Movie response

Movie Is take on a dark portion of the history of U. S. And are able to Illustrate not only a Journey but highlight prolific periods In time. Hooligan's movie Is a true story of an American legend, Jackie Robinson, who broke the racial barrier In Major League Baseball and became one of the most Inspirational leaders In the fight for call rights and equality. Throughout the movie, Robinson Is faced with outrageous comments and unjust treatment from a variety of sources. There is one significant leader that mirrors the same passive actions as Robinson is Mr..Martin Luther King Jar. Along with having an impact on the activist, Robinson was able to open to door for African- American athletes, not just in baseball but in all sports. Robinson not only proved his race was capable of competing, but was able to change the stigma and stereotypes that African-Americans faced. Another area that would see the influence of Robinson, and that was shown in the movie, was the role of sports journalis t named Wendell Smith. Although the movie might have stretched the relationship of Robinson andSmith, there Is no denying the impact they had on each other. Smith was tasked with not only covering Robinson but finding him places to stay, as well as to help protect him. Robinson on the other hand did more than give Smith something to write about, but to help open the pathway for African-Americans to Join other fields, even sports journalism Jackie Robinson did more than change the game of baseball. He was able to curb stereotypes with humility, change the way people see those of a darker complexion, and begin to open the door for African-Americans to belong in any occupation.He was able to use the platform of being a professional athlete to help shed light on the atrocious treatment and inequality people of color were forced to face. Robinsons whole journey as well as the purpose can be summed up in his own quote movie 42 response By vested â€Å"42† movie is take on a dark po rtion of the history of U. S. And are able to illustrate not only a Journey but highlight prolific periods in time. Hooligan's movie is a true story of an American legend, Jackie Robinson, who broke the racial barrier in Major LeagueBaseball and became one of the most inspirational leaders in the fight for civil rights and equality. Throughout the movie, Robinson is faced with outrageous comments American athletes, not Just in baseball but in all sports. Robinson not only proved his and that was shown in the movie, was the role of sports Journalist named Wendell Smith, there is no denying the impact they had on each other. Smith was tasked with face. Robinsons whole Journey as well as the purpose can be summed up in his own.

Veterans

Also, currently not enough care is given to veterans. Veterans have devoted their lives to this country and have made many sacrifices. There are approximately 21. illion veterans In the U. S. as of 2012. Of those veterans over 32,000 soldiers were wounded in Iraq. Also 4,787 U. S. troops died in Iraq serving their country. This service is not as appreciated as you would think, and I believe more effort should be put into taking care for all our veterans. The New Affordable Care Act makes it very difficult for veterans to receive reliable medical benefits and some even do more for our country. Many veterans still contribute to the nation's work force, even after returning home from war. Over half of the veterans In the U. S. are still able to work after returning rom war.Many veterans suffer from post-traumatic stress disorder (PTSD) and are not given the proper attention and care to get back on their feet and find a job. 1 OF2 stu01es snow tnat 4 cases 0T PISD were present arter tne Vletnam war, ana 1 million lifetime cases as a result of the same war. A third of the veterans in the U. S. are out of a Job due to the symptoms of PTSD. The VA needs to take it upon themselves to help veterans cope with life after the war, so that they can get their life back on track. After returning home from war veterans find it very difficult to get a Job and provide or themselves.Especially the individuals who were wounded, while defending their country. A majority of these people are wounded mentally as well as physically, and they cannot provide for themselves anymore. Many people believe that veterans are more of a pain than anything else. Since their tax dollars are being used to fund programs like the VA. These organizations are making it very difficult for veterans to receive any health benefits. The new rule is that veterans must be active duty for 24 continuous months in order to be eligible for any kind of medical coverage.Veterans hat have put their lives on the line to defend their country should not have to worry about how they are going to provide for themselves. It is my firm belief that the VA should extend their support for all veterans for everything they have done for our country. This service should be provided to veterans forever. Veterans have done more than enough to deserve this care, and they can still contribute to the labor force. Finally, not enough care is given to our veterans. Between 130,000 and 200,000 veterans are homeless in America. This represents between one fourth and one fifth of all of the homeless people in the country.

Research Agumentative Paper Example | Topics and Well Written Essays - 1750 words

Agumentative - Research Paper Example Although this may be the first major offensive made under the Obama administration, this is actually just the more recent attempt by US forces and its allies to destroy terrorist organizations in Central Asia and the adjacent Middle East, particularly in Iraq. However, the war on Al Qaeda and its local counterpart in Afghanistan, the Taliban, is already nearly a decade old but there are still no signs that it is going to end soon victoriously for the US and its allies. Ever since the Bush administration began waging the War on Terror, with 9/11 as the pretext, the only results achieved were deaths and destruction of civilian populations and structures. As a result, serious debates on the US policy of direct military intervention in countries such as Afghanistan and Iraq have occurred. In fact, this issue was highlighted in the presidential elections of 2008. While military solutions have yet to achieve positive results for the people of Central Asia, alternative and peaceful means of solving the problem in the region have been proven successful. Although these have not been provided enough attention from the international media, these constructive efforts have gained the trust and appreciation of the people northern Pakistan. An effective strategy of quelling the Taliban has been developed by an American civilian and his dedicated group of development workers. However, it is not their abhorrence of terrorism or of the violent tendencies of Islamic fundamentalism that prompted them to intentionally deprive Taliban of a more fertile seedbed. David Mortenson and his organization, Central Asia Institute, has been building schools and transforming the lives of the Balti people in Pakistan’s Karakoram region through education and development projects merely out of human compassion. (Mortenson 24) Their effort is not just a minor aspect in a larger US design of crushing terrorism in Central

Philosophy assignment Essay Example | Topics and Well Written Essays - 1000 words

