Nostalgia in the 1950s essays

Nostalgia in the 1950s essays The decade of the 1950s represents an era that is already gone for many Americans where life was balanced, simple, and innocent. A time in American history where a high school education promised a comfortable living and where family values were presented to audiences through television shows like Father knows Best an Ozzie and Harriet. But according to Stephanie Coontz, author of What We Really Miss About the 1950s, the simplicity and innocence that the people who lived in this time period enjoyed came at a high price. Coontz states that many of those who felt that the 1950s was the best time for children to grow up would show their dislike to the treatment of women. They also would add that they wouldnt particularly enjoy living with the most of the fathers they knew in their neighborhoods. She also points out the economic and social reasons why the 1950s is so appealing to many people. The low divorce rates, federal economic expansion programs, corporate tax programs, and the high number of children living with both parents. Even though there are many positive factors which in fact makes the 1950s one of the best eras in American history, Stephanie Coontz in the essay What We Really Miss About the 1950s argues about racial and sexual discrimination, repression and abuse that depict that America is better off today. Americans continue to appreciate the 1950s not only for the optimism people had about their familys future, but for the success of the periods economy. During the 1950s, there was active government assistance to families. For example, according to Coontz research, government backed home mortgages, financed many of the new family homes, and the minimum wage was set high enough to support a family of three above the poverty level. Also, corporations and the wealthy were taxed at high rates to support high levels of spending ...

Execute and Run Applications and Files From Delphi Code

Execute and Run Applications and Files From Delphi Code The Delphi programming language provides a quick way to write, compile, package, and deploy applications cross-platform. Although Delphi creates a graphical user interface, there are bound to be times you want to execute a program from your Delphi code. Lets say you have a database application that uses an external backup utility. The backup utility takes parameters from the  application and archives the data, while your program waits until the backup finishes. Maybe you want to open documents presented in a file list box  just by double-clicking on them  without opening the associated program first. Imagine a link label in your program that takes the user to your home page. What do you say about sending an email directly from your Delphi application through the default Windows email client program? ShellExecute To launch an application or execute a file in a Win32 environment, use the ShellExecute Windows API function. Check out the help on ShellExecute for a  full description of parameters and error codes returned. You can open any document without knowing which program is associated with it- the link is defined in the Windows Registry. Here are some shell examples.   Run Notepad uses ShellApi;...ShellExecute(Handle, open,c:\Windows\notepad.exe, nil, nil, SW_SHOWNORMAL) ; Open SomeText.txt With Notepad ShellExecute(Handle,open,c:\windows\notepad.exe,c:\SomeText.txt, nil, SW_SHOWNORMAL) ; Display the Contents of the "DelphiDownload" Folder ShellExecute(Handle,open, c:\DelphiDownload, nil, nil, SW_SHOWNORMAL) ; Execute a File According to Its Extension ShellExecute(Handle, open, c:\MyDocuments\Letter.doc,nil,nil,SW_SHOWNORMAL) ; Heres how to find an application associated with an extension. Open a Website or a *.htm File With the Default Web Explorer ShellExecute(Handle, open,http://delphi.about.com,nil,nil, SW_SHOWNORMAL) ; Send an Email With the Subject and the Message Body var em_subject, em_body, em_mail : string;begin em_subject : This is the subject line; em_body : Message body text goes here; em_mail : mailto:delphiaboutguide.com?subject em_subject body em_body ; ShellExecute(Handle,open, PChar(em_mail), nil, nil, SW_SHOWNORMAL) ;end; Heres how to send an email with the attachment. Execute a Program and Wait Until It Finishes The following example uses the ShellExecuteEx API function. // Execute the Windows Calculator and pop up// a message when the Calc is terminated.uses ShellApi;...var SEInfo: TShellExecuteInfo; ExitCode: DWORD; ExecuteFile, ParamString, StartInString: string;begin ExecuteFile:c:\Windows\Calc.exe; FillChar(SEInfo, SizeOf(SEInfo), 0) ; SEInfo.cbSize : SizeOf(TShellExecuteInfo) ; with SEInfo do begin fMask : SEE_MASK_NOCLOSEPROCESS; Wnd : Application.Handle; lpFile : PChar(ExecuteFile) ;{ParamString can contain theapplication parameters.}// lpParameters : PChar(ParamString) ;{StartInString specifies thename of the working directory.If ommited, the current directory is used.}// lpDirectory : PChar(StartInString) ; nShow : SW_SHOWNORMAL; end; if ShellExecuteEx(SEInfo) then begin repeat Application.ProcessMessages; GetExitCodeProcess(SEInfo.hProcess, ExitCode) ; until (ExitCode STILL_ACTIVE) or Application.Terminated; ShowMessage(Calculator terminated) ; end else ShowMessage(Error starting Calc!) ;end;

