was the driver in need of assistance. Thankfully, what I would call a virtuous man happened to stop and assist me that day. The alternator in my car had gone out and my battery was nearly drained by the time the other driver pulled over to help me. I referred to him as a virtuous man because he did not plan on receiving anything in return and did not particularly benefit from helping me. In summary, virtue theory concentrates on one’s moral ethics without the expectation of a specific consequence or rule. Utilitarianism focuses on beneficial results for all persons involved while emphasizing the greater good. Lastly, deontology focuses on moral duty in adherence to a specific set of rules or moral code. In conclusion, the quality of life in our culture and society depend greatly on ethical development. There are slight differences and similarities between virtue ethics, deontology and utilitarianism. Through life experiences, one can develop their own personal ethical style which will likely fall in line with one of these theories. For one to develop morally ethical behavior they need to have a basic  understanding of right and wrong. References Brown, C. (2001). Trinity.Edu. Retrieved from http://www.trinity.edu/cbrown/intro/ethical_theories.html Manias, N., Monroe, D., & Till, J. E. (2013). Ethics Applied (7th ed.). Boston, MA: Pearson Education, Inc.

More Government Assistance for College

The importance of college education is undeniably evident in today’s economy and society.   What makes college education a very important factor is because it provides greater opportunity, to an individual, especially when it comes to making career and financial-related decisions. As opposed to generations of the past, high school graduates today are unable to obtain the number of high-paying jobs that were once available. The world is continuously being been transformed from a manufacturing-based economy to an economy based on knowledge. In fact, experts predict that in the near future, around 90 percent of the fastest-growing jobs and careers would require college education. Moreover, it is also evident that in the present society, the major benefit of having college education is that college graduates receive salaries that are twice as much as those of undergraduates, aside from this, college graduates are also twice as much likely to be accepted in a job application, as compared to an undergraduate. With the continuously increasing importance of a post secondary education, the cost of it also continuously escalates. At present, the cost of college, in most countries, has been so expensive, that many would wonder whether, the high cost of tuition fees and school fees, the years to be spent in college instead of choosing to be in full-time employment, and the anxieties of keeping up with college life and financial constraints for a couple of years, in the long run, would still be worth the investment. The risk is especially large for those that belong to low-income families that already have difficulties in making ends meet, as tuition fees would definitely be an additional financial burden. Due to these constraints and various others, countries from all over the world are in grave danger of facing a societal phenomenon known as brain drain. Brain drain will arise when majority of the citizens of the society will lack education. This will happen then people, would focus on only obtaining secondary education and basic skills. The best form of remedy for this type of situation is for the government to provide greater support for College education especially in financial terms. The aim of this project is to be able to request the government to provide more assistance for college education. If the government makes a financial investment in College education, for sure that in the long run, the country’s citizens will feel be the ones to feel the benefit that will impact in the near future. Good education is beneficial in many view points. Increased government support in college education will result to a country with a higher number of educated and globally competitive professionals. This would automatically correspond to an increase in the economic status of the country. Also, it can be expected that the overall crime rate, in the country would decrease correspondingly. Background Information According to a recent study made in the U.S., about 76 percent of students that finish education would pursue a college degree, of the remaining 24 percent, 75 percent would not pursue college due to financial constraints. The goal should not be to determine whether college education is worth the investment or not, for there should be no question to this, college education is definitely of great value. The goal should be to answer on how to make college education more affordable. Post secondary education will provide students and individuals with the great opportunity to read books and listen to the lectures of top experts in their field of study, and from this they can pick-up vital ideas in choosing their careers. This form of stimulation would encourage students to think, ask questions, try out and explore new ideas, which consequently provides additional growth and development in their well-being as a person, and provides the college graduates with an edge in the job market over those who were not fortunate enough to have experienced a college education. The importance of a college education is also emphasized because of the opportunity to gain valuable resources during your tenure. During college life, students will be able to make relevant connections and affiliations with people and organizations that will later help them in the career which they would pursue. The more connections which are collected during your college years, the more options you will have when you begin your job search. Once the job search has ended, and a good and steady career has been obtained, however, the importance and benefits of a college education has not yet been exhausted. Having a college degree often provides for greater and faster opportunity for promotions. A good education is beneficial from many different viewpoints, and while the importance of a college education is