Philosophy assignment - Essay Example In his writing, Allegory of the Cave, found in The Republic, Plato referred to mimics as artificial replicas of certain real things. Next, based on discussion, explain how Plato might respond to this problem, and explain how this rebuttal nevertheless leads to the second problem of the so-called â€Å"participation problem† in respect to the Theory of the forms. From the discussion above, Plato would have concurred with the theory of form by insisting that whatever people see on earth are unreal and there exists a perfect world. Plato would have emphasized that forms on earth and the perfect world do have a connection since they mimic each other (Nigel 46). 2. (a.) Explain Aristotle’s view of the form/ matter relationship. How does this differ from Plato’s theory of the forms and Plato’s view of the mind body relationship? Aristotle rejected Plato’s theory of Forms and introduced his empirical approach that first emphasized on observation and second on reasoning. In being a student at Plato’s academy and having critically analyzed the Theory of forms, Aristotle provides a detailed argument. Aristotle’s theory more so asserts the superiority of universals to particulars. In relation to Plato that argues that particulars for example beauty exists only because they contribute or participate in the given universal form of Beauty. In accordance to Aristotle, universal concepts of let’s say beauty derive from various instances of beauty in the world (Nigel 67). He argues that the conception of beauty could only be arrived at by observing particular instances of the given beauty plus the universal quality of beauty got no existence beyond that conception that people build from the given particular instances. He more so emphasizes on the need of observing details of this world. He adds that particulars come first followed by universals. Next, explain what implications this view has for the possibility of immortali ty (Life after death). Finally, explain how we come to know forms in Aristotle’s sense of â€Å"forms,† according to Aristotle. How does this involve both the senses and reason? Aristotle defined the given soul as an animating form of a given living body. Hence, from his thinking, the soul cannot exist then separate from a body. Aristotle defines the soul as the animating form of a living body. Aristotle arguments moreso revolves around this concept. Furthermore, Aristotle admits that most of a given soul’s affection, for instance desire, anger, and perception, entirely depend on a given body plus are inconceivable (Nigel 89). Aristotle in his argument leaves open for more to think about the soul’s thinking being independent of a given body, and adds that the soul could be separated from the body. 3. Based on the reading from Nichomachean Ethics in Pojman and class discussion, explain Aristotle’s view that â€Å"ethics† are defined in terms of what produces â€Å"happiness.† What does happiness mean for Aristotle, in relation to human nature in all of its dimensions? Aristotle states that humans can arrive at a given moral virtue primarily via practice and people get limited moral values just by studying texts. He considers moral virtues not quite essentially different compared to other forms of excellence. The view totally makes sense especially when considering the moral virtue that is not essentially that different from other excellence forms. He more so emph

Surveillance and Safety Assignment Essay Example | Topics and Well Written Essays - 500 words

Surveillance and Safety Assignment - Essay Example However, CCTV surveillance in public places has more benefits than disadvantages because of its ability to deter and solve crime, create a feeling of safety while in public, and promote local economies. CCTV surveillance reduces the rate of crimes since people are less likely to commit crimes in full view of the camera. Crimes that are common in public places include muggings and selling drugs. These crimes tend to take place in dark alleys away from the view of existing CCT cameras. CCTV cameras at road junctions can deter drivers from running traffic lights thereby preventing road accidents from happening. The efficacy of CCTV cameras in reducing crimes is demonstrated by one of the first CCTV system installed in 1987 at King’s Lynn, UK which significantly reduced incidents of burglary and criminal damage (Fay 316). CCTV camera footage can help to identify criminals who commit crimes. For instance the terrorist behind the bombing during the Boston marathon were identified from CCTV cameras. The use of CCTV footage is widespread in solving crimes where police post footages of suspected criminals and the public can participate in their identification. Advancement in facial r ecognition software enable CCTV cameras to identify demographic information of a suspected criminal such as approximate age, height, race, and build giving police more data to help solve crimes. CCTV surveillance cameras create a feeling of safety in public places. This is because everyone knows there are being watched. The police monitor CCTV cameras at all time giving them real time information of conditions in various areas. While CCTV cameras cannot prevent determined criminals from committing crimes such as a street shooting, stabbing or a hit and run, the cameras can alert the necessary authorities such as police who monitor them. This allows for help to reach the victims sooner and may save lives when an ambulance is able to get to an injured person

Native Remains Essay Example | Topics and Well Written Essays - 750 words

Native Remains - Essay Example Bush, Congress passed the Native American Graves Protection and Repatriation Act† (Townsend and Nicholas 596 ), also known as NAGPRA. It is a federal law of the USA. Its purpose is to return the remains, artifacts, and all Native Americans’ sacred objects to Indian tribes. NAGPRA gives â€Å"Native American tribes the legal authority to reclaim artifacts from federally funded museums, colleges, and all types of institutions. What happens to the artifacts is then up to the tribe† (â€Å"Who should own Native American artifacts?†). As a rule, there are advantages as well as disadvantages of NAGPRA. The main achievement of NAGPRA is that it â€Å"resulted in immediate repatriation of the remains of many tribes’ ancestors† (Townsend and Nicholas 596). According to Riffe’s video, there is a belief that the spirit â€Å"does not abandon the body after the death†. It means that without proper burial ceremony the soul of a person will not be able to move on. â€Å"It can harm or be harmed by the living† (Riffe). Hundreds of Indian remains have been taken home and their descendants have fulfilled their duties. One of the most striking stories is the history of Cheyenne. Defenseless people were not only killed. They were â€Å"decapitated and their heads shipped back to Washington as freight† (Townsend and Nicholas 596). It was a real violation of all human rights. It resulted in a lot of sufferings for the relatives of the murdered Native Americans, who by 1990 have almost lost their hope to assure that their ancestors will find their resting places. The biggest problem was to find all parts of the body, because according to the Indian rules, only the whole body can be buried. Also, sacred artifacts, which were once made by their ancestors, were given back to Native Americans. Such objects are important, sometimes even indispensable, for different kinds of rites or rituals. But the process of returning is not as simple as it may seem. NAGPRA

Petition letter Essay Example | Topics and Well Written Essays - 500 words

Petition letter - Essay Example At Indian River Community College, I was able to complete a total of 10 subjects; majority of which with Laboratory classes. I am exiting this college with good academic standing. I am now looking at further pursuing an Associate of Science and a Bachelor’s degree in Nursing at the University of Central Florida’s concurrent Nursing program with Seminole Community College. I am looking at completing both because an Associate of Science could already equip me to find a job related to within this field in case I opt to postpone further studies to earn a Bachelor’s degree. In any case, my ultimate goal is still to finish a Bachelor’s Degree in Nursing and work on a career in the medical field. I plan to start working on these two by fall on 2007. Because of this objective, I believe that obtaining an Associate of Arts at Broward Community College is the best step I should take to reach my goal. An AA from Broward would definitely enable me to pursue further st udies in the field of my choice since this school is accredited and widely recognized in Florida. Any number of units earned in this college would be acknowledged in other colleges within the state. The credits I would be earning at Broward would be useful in my pursuit of a four-year course at particular colleges or universities in Florida. Further, it is most convenient for me to take on what I have left at Broward because I already have the requirements to complete an Associate in Arts in this college.