Cultural Differences and People Management Essay - 1

Cultural Differences and People Management - Essay Example As the paper stresses the current situation is showing a change in the mind set and work domain involving women; from a survey conducted by the ORC worldwide, as of 2008, the ratio of men to women assigned to work overseas was 83.5: 16.5, the number being quite low for women, but a growth of 2.5 % from the previous survey conducted in 2002. Some would consider it fun to move into a new place, but the reality dawns on them once they are there. International mobility and repatriation requires a lot of resources, ranging from time for planning to financial support, to facilitate smooth transit into the new environment. Apart from work purposes for mobility, the other large group who feel the pressure of international mobility are the vast number of international exchange students. The jostle for any of these groups extends from issues of administrative management dealing with the countries of destination, and expatriate support in the moving out and settling in new environments, to cult ural shock and adjustment. It has never been easy, but it calls for the foreigner (employee or student) to be flexible enough to cope with the new life. Depending on the organization one is involved, there could be welcome activities that ease up the tension and familiarize new settlers in a place. This study declares that students studying overseas have experienced this programs based on the different international exchange student groups and the admitting institutions. However, whether these people have moved in temporarily or permanently, the multifaceted experience in the unfamiliar environment, way of life, and transition in the different cultures, results to serious influences and implications. Cultural Shock occurs in different ways among people who encounter unfamiliar situations, or any happening that was not expected in a mix with different cultures. Based on the profound personal experience in the environment, it could reoccur differently immediately after settling or lat er in the adjustment period, as people would be forced to respond to the changes in situations. Due to its way of emergence, some people argue it as one event happening, but the majority view it as a process. According to Furnham, culture shock depict unpleasant effects as surprises or shock experienced after touring or living in different cultures, because the occurrence were unexpected and could lead to negative evaluation of the diverse (own and new) cultures. The shock is experienced by those in mobility, whether internationally or within the region or society (such as organisation restructuring and population social changes), highly skilled or less skilled, but facing unfamiliar environments of cultural context. However, there are minor situations that make one less affected or perhaps not experience the cultural shock; this depends on the previous experiences in other cultures, the variation of one’s culture and the newly available, one’s preparation (psychologic ally and resourcefully) before and/or after encountering unfamiliar culture, which all influence the degree of the culture shock and individuals reactions.

Access and Poverty Essay Example | Topics and Well Written Essays - 250 words

Access and Poverty - Essay Example e has access to such a tool is of course the fact that not everyone has been fortunate enough to have a good credit score so that they can apply for such an instrument. Whether buying food, buying gasoline, or personal items, the credit card was something that I saw as indispensible and something that allowed a great ease of purchase and security due to the fact that I was not required to carry around a large amount of cash on a daily basis (Michaelson 1). The second item that I took for granted and allowed a great deal of personal comfort and ease of life is that of my vehicle. Although living without a vehicle is becoming more and more of something that environmentalists push us towards, the fact remains that without one, we are somewhat stranded and unable to meet the many obligations that our model life engenders. Naturally, the fact of the matter is that not everyone is fortunate enough to have a vehicle and even many that do life day to day not knowing whether or not their vehicle will work when they turn the key. Due to the new ways in which I have viewed both of these amenities, they have made me aware of the fact of just how fortunate I am as well as the level of poverty and non-opportunity which affects so many different individual within my community. Michaelson, Jared. "Hitting The Century (X – Distressed) | Wexboy." Stockopedia PRO - Stock Research Reports, Stock Screening, Stock Valuation and Research Tools. N.p., 15  Jan.  2013. Web. 15  Feb.  2013.

Formative Assessment Essay Example for Free

Formative Assessment Essay Assessment is regularly conducted by classroom teachers to determine whether students learn the lessons or have acquired the skills they have been taught. However, the prevailing concept of assessment is that it is given after lessons. It is also viewed as extra work that consumes time that would have been better spent in teaching. Some teachers do not even have the adequate knowledge as to how to assess properly having focused more on how to teach (in contrast with how to assess) during their years in teacher training school. As a consequence, assessment results tend to function as a periodic â€Å"snapshot of student progress and as predictors of student performance on the end-of-year statewide tests (Heritage, 2007) rather than a tool to help teachers during instruction. This need is the reason why formative assessment should be implemented. Heritage defines formative assessment as â€Å"a systematic process to continuously gather evidence about learning. The data are used to identify a student’s current level of learning and to adapt lessons to help the student reach the desired learning goal (2007). † It involves strategies which can be categorized into three types: On-the-fly-assessment which requires the teacher to provide quick â€Å"pop-up† lessons right during discussions to correct students’ misconceptions; Planned-for-interaction which requires teachers to think of questions beforehand which would make students think and explore ideas during discussion time; and, Curriculum-embedded assessment where the teacher solicits feedback by talking with the students about ongoing classroom activities like seatwork, board work or students’ notes. There are four core elements of formative assessment (Heritage, 2007). First, it is a means for teachers to identify the gap between the students’ current status in learning and the desired educational goals. Second, it is designed to provide feedback at multiple levels. Third, it encourages student involvement in the daily classroom discussion. Finally, it aims to help teachers develop learning progressions. To use formative assessment successfully, however, teachers also need to possess certain knowledge and skills. Teachers must have domain knowledge of their subject area of expertise; pedagogical knowledge; knowledge of their students’ previous learning; and assessment knowledge or knowing a variety of proper assessment strategies. With regards to the required skills, the successful implementation of formative assessment can only occur if teachers are able to create classroom conditions where learners feel a sense of community and can critique each other without fear. They must also help students learn how to assess themselves. Teachers must be skilled in analyzing student inferences. Finally, they must be able to match instruction to the gap in the present skill level or knowledge of the learner. Heritage’s article provides a convincing argument for formative assessment as it points out the ineffectiveness of current assessment methods to actually help the learner. When students perform poorly in periodical and annual exams, it becomes too late to do something about things. Students either get low grades or are not promoted to the next level. Something could have been done halfway through the school year had formative assessments been conducted. However, formative assessment can only be seen today as an alternative to the existing views since year-end statewide assessments, for example, would be a hard practice to do away with. The present school system, specifically the public schools, have been practicing traditional assessment methods for decades, even the new curriculum and programs do not change things. Nevertheless, the article introduces a challenge to educators and administrators to try this alternative if it is being lamented that the quality of the aptitude skills of the students has been regressing every year. School administrators should mind the rationale behind formative assessment, which is placing more emphasis towards reforming student performance rather than the punishment-reward system that the traditional method offers. Of course, this would mean additional training for teachers who are not used to employing formative assessment in their own classrooms and changes in the curricula of teacher training schools. Then again, the benefits of formative assessment as enumerated in the article far outweigh all cost considerations. Reference: Heritage, Margaret. (2007, October). Formative Assessment: What do teachers need to know and do? Phi Delta Kappan, pp. 140-145.