quite evident for many high school students, what is often not as clear is how they will pay for that education. Although most of the colleges and universities at present would carry a very heavy price tag, it is of great importance not to let that discourage prospective college students from obtaining a college education. While the cost of tuition continues to rise, so should government support and financial aid continue to rise along with it. From local and federal options, to categorical and corporate options, college-bound students have variety opportunities worth exploring when attempting to obtain financial aid. A common misrepresentation of financial aid packages (e.g. scholarships, grants, loans, work study programs) is that they would be sufficient enough to provide funding for an entire college education. The reality is that most of these packages are smaller and it may take several of them to add up. If you are still asking yourself why you should go to college, it is important to remember the significant amount of opportunity available for college graduates compared to the minimal opportunity available for college undergraduates. The global economy is becoming increasingly more competitive, and in order to give yourself the best chance for a well-paying job, you must first understand the importance of college education. Attending college provides students with the knowledge and experience they are unable to receive from a secondary education, and finding a way to fund a higher education now can pay off in a huge way in the years to come. During their high school career, students may begin to question the importance of a college education. They might find themselves asking, â€Å"Why is it important to go to college?† The answer is that, more than ever, attending college provides opportunities for graduates which are not as widespread to those who have not received a higher education. For many students that attended high school, being able to immediately generate an income after graduation is an appealing thought, that most often, the importance of obtaining a college degree may be disregarded. Most often, they may also be repelled by the rising cost of tuition fees. This is exactly what the country should try to avoid. While it is true that a higher education may be one of the largest expenses, the importance of a college education has become quite evident in terms of earning potential and financial independence, within today's economy. Research and Methods As a starting point, it will be relevant to review the statistics of the trend in the number of college enrollees at about ten years ago and up to the present. This will provide relevant data on whether college enrollment has increase or decrease within the past decade. Taking into consideration the obtained information, solutions would be drawn on as to how to increase or further increase college enrollments. Interviews on college students should also be conducted, from this, data as to what constraints are being most common to college students can be achieved. From this gathered data, solutions on how to minimize the constraints being faced by college students should be drawn. Questionnaires should also be prepared and distributed to Colleges and Universities; this will serve as a wide-scale data gathering procedure. Data should also be gathered from secondary students. Likewise, questionnaires should also be distributed and interviews should also be conducted. The goal would be to gather data and draw a conclusion as to determine the major factor on why most secondary school students would choose to immediately enter corporate life or employment, rather than pursue a college degree. In gathering data it is important to handle, personal information from responders especially from interviews, with at most care and confidentiality. Based on the data and information which will be gathered, solutions should be formulated. Formulated solutions should be formally presented to the government. Data and results should have high credibility and integrity for it will the major basis for the support, projects, and resolutions, which will be provided by the government. A formal proposal would be presented to the government, indicating the nature and relevance of the project, the present problem, a detailed and well-presented data analysis and results, Cited possible solutions and a feasibility study on how likely the proposed solutions to the problem would be effective. For this study, a budget of about $250.00 would be sufficient enough as for the data gathering materials, travel expenses, research expenses, printing, and other miscellaneous expenses. It is expected that the success of this study would lead to a significantly higher number of people that would be taking college education; and likewise there would be an increase in the number of college students that would finish their college degree. In the long run, it is expected that these results would correspond to an increase in the economical, social, ethical, moral, and cultural growth of the country, and its citizens as a whole. References Boesel, D., ; Fredland, E. (1999). College for all? Is there too much emphasis on getting a 4-year college degree? Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Library of Education. Cohn, E., ; Geske, T.G. (1992). Private Nonmonetary Returns to Investment in Higher Education. In Becker, W. ; Lewis, D. The Economics of American Higher Education. Boston, MA: Kluwer Academic Publishers. Day, J.C., ; Newburger, E.C. (2002). The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings. (Current Population Reports, Special Studies, P23-210). Washington, DC: Commerce Dept., Economics and Statistics Administration, Census Bureau. [On-Line]. Available: http://www.census.gov/prod/2002pubs/p23-210.pdf Institute for Higher Education Policy (1998). Reaping the Benefits: Defining the Public and Private Value of Going to College. The New Millennium Project on Higher Education Costs, Pricing, and Productivity. Washington, DC: Author. U.S. Department of Education (2001). Digest of Education Statistics 2001. [On-Line]. U.S. Department of Education (2000). Think College Early: Average College Costs.