Exploring Inferential Statistics and Their Discontents Assignment

Exploring Inferential Statistics and Their Discontents - Assignment Example Answer: Critical t:  ±2.0687 at DF= 23 Critical t:  ±2.1604 at DF= 13 He is more likely to make Type II error. 6. a) The test is two tailed. b) Ho: u = 58 Ha: u is NOT equal to 58 c) Calculate standard deviation and mean for the sample in the beginning then calculate t-value by using the following formula. t = (Xbar - u)* sqrt n/s n stand for the sample size s stand for the sample standard deviation Xbar stand for the sample mean u = 58 d) t-critical value â€Å"Degrees of freedom† = n - 1 = 14 - 1 = 13 level of significance = alpha = 5% = 0.05 t-critical value = 2.145 e) Ho will be rejected if the computed t value is greater than the critical value f) 95% confidence interval for u can be achieved by applying the subsequent formula. Sample mean +/- t critical value*s/sqrt n 8. a. X^2 obtained = 4.74 b. df of the test = 1 c. x^2 critical value = 3.84 d. This question can be done assuming it is on assessment of a hypothesis and using z test. Jackson (2012) Chapter 8, Pgs. 27 3-275 (even numbered exercises) 2. a. Statistical test: a two-proportion t-interval b. Ho: students listening to music while studying have the similar scores as students not listening to music Ha: students listening to music while studying have the worse scores than students not listening to music c. with Music Without Music Mean 6 7.75 Variance 1.142857143 2.214285714 Observations 8 8 Pearson Correlation equals -0.449013255 Hypothesized Mean Difference is Zero Degree of Freedom = 7 t Stat = -2.262609773 P(T

Economics P3 Assignment Essay Example | Topics and Well Written Essays - 1250 words

Economics P3 Assignment - Essay Example Short-Term Interest Rates In most cases, the Federal Reserve use either contractionary or expansionary money policy to influence the short-term interest rates of fund. In a contractionary period, there is a higher level of short-term interest rate as shown in the figure below this means that the banks will avoid borrowing money from the Federal Reserve banks as they keep their reserves at the authorized level. As a result, the banking institutions will change a higher rate as it lends less money out, because they are borrowing money at a higher rate thus, loans become expensive, and the economy slows down. In addition, the Federal Open Market Committee (FOMC) issue trading on the open market operations as it promises higher returns on interest rates reduces the quantity of money supply (Board of Governors of the Federal Reserve System, 2012). When the Fed uses the expansionary monetary policy, the interest rates fall leading to cheaper interests rates and banks consequently borrow mo re funds from the Federal Reserve banks to maintain their reserve requirement rate. At this point, the open market operations that were bought earlier from the Federal Open Market Committee (FOMC) are sold at a higher interest rate leading to increase in money supply in the economy. (Mankiw, 2012) Foreign Exchange Rates Just like, local exchange rates that are affected by the monetary policy tools, the foreign exchange rates are also affected. As a result, conventional monetary policy that are implemented by the Federal reserve has a greater influence on the exchange rate as foreign exchange interventions take place to control the economy's demand and supply of money (Board of Governors of the Federal Reserve System, 2012). As a result, contractionary monetary policy implementation by the Federal Reserve creates shocks in the economy, as it allows the foreign exchange rate to appreciate for a shorter period and thereafter, the exchange rate depreciates with time to its original leve l. Long-Term Interest Rates More than often, the Federal Reserve decision to use the tools of monetary policy affects long-term interest rates in the economy. Depending on Fed uses, contractionary and expansionary monetary policies the effects will be realized in the long-term interest rate (Board of Governors of the Federal Reserve System, 2012). With an increase in the discount rate, reserve requirement and open market operations, the long-term interest rates will increase over time. This is because, banking institutions will have less funds as compared their reserve requirement to lend out to its customers with the ever-increasing long-term interest rate. However, expansionary monetary rate increases the money supply as the interest rate reduces and increased credit is widely available leading to lower long-term interest rate. As a result, the demand for money increases leading to more investments. The Amount of Money and Credit in the System In most instances, the Federal Reserv e uses the tools of monetary policy to influence the availability and cost of money and credit in its economy. As a way of tightening money supply and credit availability, the Federal Open Market Committee FOMC directs the New York stock exchange to sell government securities (Mankiw, 2012). As a result, it collects funds from the public and collect payments through the banks by reducing their reserve account in the main Federal Reserve Bank. In the end, banks have less money to lend to its customer

The floor or similar Essay Example for Free

The floor or similar Essay Prediction: I believe that I will discover that the resistance of a wire increases proportionally with the length. I think that this is due to the way resistance occurs in a typical wire. Resistance is the result of negatively charged electrons (the actual current) colliding with the positively charged ions that make up the wire. The collisions cause the energy in the electron to be lost, and when they occur on a larger scale there is a noticeable difference between the start and end voltage of a circuit. As the length of the wire increases, so must the number of particles. As the number of particles increases, so will the number of collisions, and therefore the amount of resistance encountered. George Ohm discovered that the voltage of a circuit is directly proportional to the current flowing through the circuit, meaning that if you triple one, you triple the other. He then came up with a rule for working out the resistance of a circuit (rearranged from his original equation): Resistance = Current / Voltage This is the formula I will use to calculate the resistance of the wire. A wire, showing collisions occurring If you double the length of the wire, I believe you will double the resistance. Background: The flow of charge in a wire is called the current. It is expressed in terms of the number of coulombs per second going past a given point on a wire. One coulomb/sec equals 1 ampere (symbol A), a unit of electric current named after a French physicist. I have explained how resistance occurs above, and volts are an expression of the amount of energy being carried by the electrons flowing through a circuit. The electrons are negatively charged, and move round the circuit (from the negative side to the positive side of the battery) as a result of attraction to the protons. Plan: I will carry out the experiment by first affixing the 100cm length of the chosen wire to a ruler, using sellotape. I will then set the power supply to approximately the right voltage, and then use the variable resistor to set the exact current (measured on the voltmeter). I have to use this method because the PSU itself is not accurate enough for our purposes. Once this preparation is complete, I will attach the first crocodile clip to one end of the ruler, and the second clip at the first distance, completing the circuit drawn below. The power supply will then be turned on long enough for the measurement to be taken, to prevent the wire heating up. Circuit diagram: Variables and Constants: o The length of the wire, obviously, will change to give a series of readings. o I will also vary the voltage used, to see if the same relationship exists at differing voltages. o The equipment used (see below for list) will all be kept the same, to ensure a fair experiment. o The temperature of the wire I will attempt to keep the same by turning off equipment when not in use. The wire will heat up (as a result of resistance), and so I will give it a chance to cool. Apparatus used: o Meter rule o 1M length of chosen wire, attached with sellotape to above rule. o Crocodile clips o Voltmeter and Ammeter o Standard power supply o Variable resistor o Connecting cables Safety Considerations: o The wire will heat up during the experiment, so care must be taken to ensure it does not burn. The current will only be left on for the minimum amount of time, to prevent dangerous heating. o Some wires available are very thin but strong, and can cut easily into flesh. o Trailing cables are a hazard, and I must make sure no cables drape onto the floor or similar.