Terrorism: Media Simplistically Portrays War as Good vs. Evil :: Argumentative Persuasive Topics

Media Simplistically Portrays War as Good vs. Evil    The morning of September 11, 2001, will be a communal memory for many around the world.   On this morning, peace was threatened by terrorism on United States ¹ soil and the U.S. declared war in defense of peace. The majority of television, print, and internet media coverage of these events have focused around a discussion of good vs. evil.   In this paper, I will address ways in which hegemonic and counterhegemonic forms of media have contributed to the discussion of good vs. evil at war.    The depiction of good (us) vs. evil (them) in the media has justified war in the name of peace.   The United States ¹ first visual of good vs. evil came with television broadcast statements from the leaders of this war.   From this, the American public ascertained that the evil guys are led by Osama bin Laden who promised that  ³America will not live in peaceÃ…  1 ² sitting atop a rock outside a cave.   In turn, the good guys are led by President George W. Bush who, from his leather chair in the White House, asserted  ³We are at war with terrorism.2 ²Ã‚   These broadcasts became proof for many that  ³they ² attacked peace therefore  ³we ² were justified in declaring war. President Bush extended this belief by reminding the American public that,  ³If you ¹re not with us, you ¹re against us.3 ²Ã‚   This statement called all of America to war against terrorism; Bush ¹s comment implied that those in opposition are the enemy.   As one of the most access ible forms of news, television has become the most powerful form of social pedagogy.   With few exceptions, television has succeeded in perpetuating and legitimizing a hegemonic good vs. evil mentality where  ³we ² are good and  ³they ² are bad.   One could argue that few have sufficient media literacy skills to deconstruct dominant messages put forth by the majority of television networks.    Conversely, internet and print media have, on more occasions, provided counterhegemonic alternative readings on the September 11 events.   One can still visit mainstream websites such as NBC, ABC, FOX, and CNN to view hegemonic references of good vs. evil.   A series of clicks on one ¹s mouse can take a web surfer from photos of candlelight vigils and Twin Tower donation centers to sites where one can watch Powell and Bush, singing calypso, about the demise of Osama Bin Laden as well as play an interactive torture game on the leader of evil4.

Software Piracy Problem

Software piracy is a rising problem not only in the United States, but around the world. In 1993 worldwide software piracy cost 12. 5 billion dollars to the software industry, with a loss of 2. 2 billion dollars in the United States alone. Estimates show that over 40 percent of U. S. software company revenues are generated overseas, yet nearly 85 percent of the software industry's piracy losses occurred outside of the United States borders. The Software Publishers Association indicated that approximately 35 percent of the business software in the United States were obtained illegally, which 30 percent of the piracy occurs in corporate settings. In a corporate setting or business, every computer must have its own set of original software and the appropriate number of manuals. It is illegal for a corporation or business to purchase a single set of original software and than load that software onto more than one computer, or lend, copy or distribute software for any reason without the prior written consent of the software manufacturer. Many software managers are concerned with the legal compliance, along with asset management and costs at their organizations. Many firms involve their legal departments and human resources in regards to software distribution and licensing. In 1974, Congress created the Natural Commission on New Technological Uses (CONTU) to investigate whether the evolving computer technology field outpaced the existing copyright laws and also to determine the extent of copyright protection for computer programs. CONTU concluded that while copyright protection should extend beyond the literal source code of a computer program, evolving case law should determine the extent of protection. The commission also felt that copyright was the best alternative among existing intellectual property protective mechanisms, and CONTU rejected trade secret and patents as viable protective mechanisms. The CONTU report resulted in the 1980 Computer Software Act, and the report acts as informal legislative history to aid the courts in interpreting the Act. In 1980 The Copyright Act was amended to explicitly include computer programs. Title 17 to the United States Code states that it is illegal to make or to distribute copies of copyrighted material without authorization, except for the users right to make a single backup copy for archival purposes. Any written material (including computer programs) fixed in a tangible form is considered copyrighted without any additional action on the part of the author. Therefore, it is not necessary that a copy of the software program be deposited with the Copyright Office in Washington, D. C. for the program to be protected as copyrighted. With that in mind then a copyright is a property right only. In order to prevent anyone from selling your software programs, you must ask a federal court to stop that person by an injunction and to give you damages for the injury they have done to you by selling the program.