Media Role In Mitigating The Philippine Population Problem Politics Essay

Media Role In Mitigating The Philippine Population Problem Politics Essay In a country where the Catholic Churchs position is taken as a major factor in policy decision making, population control legislation has progressed ever so slowly. Progress that managed to be made, suffer from public acceptance and its proponents in government widely seen as practically committing political suicide. But there is a silent majority that sees the myriad of problems that this unabated rise in population brings: poverty, unemployment, lack of education, crime realities they are already experiencing in their daily lives, a reality that they hope the government would address through effective population control policies. If the Churchs position cannot be swayed, is media doing its role in educating and information dissemination? Is it being an agenda setter or acting as an effective check and balance, or is it also being caught in countrys intricate web of politics and power relations? In order for me to begin to analyze this problem, I found it necessary to acknowledge and establish that there is first and foremost, a population problem in the Philippines. I also need to establish that although there are possible solutions to this situation, the Catholic Churchs position on the use of artificial family planning methods is what makes the national government seemingly impotent in implementing an effective population control policy. To open my analysis, I refer to the studies made by Alejandro Herrin and Ernesto Pernia which states that the Philippines current levels of fertility and population growth stunts the countrys economy. I chose to rely on their findings and figures as their intensive study on this issue is fairly recent (being published in 2003), and from that period up to the present, no major change has occurred as far the countrys population control policies are concerned. In fact, the issue of population control is currently being deliberated in Philipp ine Congress, with the Philippine legislature currently trying to pass the Reproductive Health Care and Population Development Bill (Senate Bill 3122 and House Bill 5043), its proponents hoping that this would address the countrys population woes. As expected, the proposed bill is currently facing stiff opposition from the Catholic Church  [1]  as well as from various pro-life groups.  [2]   Alejandro Herrin and Ernesto Pernia in the aforementioned 2003 study concluded that feeble economic growth and transformation, exacerbated by rapid population growth, have been responsible for the Philippines poor performance in human resource development and employment over the past two to three decades.  [3]  The authors argue that the countrys slow economic growth has generated only meager resources for investment in health, nutrition and education, and that these are not enough to meet the demands brought about by high fertility.  [4]  The countrys slow economic growth for example, results in limited job opportunities, and this, coupled with a steadily growing labor force feeds into the countrys growing problem of unemployment and income inequality, which in turn, coupled with the rise in population density in urban areas, worsen problems of crime  [5]  as well as becoming a factor that contribute to the cultivation of a culture of corruption.  [6]  Corruption, in turn, worsens the already weighty problem of poverty  [7]  and inequality, completing the vicious cycle that seemingly keeps the country in a destitute trap. Herrin and Pernia further stress that not only is there a need to seriously address the population problem, but that there is also a need to address this problem while attending to the structural weakness in the economy at the same time. They recommend that in order to remedy this situation, a strong population policy must be made an integral part of the countrys development strategy,  [8]  and proposes a policy framework based on decomposition of future population growth in terms of its main sources namely unwanted fertility, the preference for a large family size and population momentum.  [9]   It should therefore be noted that although Herrin and Pernia acknowledges the population problem, the current rates of population growth and fertility are not the problems per se; it is seen more as a factor that compounds the current economic situation which, in turn, keeps the national government from taking advantage of the possible dividends that the maturation of this population could bring. This level of population growth and fertility might be advantageous for a country that is in a stage of development where it has the necessary resources to harness this demographic dividend, but in the Philippine setting, these growths are seen more as a liability than an asset. We do add to the labor force annually, but because of limited resources, there are not enough employment opportunities locally to accommodate most of these new entrants in the labor force, and this keeps unemployment and underemployment rates high.  [10]  The fact that a substantial percentage of employed workers in the country are laborers or unskilled workers is also a cause of concern.  [11]  Parts of the labor force that do manage to find employment outside the country on the other hand, settle for blue-collar work, or accept high-risk jobs.  [12]  One might argue that the country is in fact already reaping some form of demographic dividend through labor-migration, but looking at the countrys most recent population pyramids (1990-2005)  [13]  , one could also argue that the possible economic gains from labor-migration only went into the acquisition of resources for the care of the bigger population of children health care, daily needs (food etc.), education, chil d care (nannies). Cost of caring for the elderly and debt repayment incurred before going abroad,eats up into this supposed economic gain as well. Not much goes into investment or savings that can be translated into capital that could fuel much needed growth.  [14]   The Catholic Church Opposition Simply looking at one study alone (Herrin and Pernia), one can easily see that the Philippines indeed has a population problem, or at least a realization that unabated growth in population rate and fertility rates may be linked to various societal dilemmas the country is currently experiencing, such as: rising poverty, inequality, unemployment and slow economic growth. So why is it that there is this opposition by the Catholic Church to mitigate this problem, and concomitantly, why is it that the Catholic Churchs position on this issue is regarded with such weight? The Philippines is a predominantly Catholic country, with around 80% of its population being Catholics. The Filipinos values, morals, much of the norms and beliefs in the Philippines have been shaped by more than 300 years of being subject to Christian indoctrination under Spanish rule. Just like any other religion in the world, the Catholic Church upholds particular values and mores that are not subject to change or even reconsideration values based on sex and marriage are one of those. Sex before marriage and living together before marriage are deemed morally wrong; sex within marriage on the other hand is considered a gift, that is meant to unite the couple and presupposes the creation of life.  [15]  The Church has always stood firm on their stand with regards to artificial methods of contraception for married couples, stressing that controlling ones sexual urges is a personal responsibility, and that the couple has the right to choose and decide their family size again gui ded by their responsibility, as parents, to provide for their children; abortion is especially frowned upon. Just how strong is religion in upholding these beliefs? If the study done by Evelyn Lehrer entitled Religious Affiliation and its Relation to the Economic and Demographic Decisions People Make, were to be our basis for analysis, we would infer that religion indeed have a huge influence on the people that practice them. Lehrer states that people tend to take into account religion in whatever interrelated decisions they make over their life cycle (emphasis added), further stressing that for behaviors that pertain to married couple households as opposed to individuals, religion matters because it is a complimentary trait within marriage, affecting many activities that husband and wife engage in together.  [16]   Herrin practically echoes Lehrers argument in his assessment of the Philippine setting by stating that perhaps the single most important factor influencing population policy making [in the Philippines] since its formulation in 1969, and may partly explain its ever shifting focus, is the persistent and consistent opposition of the Catholic Church hierarchy to the government population policy of reducing population growth as well as its promotion of artificial family planning methods.  [17]  Historically speaking, it is alleged that it was the Marcos administrations intention to promote family planning in the country that actually stimulated Philippine Catholicism to strengthen the commitment of the faithful to the Catholic hierarchys view on the subject.  [18]  From that period on, the Catholic Church in the Philippines has continued to adapt a hard stance on these issues, even if other predominantly Catholic countries around the world (and even some of the predominantly Musli m countries in Southeast Asia who tend to have stricter religious beliefs) have long accepted artificial contraception as well as their governments population control policies. The Catholic Church in fact was instrumental in deleting a provision on population control in the Philippine Constitution when it was amended in 1987, following the ouster of then President Ferdinand Marcos; I dont believe they will change their position any time soon and put back something in the Philippine Constitution that they fought hard to take out. If any institution wants to change the current accepted beliefs with regard to starting a family, deciding to have or not to have a child, and how many children to have, one should always take into consideration the Catholic Churchs position (in fact, Catholic values in general), and work through the Catholic way of thinking and belief systems. This is exactly what former Department of Health Secretary Juan Flavier did in the mid 90s. Flavier, being a devout Catholic himself (though he did advocate artificial birth control methods), did not go on record as claiming to be against the Churchs position, but just went on and did his job as Health Secretary and pushed for an effective family planning campaign,  [19]  which was having substantial results until his success as Department Secretary propelled him to the Philippine senate where he served two terms. This then leaves us with the second part of the question; why is it that the Catholic Churchs position on this issue is regarded with such weight? I believe McQuillan has given us an idea of why this is the situation in the Philippines, when he stated that religious values à ¢Ã¢â€š ¬Ã‚ ¦ are likely to play a critical role in shaping demographic behavior à ¢Ã¢â€š ¬Ã‚ ¦when churches are able to build a network of religious institutions that play a formative role in the lives of members and to exercise influence over civil institutions in society as well (emphasis added).  [20]  Lehrer further adds that this is not only true on the issue of fertility as McQuillan argues, but that it also extends to other demographic and economic outcomes.  [21]  I believe both Lehrer and McQuillan are on spot, at least in the case of the Philippines, as history does back up this argument. Aside from the fact that the Catholic Chuch do play a huge role in shaping Filipino beliefs through educat ion (Catholic schools) and through regular sermons delivered during mass (weekly Church service), the Catholic Church also holds sway (at least morally as spiritual advisors) over the countrys leaders who happen to be predominantly Catholics  [22]  . The Catholic Church also plays an active role in politics as watchdog and critic the Catholic Church was at the forefront of the two People Power revolutions, the first toppled the Marcos dictatorship, and the second removed Erap Estrada in office on charges of corruption and for moral grounds.  [23]  Another political role of the Church is as kingmaker. Proof to this is the number of visitors the Cardinal gets during election period, all hoping to get the Catholic Churchs highly regarded endorsement. In fact, this vote-courting practice even extends to other Christian denominations in the country that have similar; if not more rigid; position on abortion, birth control and family planning. Any actor in Philippine politics woul d definitely think twice about advocating these population control measures and going against the strongly held beliefs of the Church,  [24]  as doing so would be tantamount to committing political suicide. Government Action and Inaction Aniceto Orbeta in an ADB discussion paper points out that the Philippines has been credited as one of the earliest adopters of a strong population program in Asia, [yet] today it still has not resolved the population problem, while her late adopting neighbors have successfully addressed the problem and [have since] turned to face other problems.  [25]  Given the above mentioned constraints presented by the Catholic Church, and a society that largely adheres to Catholic values, what has government managed to accomplish as regards family planning and population control? Then President Ferdinand Marcos was one of the 17 heads of states that signed the UN Declaration of Population on December 1967. The UN declaration in essence emphasized that the population problem must be recognized as a principal element in long-range national planning if governments are to achieve their economic goals and fulfill the aspirations of their people.  [26]  With this idea in mind, the government then embarked on studies in order to come up with policies and programs to address concerns about the negative implication of rapid population growth on the attainment of social and economic objectives.  [27]  Studies at that time point out that free exercise of fertility decisions of couples is not consistent with the common good, government therefore saw the need to intervene in fertility decisions as a matter of policy family planning was deemed the necessary intervention.  [28]   The Catholic Church would have been outraged at that time, but policy statements during that period reassured the Church that whatever population program would be adopted, government would see to it that the religious beliefs and values of individuals would be respected.  [29]  The Catholic Church was apparently lulled into a false sense of security, trusting government to keep its word only to find out that it has been working to legalize contraceptive sterilization, which the Church was strongly opposed to. In a 1973 pastoral letter, the Church allayed fears that the government is following the patterns of adoption of artificial contraceptive methods from less radical methods to more radical sterilization and even abortion.  [30]   Marcos, in the early years of his dictatorship embarked on massive infrastructure and development programs; that period also saw rapid industrialization and urbanization. Because of this and because of concerns that high population growth rate would undermine the governments economic development efforts; population control policies; as evidenced by various studies, policies, decrees and executive orders at that time; became a major area of concern. Testament to this was the fact that the role of the government in population would even be enshrined in the 1973 Constitution. It shall be the responsibility of the State to achieve and maintain population levels conducive to the national welfare. (Article XV, Section 10).  [31]   Looking at the list of population control and family planning policies of the Marcos regime in Herrins paper,  [32]  I cannot help but notice that at that period, the government was only looking at the negative aspects of population and fertility growths,  [33]  and consequently was only focused on curbing these unwanted growths to achieve their envisioned positive economic gains. Policies aimed at developing and harnessing positive consequence of population growth (demographic dividend), such as populations positive effect on production, technical progress and innovation  [34]  were apparently not taken into consideration (at least not in the policy documents highlighted in Herrins work). Had the government considered the positive aspects of population growth back then, who knows what programs and policies might have been instituted and pursued to take advantage of this demographic dividend. Again, I point to how government at that time approached the problem of growing unemployment after the late 70s oil crisis, where the government as a response to the problem decided to pursue overseas migration as a temporary stop-gap measure labor-migration have since become an institution in Philippine society, and is now viewed as probably one of the major sectors that is keeping Philippine economy afloat.  [35]   Whether population growth decline in the early 80s was due to the governments adoption and implementation of an effective family planning program; or if it was mainly an effect of progress, moving from an agricultural to industrialized modes of production; or of urbanization; or possibly because more women started to enter the workforce, translating into smaller and smaller family size;  [36]  or whether it is an effect of all these factors working in unison, I have yet to see a study on. But assuming that the decline did results from a conglomeration of these factors, it would be safe to say that the governments policy responses to the problem of growing population and fertility rates were effective and timely. But now, we can only speculate what the effects of those programs would have been to Philippine society and economy had those population control policies not been discontinued. In 1986, Ferdinand Marcos was ousted through the EDSA People Power Revolution (a movement which I pointed out earlier as having the backing of the Catholic Church), and since that time, the countrys population control program went to a screeching halt. A year after Marcos was ousted, the provision on governments role in population control in the 1973 Philippine Constitution was scrapped, and the Constitution (1987 Constitution) that replaced it now carries the Catholic Churchs pro-life, pro-choice position.  [37]  Herrin emphasized this fact when he stated that while there was a strong fertility reduction objective during the Marcos era, there was none during the Aquino administration (emphasis added).  [38]  Family planning, from being seen as an effective means to reduce fertility and population growth became a mere health intervention, one with possible fertility consequences. The administrations after that tried to come up with proposals to curb population growth and high fertility rates but they have always encountered stiff opposition from the Church and from pro-life organizations.  [39]  The Fidel Ramos administration tried to revive fertility reduction policies through the family planning program by incorporating it under the umbrella of Reproductive Health  [40]  under the Department of Health. Despite scrutiny by the Catholic Church, it was able to progress, until its main proponent, charismatic Health Secretary Juan Flavier, won a seat in the Philippine senate. Then President Joseph Estrada also called for an aggressive family planning program to reduce fertility in its PPMP Directional Plan 2001-2004  [41]  , but this program never saw fruition, as Estrada was ousted in another Catholic Church-backed People Power Revolution. Finally, we have the current administrations, policy statement (or non-statement) on family planning  [42]  and Herrin tells us that in essence it says that family planning is primarily a health intervention and as a means to help couples achieve their fertility preference, a statement that does not imply a goal of reducing fertility and population growth rates.  [43]  The current proposed bills from the Senate and the House of Representatives seem to show promise but these bills are currently being opposed by the Catholic Church and Church-backed pro-life and pro-choice groups.  [44]   Government if it has the will, can always implement population control or population management policies if it wanted to (even with Church opposition as evidenced with the Flavier program), but there is also this problem of the length of time leaders stay in office, and since the department heads are coterminous with the President that appointed them, family planning and population control policies tend to have short life spans as well there just doesnt seem to be any way to achieve a continuous program for population control in the Philippines. Currently, the countrys population growth rate  [45]  and fertility rate  [46]  are declining despite the lack of a solid government family planning or population control program.  [47]  This decline could primarily be a direct result of the factors outlined by Debraj Ray in his book:  [48]  urbanization  [49]  , the rise in share of womens share in the labor force  [50]  and information being more and more accessible to people even in the rural areas through media,  [51]  through formal education channels and through NGOs who are working to uplift the lives of people in the countryside. But policy makers in the country still insist on the adoption of a comprehensive population control and management program that would further reduce these rates to levels that are at least similar to those of the Philippines Asian neighbors; levels that they believe would be more conducive to the attainment of the countrys MDGs.  [52]   I argue that though legislation may indeed contribute a whole lot as far as institution of radical measures to meet the desired levels of fertility and population growth, the mechanism to institute such change even without legislation is already in existence and simply needs to be tapped. I believe that the key to this problem lies in making the necessary information  [53]  available to society in order to effect the necessary changes. Herrin and Pernia for example point us to problems that had to do with misconceptions about contraceptives that are available to the public. Such mis-information includes supposed side effects and other health-related issues that artificial contraceptives might have  [54]  . Sex education is also one aspect of family planning and population control that doesnt need to wait for passing of the current legislation on debate to be implemented and is one area where the Catholic Church is not opposed to.  [55]   The effective utilization of natural birth control methods only require information dissemination  [56]  in order to be practiced by the families that need them to abate unwanted fertility or to achieve their desired family size. A society that is more informed about current and future economic prospects; a society that is informed about the various choices and options they have as far as security in old age welfare, job opportunities and health care would intuitively make more rational decisions as far as fertility is concerned. But I also believe that people tend to be irrational as well, and a lot of that irrationality has something to do with culture, values and beliefs that are deeply ingrained in them again, to change that, information would be the key.  [57]   Medias Overlooked Role in Population Control I want to stress the need to take into consideration the role of information here, as I believe that this is an area that has not been given proper attention in all these debates regarding population control and family planning issues. It may be true that the Catholic Church have some moral sway as far as decisions in forming a family are concerned. The National government believes that to be able to effectively implement population control programs, it needs legislation that would effectively render Catholic Church opposition to contraception and population control moot and academic, but I believe that this not be the case. Through all these, the national government has failed to consider one institution that might be as powerful (or even more powerful) as the Catholic Church in shaping individual decisions that has to do with fertility and size of family mass media. This neglect could be because of the national governments limited perception of media and its possible roles in the implementation of population control programs. Yes, the media has been used before. The Marcos government has used print, radio and television to advance their population control campaign  [58]  , so did former Health Secretary Juan Flavier, all of whom claim to have had positive results.  [59]  But the thing is that these campaigns blatantly urged families to advocate not just the natural family planning methods but the artificial methods as well, which did not sit well with the Catholic Church. Advertising campaigns also require funding as they need to buy much needed airtime (in the

heat and life :: essays research papers

When I see companies, I see different cultures. Each company has its unique culture, which probably represent almost everything about the company. The culture not only distinguishes a company from another company but also it sets values and norms that employees follow. Company’s culture has everything to do with its success or failure. For example, Nantucket Nectars’s founders, Tom First and Tom Scott, deliberately made things as informal as possible at the beginning. There were no hierarchy, no dress code, and no stodgy corporate culture. The free-spirited attitude of the two is flaunted throughout their company. But now, as juice sales approach $20 million, Nantucket Nectars is outgrowing its fraternity house culture. First and Scott are grappling with how to manage that growth without destroying the entrepreneurial spirit that has made the company special. Then, how do companies set up cultures as start up companies? Where does it come from? The founder, early in the company’s life, typically spawns it. First and Scott set the work ethic for Nantucket Nectars long before selling a single bottle of juice. During summers on Nantucket, they spent long hours, selling supplies from a boat to earn money and a reputation for service. Today, Nantucket Nectars’s employees put in equally long hours. The office is lit up well past 8p.m, and many staffers drop in on weekends to take care of business. Whether or not the founder of a company thinks much about cultural issues during its start-up phase, those issues become critical as a company matures. â€Å"How you maintain a culture during explosive growth is probably the No.1 thing that I worry about,† says Frank Ingari, chief executive of Shiva Corp. There are factors that make it easy or difficult to create or change an organization’s culture. A Company’s culture has something to do with its employees’ behavior, values and expectations. At Nantucket Nectars, weekly staff meetings include a guest speaker-an employee â€Å"who has to stand up and talk about their whole life, and what inspires them,† First says. â€Å"We are so busy, sometimes we don’t respect what other people do. I wanted everyone to understand who the people are and how they are helping this company.