The Subject Of General Science Education Essay

1. INTRODUCTION / BACKGROUND OF THE RESEARCH:The usage of computing machine Technology in the schoolroom offers the pupils an sole and utile acquisition pattern. Technology usage helps instructors by making abstract constructs more concrete for the pupils. These yearss, teen-agers are larning to utilize engineering at younger ages really quickly every twenty-four hours. The pupils from in-between degree schools are able to utilize the engineering if they are given devices. Sooner or subsequently, the usage of computing machine engineering in schools is going a popular tendency. It will be interesting to see pupils taking a practical field trip on the cyberspace or with the aid of simulation package on a standalone computing machine to anywhere in the universe. Research in the past decennary has shown that computing machine engineering is an effectual agencies for distributing educational chances, but the job is that most of the instructors do non cognize the usage of computing machines in our schools as there is no computing machine related particular station at in-between degree. Therefore, they are unable to incorporate computing machine engineering into their course of study. Drenoyianni and Selwood ( 1998 ) stated that incorporating computing machines in schoolrooms can travel patterns of rote-memorization, stiff course of study, and teacher-centered direction into a more student-centered environment where scholars are able to pull off their ain acquisition. Edgar Dale ( 1946 ) developed ‘Cone of Experience ‘ to depict ocular effects for larning terminals. Dale ‘s Cone theory of larning bases that people recall 10 % of the information they read, 20 % they hear, 30 % they see, 50 % they hear and see, 70 % they say and write or portion with others, and 90 % they teach to others. In our school system in KPK Pakistan, General Science every bit good as other topics are offered to pupils in a traditional manner which depends on the talk method, in which the instructor does all or most of the activities. In the last few old ages, many functionaries and determination shapers in the field of instruction have called for new methods of learning. Computer-based direction is considered among the advanced methods that can ease more communicating between instructors and pupils and therefore decidedly influence pupils ‘ acquisition. The people learn better from existent experiences than from theoretical stated symbols. The usage of computing machine engineering invariably forces us to reconsider what we do and why we do it. As pedagogues, our duty is to do acquisition easier for our pupils. In sing the teaching method of instruction and acquisition, it is of import that we use engineering to better the acquisition of our pupils. If the usage of computing machine based instructions does non better the instruction larning procedure so there is no demand to utilize it. As instructors we need to incorporate engineering into the course of study we teach so that sound educational acquisition rules remain organized. Harmonizing to Knode ( 2008 ) , the use of engineering in the schoolroom is an explosive new manner. The sum of media that has been exposed to pupils in the schoolroom is immense in recent old ages. We must make up one's mind whether this transmutation is overall traveling to assist or upset schools. In the long tally, will these new signifiers of assisting information reach the multitudes become more of a distraction? The usage of computing machines, films, telecasting, wirelesss, and e-learning tools can be a immense support in assisting kids to understand subjects that were really hard earlier. We can hold ourselves a aureate age of chance in instruction with accurate application of engineering and the right sum of focal point from the pupils. Technology integrating is the term used by pedagogues to depict effectual utilizations of engineering by instructors and pupils in schoolrooms. Technology integrating has a positive consequence on pupils ‘ motive, involvement and battle in larning. Many pedagogues believe that the new computing machine -based engineerings have much to offer instruction and that intermixing of engineering into school scenes will convey utile alterations. In this survey the nature of engineering, learning and acquisition will be analysed to place the possible application of computer-based Instruction manuals to classroom acquisition. Different types of applications use in learning tilting procedure will be identified and analysed with their benefits and restrictions. The survey will place and analyze different positions on how alteration should be approached and implemented. Christian ( n.k, p. 6-7 ) lists assorted engineerings that are being used or presently being used in the schoolroom ( from older 1s to more recent 1s ) : pencils, pens and paper ; chalks and blackboards ; dry-erase markers and ( inactive whiteboards ) ; books ( foremost on paper, so via e-book formats ) ; overhead transparences ; projectors ; exposure ; instructional wireless ; instructional telecasting ; educational movies ; educational Television ; media projectors ; synergistic whiteboards and presentation engineerings ; computing machines and computer-related engineerings ( such as laptops, workstations, waiters ; PowerPoint, web logs ; wikis, societal bookmarking ; podcasts, multimedia-based acquisition objects, multimedia-based presentations, simulations, Internet-based applications and systems, office productiveness package ) ; network-based engineerings systems involved with presenting web-based learning/distance learning/online acquisition ; on-line library databases ; elect ronic mail ; unrecorded chat/text messaging ; treatment boards ; web-based videoconferencing ; etc. Most of the above listed engineerings are beyond believing to be used in authorities schools of Pakistan at present, as the authorities was barely able to carry through the free books box this twelvemonth ( 2012 ) in KPK. Even in more advanced states, the above new engineerings are used seldom at in-between degree. Computer-based direction is fast going an built-in portion of instruction. Much of the current research has found that computer-based direction is every bit effectual as other. It is important that pupils enrolled in computer-based direction perform every bit good as compared to their lecture-based opposite numbers. The intent of this survey is to compare the effects of technology-enhanced direction and traditional direction in footings of pupil academic accomplishment and pupil attitude towards engineering. In making this comparing, It is hoped to derive an apprehension of how engineering is being used in direction. This survey has been concentrated on comparing two methods of direction technology-enhanced direction and traditional directionPurpose of the survey:Computer-based direction is going an indispensable portion of instruction really quickly. Much of the current researches have proved that computer-based direction is every bit effectual as other instructional methods. The pu pils in a schoolroom of computer-based direction perform significantly good as compared to their other opposite numbers. The intent of this survey is to compare computer-based Instruction and traditional direction in footings of pupil academic accomplishment and pupil attitude towards computing machines. In this survey, the research worker is besides optimistic to derive an apprehension of how computing machines are being used in a General Science schoolroom environment. In this survey, the following two methods of instructions will be compared. ( 1 ) . Computer-Based direction ( 2 ) . Traditional instruction- The intent of the survey is: – To happen out the influence of computing machine based instructions on in-between degree pupils in the topic of General Science and to judge whether the utilizations of Computers enhance the public presentation of the pupils. To detect whether instructors available have equal consciousness and preparation of computing machine. To look into instructors and pupils ‘ attitudes towards computing machines and utilizations of computing machine for meaningful direction. To see whether the necessary substructure is available in the schools.2. Statement OF THE RESEARCH PROBLEM:The survey is an experimental usage of computer-based Instruction manuals at 8th class center schools ‘ pupils, taken from three authorities Schools of Town IV Peshawar, Khyber Pakhtunkhwa. It is besides intended to do suggestions and recommendations to better the public presentation of the pupils in the acquisition procedure and the usage of engineering into the schoolroom posing. The research worker will seek to research to what extent in the bringing of the course of study, the usage of computer-based Instructions contribute to the academic public presentation and attitude of pupils in 8th class schoolrooms. This survey will detect whether the pupils experience interest/difficulty throughout the conventional/new methodological analysis? This survey will besides concentrate on the barriers instructors are confronting with when using the available engineering into their schoolroom instruction. The ultimate concern is, can the usage of computing machines, as a addendum to conventional direction motivate pupils and bring forth higher accomplishments in accomplishments development of the pupils?3. OBJECTIVES OF THE STUDY:The Aims of the survey are: – To happen out the impact of computer-based Instruction manuals on the public presentation of 8th grad pupils in the topic of General Science. To happen out the difference between â€Å" learning with engineering † and â€Å" learning without engineering † . ToA investigateA about the attitudesA of the pupils towards the usage of new learning method in the schoolroom. To mean the function of computing machines in the instruction larning procedure.4. RESEARCH Hypothesis:There is a important difference in the average tonss of the pupils taught with the aid of computing machines and those taught by traditional method. The integrating of computing machines in instructional procedure strengthens the terminal consequence. Technologies engage the pupils in the acquisition procedure.5. Significance OF THE RESEARCH:This survey is of import because it may convey visions into engineering influences upon instructors, instructional methodological analysis and school civilization that may be feasible and suited to other schools. As citizens and pedagogues express concerns over the benefits and costs of educational engineering, this survey may supply apprehensions into that argument by supplying informations on pupils ‘ usage of engineering. This survey will besides analyze and compare concerns by the instructors about the usage and proviso of engineering. The consequences of the survey will supply high benefits to the schools. The pupils may accomplish greater benefits by the usage of improved instruction methodological analysis and different educational package.6. REVIEW OF THE RELATED LITERATURE:Computer-based direction ( CBI ) was considered the technological phenomenon to revolutionise instruction a nd preparation. Today, the Internet and computing machine engineering are reported to hold significantly changed the instruction landscape ( Johnson & A ; Aragon, 2002 ) . The rapid progresss in engineering, the demand for womb-to-tomb acquisition, and the growing of non- traditional pupils have encouraged the usage of the computing machine as a method of instructional bringing. Measuring the effectivity of CBI as a whole engineering is really hard. The inability to mensurate effectivity is attributable in portion to the fact that CBI is non merely one constituent, but a complex scope of services and activities carried out for instructional and learning intents ( Gibbons & A ; Fairweather, 2000 ) . Some of the advantages for utilizing the computing machine as a method of instructional bringing are that it: provides consistence of content bringing ; provides preparation to remote locations ; eliminates cost associated with employees ‘ travel ; provides agencies of tracking scholar ‘s advancement ; provides standardised testing ; offers learner flexibleness in commanding and pacing acquisition ; provides for diverse acquisition demands ; prov ides chances for pattern through simulation ; provides greater keeping ; and reduces the instructional clip by about 30 per centum. Two decisions drawn from meta-studies on CBI are: ( 1 ) scholars by and large learn more utilizing CBI than they do with conventional ways of learning as measured by higher post-treatment trial tonss ( Fletcher, 1999 ; Kulik, 1994 ) , and ( 2 ) scholars utilizing CBI by and large do so in less clip than those utilizing traditional attacks ( Kulik & A ; Kulik, 1991 ; Orlansky & A ; String, l979 ) . When you look at all the advantages of computer- Pence ( 2009-2010 ) says that it has been over a decennary since the computing machine moved from being chiefly a computational and record maintaining device to its present province as a communications hub. Some, including this writer, have called the application of calculating engineering to classroom direction revolutionist. Is this claim justified? More significantly, how will societal networking affect the college schoolroom in the coming decennary? Will the twenty-first Century schoolroom truly be significantly different from that of the yesteryear? This article is an effort to reply these inquiries. Each twelvemonth, Technology is going more a ball of instruction Harmonizing to Jane Carlson-Pickering ( 1999 ) The pupils get a sense of duty with the aid of engineering that show the increased deepness of their cognition and capacity They can be more originative and more in control as they can now rewind, fast-forward, intermission, halt and reappraisal resources at their ain velocity. D'Angelo & A ; Woosley ( 2007, p. 462 ) province â€Å" Technology has evolved and become more cardinal to learning and larning. † They by mentioning the plants of assorted research workers, show that engineering is being used across subjects. Molebash ( 2000, p. 24-38 ) suggests that as engineering plays a larger function in instruction, any anticipations refering the hereafter of instruction must include an analysis of technological tendencies and Tendencies in engineering are making a hereafter that is geting faster than instruction is fixing for it. Turner ( 2006, p.1 ) says that the outgrowth of new engineerings is altering the whole scenario like societies, the manner of life, the manner we talk and do trade and besides the manner we learn. Our educational systems are confronting important force per unit area to alter in order to sufficiently fix pupils to populate, larn and work in a planetary digital age. As a consequence of this force per unit area, everyplace in the universe in many schools, engineering is going a tool for heightening instruction and acquisition procedures and fixing pupils for the new universe in which they live. Education throughout the universe is bit by bit sing a major paradigm alteration from traditional larning environments to new unfastened acquisition environments.Consider the following tabular array which defines that displacement. Traditional Learning Environments New Learning Environments O Teacher-centred direction a Learner-centred direction O Passive larning a Active acquisition O One primary media a Multimedia O Individual work a Collaborative work O Information bringing a Information exchange O Focus on facts and knowledge a Critical thought and job resolution O Isolated, unreal environment a Authentic, real-world environment O Assessment by proving a Authentic appraisal ( UNESCO Bangkok, 2005, P. IV. ) As a consequence of rapid development of engineering the course of study is going more dynamic and synergistic. The integrating of computing machines in schoolroom encourages pupils and engages in more independent, collaborative activities. Technology besides enables instructors to near the course of study from different positions, like multimedia applications, simulations, educational games, Drill and Practice package and many other ways of larning that have been ignored by traditional educational methods. The instructors must seek to modify their pedagogical abilities to incorporate the course of study content with new technological accomplishments that pupils are required to larn. However, harmonizing to Hill, Wiley, Nelson, & A ; Han, ( 2004 ) , â€Å" Theoretical foundations, including teaching methods, appear to hold non developed at the same gait as technological growing in the universe † Roblyer & A ; Doering, ( 2009 ) are of the position to place