Linux :: essays research papers

LINUX One of the up and coming server operating systems is Linux. In an article from CNET News on July 24, 2000, a new study has identified Linux as being a significant threat to Microsoft in the server market over the next few years. What is Linux and how is it making its impact on the server industry? This paper will answer these questions. Linux – What is it? Linux is a free Unix-type operating system originally created by Linus Torvalds along with other developers in the industry. Linux is an independent POSIX (Portable Operating System Interface) implementation and includes true multi-tasking, virtual memory, shared libraries, TCP/IP networking and other features consistent with Unix-type systems. Linux was developed under the GNU General Public Licensing and all of its source code is freely available to everyone. This doesn’t necessarily mean that the program and all of the distributed software is free. There are companies and developers that may charge money for the program as long as the source code remains available. Linux In Business? Linux is becoming more and more used in business today. One of the main reasons is the cost-effectiveness of the operating system itself. As well, there are numerous articles all over the Internet and news media detailing the positive aspects of open source operating systems in business today. One reference found on the Open Source website describes the basic idea behind open source code. â€Å"When programmers on the Internet can read, redistribute, and modify the source for a piece of software, it evolves. People improve it, people adapt it, and people fix bugs. And this can happen at a speed that, if one is used to the slow pace of conventional software development, seems astonishing.† (Open Source, August 2000) From a businesspersons standpoint, the open-source model has a lot to offer. Companies are now able to build open standards as actual software and many companies and individuals can collaborate on a product that none of them could achieve alone. With open source code, there can be rapid bug fixes and changes that the user asks for, done to the user's own schedule. Other positives are increased security and increased reliability, and yet another positive is the ability of Linux to run on systems as low-end as a 386 to the higher end systems such as Alpha and Sparcs. Where is Linux Headed? Based on the reports and studies being conducted by independent firms around the world, it is very apparent that Linux is making great strides in the networking market.

Comparing and contrasting Silver Blaze and Finger Man Essay

When one thinks of detective fiction stories images of crime, murder, hero detective and villains enter a person’s mind. These images have been constantly changing over years, but they are not very different from when detective stories first began in 1828. The birth of detective stories came about in 1828 with a novel called Memoires supposedly written by Vidocq a chief of France’s detective force known as Surete. In 1841 a number of short stories were composed and collected to form The Murders in the Rue Morgue by Edgar Allen Poe but it was in 1892 when detective stories finally emerged and become known by the people. It was in 1892 when The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle was published in the Strand magazine that detective fiction had become a great success. The years of Sherlock Holmes stories are considered as the ‘Golden Age’ of detective fiction, after this authors began to take different approaches towards detective fiction writing, the writing was most notoriously named ‘Hard Boiled’ detective fiction. Both types of approaches varied in different ways with each other, the ‘Golden Age’ era consisted of stories with closed settings and focused its characters in the middle and upper classes. In the Hard Boiled era the plot would be mentally just as challenging as a story from the Golden Age era, but would unfold and lead to violent twists and turns. In Hard-boiled stories the detective solves the mystery by creating more trouble and being tough but does not return society to order or vindicate the power of reason. It was this new Hard Boiled setting that Raymond Chandler set his stories, and created his hard boiled detective Philip Marlow. Philip Marlow was first introduced in 1921 through a magazine called The Black Mask, which contained his short stories.  Both Silver Blaze and Finger Man are fictional Detective stories, but differ in many different ways from language and dialogue to cultural changes shown between both stories. This is because the stories were written at two different times, Silver Blaze is a pre 20th century piece of text where as Finger Man was created within the 20th century. Sir Arthur Conan Doyle a British author created Silver Blaze which featured one of the most renowned detective characters, Sherlock Holmes. His fictional character became so famous and loved by the public they actually embraced his identity and grew to believe that Sherlock Holmes was a real person and lived at 221b Baker Street. Finger Man was created by an American author called Raymond Chandler and starred a private detective by the name of Philip Marlowe. This fictional character appealed to a wide audience and was in most of Raymond Chandlers stories, eventually Hollywood used these stories and the character Philip Marlowe to create motion pictures.  In Silver Blaze Sherlock Holmes and his partner Dr Watson travel to Devon to uncover the kidnapping of a prize-winning horse. In this detective novel any clue will help towards the case and anybody having some relevance with the horse will be a suspect. In Silver Blaze the plot mainly revolves around a few individuals such as†¦. Whereas in finger man the story includes many characters who each play some small yet important part within the story. In Finger Man we see a tale of false framing on the main character Philip Marlowe who is set up by gangsters. It starts happening when he takes a job for a friend, but his friend dies and Marlowe becomes the prime suspect. When I read both stories there were many differences in character between Sherlock Holmes and Philip Marlowe. Sherlock Holmes is a more thoughtful and clue based detective where as Philip Marlowe relies on tip-offs and violence to resolve a situation. Sherlock Holmes is a methodical detective and relies in his wits to solve a case whereas PM uses his instincts. Within Silver Blaze Sherlock Holmes has a partner called Watson, the story itself is narrated by Watson and told through his view. PM is a one-man army and doesn’t depend on anybody for assistance unless in dire circumstances.  The change in text and dialogue is clearly shown once reading both stories. Pre 20th century text is very descriptive which is used as a feature of Holmes personality. In Finger Man the dialogue is very abrupt and direct, which also constructs an image of the stories setting and the characters persona.