specific learning & A ; larning jobs which engineering can assist turn to and how it can make learning chances that did non be. D'Angelo & A ; Woosley ( 2007 ) , there is non understanding amongst those involved with instruction and larning sing the usage of engineering within the schoolroom. So they stress that it ‘s deserving reexamining the assorted positions involved. Integrating engineering is besides an of import subject because of how engineering acts as a alteration accelerator Christian, ( 2009 p.3-4 ) mentioning the work of Burbules and Callister ( 2000, p. 273 ) ask, â€Å" What happens to the establishments when new users and new communities expect and possibly demand entree to academic resources and privileges that have normally been rather limited, rare, and expensive? The effects of these displacements can non be overdramatized. † Technological alterations are act uponing and will go on to act upon this state of affairs. Effective instruction and acquisition is the support of establishments. So for these and other grounds, this subject is relevant and of import. Therefore, it ‘s indispensable to the hereafter of educational establishments to take stairss to supply expertness and resources to the schools particularly at simple degree as the pupils of this age group take more involvement in utilizing technological devices and its related plans.7. RESEARCH METHODOLOGY:Type/ Nature of the ResearchThe method of research is an experimental 1. Students of in-between class will be introduced to experiment.Population & A ; range of the surveyThe survey consists of in-between degree pupils of urban countries of Town IV Peshawar, KPK.Beginnings and types of informationsTo research the attitudes, behaviors and experiences of the pupils under experiment a questionnaire will be developed which will cover all necessary information relevant to the subject under survey. Data will be collected through the questi onnaire from the instructors learning at in-between degree and pupils of in-between degree under survey. The questionnaire will assist to construe and better understand the complex world of the given state of affairs and experiment.Research ApproachTrial will be used as a research instrument to happen out the public presentation of the pupils before and after giving the intervention. On the footing of a pre-test, two every bit competent groups will be decided. This survey will be confined to four chapters/Ten Lesson plans in the said topic. Experiment 1 Experimental ControlTechnologyTraditionalGroup AGroup BAfter giving the intervention to both of the groups, i.e. ( learning with computer-based Instruction manuals and learning in traditional method ) a station trial of 100 Markss will be conducted to happen out if any difference exists in the public presentation of the pupils taught in different methods. After acquiring the consequences, the groups will be shuffled and this clip Group B will be treated with Computer-based Instruction manuals and Group A with traditional method in the same mode with the debut of new chapters. Experiment 2 Experimental ControlTechnologyTraditionalGroup BGroup ACourse Contentss for 1st Experiment.ContentssAnimals World Temperature and thermic enlargement Lenss Earth, stars and GalaxyCourse Contentss for 2nd Experiment.Plant Structure Transportation Nutrition and Respiration Sense Variety meats Earth and Space Time Table for my work in each of the schools one by one.Dayss12345678Mon8E8CTue8E8CMidweek8E8CThu8E8CFri8E8CSabbatum8E8CE= Experimental C= Controlled Group Experimental 1 Mean Control 1 Mean Experimental 2 Mean Control 2 MeanSchool NameAAAAGHS Gulshan Rehman GMS Landi Arbab GHS Deh Bahadur All Group Mean Score South dakota Mid Diff Thymine Phosphorus Experimental Group Control GroupSample Plan: Sample, sample size and sampling technique employed.Sample:Purposive sampling technique will be used for the choice of sample. Students of 8th categories of four authorities schools of Town IV Peshawar will be introduced to the experiment. On the footing of pre-test consequences, the pupils of each of the schools will be divided into two every bit competent groups individually. Half of them will be presented to the experiment while half of them will be treated in traditional method.Data aggregation techniquesIn the survey, to happen out if any difference exists in the public presentation of the pupils taught by the two different methods, the agencies of the tonss will be calculated. In add-on, a t-test statistical analysis will be employed to find if the difference in the average mark of each of the experimental and control groups is statistically important. Vii Tools for Data Analysiss Instruments: Pre-test, Post-test, QuestionnaireExperimental tool 1:Pre-tests Two trials of 50 Markss each will be used to happen out the bing cognitive degree of the pupils. The consequences of the pre-tests will be arranged harmonizing to their competency individually in each of the class. The pupils of each of the class will be divided into two equal halves based on the mean consequence of the two pre-tests in a mode that both of the groups ( Experimental/Controlled ) acquire every bit competent pupils.Experimental tool 2:Post-test After finishing my undertaking of learning to both of the groups individually, a Post-test of 100 Markss based on the taught Curriculum, will be conducted to happen out the consequences.Experimental tool 3:Questionnaires A short study will be conducted through questionnaire to happen out the impact of my work on pupils attitudes towards new attack of learning. A separate questionnaire will be used for instructors to happen out their capableness about the usage of computing machines into instructional procedures, barriers instructors are confronting with when using the available engineering into their schoolroom instruction and other troubles they are confronting like computing machine literacy and handiness of resources.Instrument proof:The content of the lessons and post-tests shall be examined and modified consequently by the topic expert to look into its cogency. Besides, a test-retest method will be applied to look into the dependability of the instrument.8. THEORETICAL FRAME WORK:Harmonizing to Adams ( 2006 ) , the constructivist theory provinces that pupils are given tools to build their ain cognition. Constructivist larning wants the pedagogues to follow the thought that each scholar will buil d, obtain and construe their ain cognition otherwise. Constructivism is an active procedure and allows the pupils to do sense of their universe. Therefore, the research worker will be guided largely by the constructivist attack. Most by and large ; we must separate who our scholars are, and what are their demands? The proviso of accurate acquisition state of affairss within a constructivist attack to larn should be considered when utilizing engineering.9. CONCEPTUAL FRAME WORK:As entree to educational engineering has improved, a systematic agencies of altering the construction and bringing of the acquisition procedure has become a challenge for usage of educational engineering. Research indicates that factors of meaningful engineering usage in schools include engineering influences upon pupils, instructional methodological analysis and school civilization. These factors will be used as the footing for look intoing and depicting the meaningful integrating of engineering into a school course of study.10. LIMITATIONS & A ; DELIMITATIONS:Due to shortage of clip, lesser cognize how of computing machine use on the portion of pupils and unequal resources i.e. , ( equipment like figure of computing machines and specially the electricity as Pakistan is confronting energy crisis ) the survey may non bring forth comprehensive consequences, nevertheless as a consequence of this research, the research worker plans to go on readying and working with instructors collaboratively and offering preparation on the available engineering to both the pupils and the instructors once more in the hereafter. A longer period of survey is needed to find the long term impact of computer-based Instruction manuals and its interpolation in the schoolroom direction. This survey is delimited to: Teachers learning General Science at in-between degree. Male pupils of in-between degree Town IV of District Peshawar. Subject of General Science at in-between degree.

Natural Disasters

Natural Disasters Amin, S. Goldstein, M. P. (2008). Data Against Natural Disasters: Establishing Effective Systems for Relief, Recovery, and Reconstruction. Washington, DC: World Bank Publication. Amin and Goldstein (2008) inform that â€Å"natural disasters have become a constant feature of the global landscape† (p. 1) from the very beginning. Their main purpose is to inform the reader about the dangers of natural disasters and the support that is usually provided by the government to those, who suffered from these disasters.Advertising We will write a custom annotated bibliography sample on Natural Disasters specifically for you for only $16.05 $11/page Learn More The idea of policy makers is also described in this book and helps to realize that numerous steps are already taken to improve the situation and properly arrange disaster management. Casale, R Margottini, C. (2004). Natural Disasters and Sustainable Development. New York, NY: Springer. This source is a un ique collection of the material about natural disasters, their outcomes, and impacts on human lives. The authors inform that â€Å"during the period 1965-1999, a total of 1 995 000 mortal casualties due to violent natural disasters were recorded in the world, according to data from cited sources† (Casale Margottini, 2004, p. 274). People live in constant conflict with the environment, and natural disasters are considered to be the most terrible outcome of this conflict that cannot be still solved. Cherry, K.E. (2009). Lifespan Perspectives on Natural Disasters: Coping with Katrina, Rita, and Other Storms. New York, NY: Springer. The author of this book represents a collection of the works which evaluate natural disasters and their outcomes from different perspectives. The lives of many individuals are under a threat of disasters because of impossibility to prevent them or reduce (Cherry, 2009). Such disasters like Katrina or Rita are characterized by serious outcomes, and th ese results have to be evaluated thoroughly to make the necessary conclusions. Hyndman, D. Hyndman, D. (2009). Natural Hazards and Disasters. Belmont, MA: Cengage Learning. The team of famous geologists introduces a powerful source of information where all important points concerning natural disasters, their reasons, and outcomes are described. Humans cannot even comprehend that they put themselves in danger living at the tops of the cliffs just in order to have a magnificent view from the window (Hyndman Hyndman, 2009). It is obligatory to prevent them against such mistakes, and these authors make this attempt in their book. Pan American Health Organization. (2000). Natural Disaster: Protecting the Public’s Health. Washington, DC: Pan American Health Organization. The authors of this book underline the fact that natural disaster can be hardly prevented, however, it is still possible to reduce their impact on human lives. This is why it is very important to manage the neces sary activities and evaluate all types of natural disasters.Advertising Looking for annotated bibliography on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Though â€Å"many mistaken assumptions are associated with the impact of disasters on public health† (Pan American Health Organization, 2000, p. 9), it is better to differentiate the existed myths and realities, and this source provides the necessary grounds. Officer, C. Page, J. (2009). When the Planet Rages: Natural Disasters, Global Warming and the Future of the Earth. New York, NY: Oxford University Press. Weather conditions and human impact on environment are the burning topics to discuss. Each year, the total cost caused by natural disasters increases considerably (Officer Page, 2009), this is why it is better to spend more money to analyze and prevent the most terrible outcomes of natural disasters than wait for them and believe that this time everything will be better than the previous time. These writers evaluate the idea of global warming and its influence on the development of disasters in order to be ready to prevent people. Pelling, M. (2003). Natural Disasters and Development in a Globalizing World. New York, NY: Routledge. The author of this book represents a captivating collection of ideas offered by different people. It is very important to connect global processes with natural disasters and define whether it is possible to prevent or reduce disasters or not. â€Å"There is no lower limit of loss for events that can be classified as catastrophic† (Pelling, 2003, p. 4), and world’s development promotes this impossibility to set one concrete limit. The process of globalization plays a very important role in investigations of natural disasters, this is why the author pays certain attention to these issues as well. Prophet, E.C. (2008). Is Mother Nature Mad?: How to Work with Nature Spirits to Mit igate Natural Disasters. Gardiner, MT: Summit University Press. There is a great variety of natural disasters that have to be evaluated and studied by people. In this book, the author touches upon such question like why Mother Nature is so mad at people and what the causes of her madness are. A proper division of chapters allows to understand the essence of each disaster and the outcomes that can and cannot predict. â€Å"Natural disasters have resulted in a tremendous loss of life and resources† (Prophet, 2008, p.6), and this book helps to study all these items and losses deeper. Stern, G. (2007). Can God Intervene?: How Religion Explains Natural Disasters. Westport, CT: Greenwood Publishing Group, Inc. The question concerning the role of God in human lives and the conditions under which they have to live is regarded as one of the most discussed issues for a long period of time (Stern, 2007).Advertising We will write a custom annotated bibliography sample on Natural Disasters specifically for you for only $16.05 $11/page Learn More The author of this book makes a wonderful attempt to evaluate God’s position in respect to all those natural disasters which disturb people. It is not enough say whether it is better to rely on God or personal powers, and the author represents a captivating evaluation of the events that have to be considered while studying natural disasters. Viegas, J. (2007). Critical Perspectives on Natural Disasters. New York, NY: The Rosen Publishing Group, Inc. The peculiar feature of this informative book is its collection of different articles about natural disasters and their effects. Ideas of different people from different backgrounds are represented in one source and evaluate the positions under which humans live day by day. Viegas (2007) properly admits that â€Å"we like to think that we have complete control over our lives, but nature is a powerful ever-present force that we almost take for gra nted† (p. 5). References Amin, S. Goldstein, M.P. (2008). Data Against Natural Disasters: Establishing Effective Systems for Relief, Recovery, and Reconstruction. Washington, DC: World Bank Publication. Casale, R Margottini, C. (2004). Natural Disasters and Sustainable Development. New York, NY: Springer. Cherry, K.E. (2009). Lifespan Perspectives on Natural Disasters: Coping with Katrina, Rita, and Other Storms. New York, NY: Springer. Hyndman, D. Hyndman, D. (2009). Natural Hazards and Disasters. Belmont, MA: Cengage Learning.Advertising Looking for annotated bibliography on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Officer, C. Page, J. (2009). When the Planet Rages: Natural Disasters, Global Warming and the Future of the Earth. New York, NY: Oxford University Press. Pan American Health Organization. (2000). Natural Disaster: Protecting the Public’s Health. Washington, DC: Pan American Health Org. Pelling, M. (2003). Natural Disasters and Development in a Globalizing World. New York, NY: Routledge. Prophet, E.C. (2008). Is Mother Nature Mad?: How to Work with Nature Spirits to Mitigate Natural Disasters. Gardiner, NY: Summit University Press. Stern, G. (2007). Can God Intervene?: How Religion Explains Natural Disasters. Westport, CT: Greenwood Publishing Group, Inc.