Riding a Bike vs Driving a Car

Brian Morris Dr. Bunnell 11/25/2012 Revised Draft Compare/Contrast Essay Young children always hit that age where all they want to do is learn how to ride a bike; well for the most part young children. They pray for a new bicycle for Christmas and the day hits them like homework on a school night, that they most likely forgot about. Many have the audacity to try to learn without training wheels, but usually fail. Over time they start to realize there are bigger and better things in life such as learning how to drive a car. They constantly beg their parents to let them practice driving or to get their hands on a pair of new car keys.Both learning how to drive a car and learning how to ride a bicycle surprisingly have many differences as well as similarities. Learning how to ride a bike starting off to some may seem easy, but is generally difficult to most. Learning this is one of the most popular as well as important tasks to growing up. One's body is simply not used to the gravitatio nal pull and balance when their feet begin liftoff, ending at the landing zone of the foot pedals. Most require the assistance of training wheels to begin practice of riding a bike. With these, there is a total of four wheels, making little to no individual balancing skill.Training wheels also help people learn to control their pedaling speed, movement, and turning. Once training wheels are taken off, the true test to be passed is about to begin. These next few steps to riding a bike with perfection are much different than learning how to drive a car. Stumbling and falling over is a constant problem when starting to ride a bike. On the other hand, a person cant fall over when driving in a car! With practice, learning to ride in a straight line eventually is a â€Å"piece of cake†. Next is learning how to turn while pedaling forward. The trick is not to lean one's entire body while turning.This will simply makes people lose their balance and therefore, fall. Again, practice is key to be able to turn correctly with a stabilized balance. Finally, braking is the final thing to learn. This is the simplest, and can be done with little practice. Brakes are located by the handlebars on a bicycle, while the brakes are located by the feet when driving. Some people say learning to sync one's feet to use the brakes in a car is like learning how to write with another hand. When one can fully ride a bicycle, there are huge advantages and differences over driving a car.First, people can get fit from riding a bicycle around! Sitting in a car seat instead of pedaling with legs is not going to help someone lose weight. Yet another difference between the two is cars release pollutants into the atmosphere, while bicycles release 100% clean energy. Teenagers go crazy the day they hear, â€Å"Congratulations, you passed your drivers exam†. To be able to hear those magic words, it takes true time and dedication. The day a teenager obtains their learners permit, their w orld changes. They start obsessing about learning how to drive but there are abilities that need to be learned.First, they must learn how to properly use the gas and brake pedals. This may be one of the easiest to some, but the hardest to others. A common error is confusing the brake between the gas which can be extremely drastic. Next, they must learn how to turn, and to be able to understand their surroundings. Drivers need to know much more about their surroundings, than bicyclists in general. There are literally hundreds of street signs that must be interpreted to get a drivers license. On the contrary, there are little to no street signs used for bicyclists, except in some areas.Finally, practicing to drive in a variety of weather conditions are the final skill that must be achieved to be a good driver. Snow and rain are the major weather types that make driving, as well as bicycling difficult. Driving a car legally is a privilege and truly has distinct differences. One major d ifference between riding a bike and driving a car, is that when driving, there is a lot more practice involved. There are also no licenses or permits for riding a bicycle. Using a bicycle as a form of transportation is much cheaper, being that the average bicycle is $40-$1000, while the average car generally ranges from $750-$25,000.Another difference is that in driving, there are many more aspects to take into consideration that require attention. On the other hand, there are multiple similarities between driving a car and riding a bike. The main one is that with time and dedication, both of these abilities can be achieved. Also, major coordination as well as focus is necessary to be able to do either tasks. Finally, there needs to be a form of assisting, such as parents or a friend to teach someone how or to practice driving/riding a bike. How can these two topics relate to an adults life?Both of these also are a great form of transportation that have been used for years and many more to come. Drivers need to be wary about bicyclists, and vice versa. Cars as well as bicycles also need to be properly checked often on their tire pressure, and even brake lines. Driving on a flat tire or having worn out brake lines can be quite the unexpected occurrence. In conclusion, learning how to ride a bike and learning how to drive a car both have similarities while being two completely different skills. Riding a bike and driving a car are two forms of transportation although one is faster than the other.They both require a large amount of hand-eye coordination although bicycling requires more balance. Learning how to ride a bike is a milestone in a young child's life, while learning how to drive a car is a milestone in a teenager's life. A big part of learning how to ride a bike and learning how to drive a car is putting in the time and effort and getting enough practice. Without practice and determination, the skills needed for both activities would not be adequate enou gh for safe travel. Whether similar or different, learning how to ride a bike and learning how to drive a car are both essential lessons in one's life.

An ideal family Essay

To create a strong and happy family is a difficult task. Person’s upbringing and education starts in his or her family, even when children grow up and become independent, their parent never stop influencing their lives. From my point of view, parents are our first teachers and most influencing people. The way our parents train and discipline us influence how we act and reason out. Being a parent is one of the most challenging task in the world. Parents should love, protect us and guide their child. As children in many cases take after their parents, the latest should be a good role model. They should bring their kids up in the atmosphere of love, mutual respect. But in some situations they should tell their young ones off. Parents should nurture the most important values in them, such as kindness, compassion, respect, generosity, honesty and responsibility. Teach them to be good critical and creative thinkers in a world that isn’t always friendly with them. Parent should help their kids limp through a crisis and help them to grow useful members of society. Children, in their turn, should try to understand that their parents do their utmost to bring them up correctly. Kids should share their problems with their parents and remember that they can rely on them, not retire into their shells. They shouldn’t use bad language or talk back to their mom and dad, because they may hurt them through the bad words without thinking. Youngsters should look up to their parents, don’t lie to them. They should try not to have their parents worry about them all the time, should act as a grown up. Children should support their parents too, as sometimes they can be bad-tempered or a bit depressed. And, of course, children shouldn’t be shy to show love to their parents, doing it by saying some sweet words, sending gifts, kissing or other ways.

A Student’s Dilemma

The purpose of this memo is to identify the ethical dilemma Helen is trapped into and her responsibilities towards making the correct decision. Helen Kanell is a final year student with a 4. 0 average grade point at the Empire State University. She is also the president of Beta Alpha Psi, the accounting student honor society. Being a president of such honorable society requires a great deal of responsibility and time commitment. Helen is already appointed a position at the Big & Apple LLC. Yet, Helen plans to complete her studies with at least a 3. 90 GPA to qualify for the highest academic honor â€Å"summa cum laude. However, she is currently maintaining a B average in four out of five of her courses and needs to get an A at least in one course to be eligible for summa cum laude. In order to resolve Helen’s dilemma her best friend lick the copy of the Accounting 544 from the accounting department and gives it to Helen prior to the final exam. Before arriving to a conclusion Helen should consider her responsibilities towards the University, herself, and several other related groups. Maintaining academic integrity of the University should be Helen’s first priority. It’s her duty to follow the University’s Code of Conduct to uphold its reputation. Sue should be honest to the accounting department because she represents the accounting honor society, Beta Alpha Psi. As a leader of such honorable society cheating will not set the right example for rest of the student body. Helen’s should not take a decision which will cause her to be unfair to all those students who worked hard for the exam. It’s her responsibility to be fair to other student in the class and the department. As stated by the Golden Rule â€Å"we should treat other the way we want to be treated. No one would like to be cheated, therefore, Helen’s should not put fort her own interest and be unfair to others. Helen’s responsibility towards Big & Apple LLC is to act in a trustworthy and reliable manner. One of the reasons the company has hired is so that they can trust Helen with their financial and confidential information. She should understand the consequences of cheating in such situation because it can have a huge impact on her career. Instead of taking the wrong path to achieve success Helen should discuss her situation and seek for appropriate advice form her professor. Although, Helen’s best friend is concerned about her situation its Helen’s responsibility to report her best friends misdeeds to the professor of Accounting 544. Helen’s responsibility is to make her friend realize the consequences of her wrongdoings. She should make her friend understand the ethical values of what’s right and what’s wrong. Cheating is not an easy way out of difficult situations. Helen’s responsibility to herself is to avoid doing things which would lower her self-esteem. She should alert herself that cheating is unethical way of achieving success and would cost her much more than expected in her career. Making the right decision will give her peace of mind and she won’t have anything to regret for in future. Ethical values of honesty, integrity and trust should guide Helen in making the right decision in such situation. People with these values tend to think in the best interest of others. These ideals guide every individual to achieve greater success. If I was Helen I would not choose the path of dishonesty under any circumstances. My ethical values would not permit me to take advantage of the final exam cheat sheet. Instead, I would put my full concentration on my studies and work hard towards that A. To seek advice I would go to the Accounting 544 professor. I would discuss my crucial situation with him/her to resolve my dilemma. My decision would not change even if the Empire State University has an honor code and provides a $5000 award to students that graduate summa cum laude. Regardless of how difficult the situation could get its unethical for me to cheat to achieve such an honorable award. I believe the path of fraudulence will never lead a person to a successful profession, as well as life

Education in Schools Essay

The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students’ needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students’ needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and