12 Best Art Schools in the World

12 Best Art Schools in the World SAT / ACT Prep Online Guides and Tips If you have a passion for art, there are some great college options out there for you! Art schools can provide you with the tools you need to develop your skills and make a career out of what you love. In this article, I'll give you a list of the best art schools in the world, tell you what each of their programs is like, and give you some tips on how to choose the right one for you. What Makes a Great Art School? The best art schools are institutions that teach students to think creatively across disciplines and provide them with the instruction and resources that will enable them to fulfill their artistic potential. All the schools on this list are forward-thinking, well-respected colleges with constantly evolving curricula that always keep pace with changes in the art world. They have international name recognition and strong reputations as a result of the successes of their alumni. These universities offer a variety of majors in artistic disciplines that will lead to fulfilling careers. They also have cutting edge facilities that allow students to make their visions a reality, whether that involves welding a giant metal sculpture or creating life-like 3D animations. Programs in the digital arts are prominent features of most of these colleges because knowledge of design programs and other art-making software is crucial in the current artistic landscape for students who hope to develop their practice into a career. The schools on this list provide excellent career counseling services to make the transition from student to professional as smooth as possible for their students. Many provide students with the opportunity to work at internships or in other professional development contexts while still in school so that they can build their experience and be prepared to take on the job world. At a great art school, you’ll be consistently inspired through interactions with some of the most interesting and creative people you’ll ever meet. If you love art, these schools will help you develop your passion and take it to places you never even thought possible! Make your dreams a (sur)reality. The Best Art Schools in the World Without further ado, here's a list of the top twelve art schools in the world ranked by reputation and quality! #1: Rhode Island School of Design- Providence, Rhode Island (US) Undergraduate enrollment: 1,976 Acceptance rate: 29% About the School: RISD is considered by many to be the best art and design school out there. With distinguished faculty members, extensive resources for students, and a strong career services department, RISD offers pretty much anything you could want in an art and design education. RISD also has an associated museum with thousands of works in its collection that span different time periods, cultures, and media. Rhode Island School of Design #2: School of the Art Institute of Chicago- Chicago, Illinois (US) Undergraduate enrollment: 2,889Acceptance rate: 61% About the School: School of the Art Institute of Chicago boasts a strong global reputation; its alumni include Georgia O'Keeffe, David Sedaris, and Edward Gorey (who is one of my favorite artists!). SAIC has an interdisciplinary curriculum, meaning that students are encouraged to experiment widely across artistic disciplines before deciding on the best medium for their ideas. The education at SAIC is highly customizable, encouraging students to be creative in combining different types of art. Off-campus study is also required at SAIC. Students can fulfill this requirement through an internship program, study trip, or study abroad experience. This provides a bridge to the art world outside of college and helps students prepare for careers in the arts. School of the Art Institute of Chicago #3: California Institute of the Arts- Valencia, California (US) Undergraduate enrollment: 984Acceptance rate: 24% About the School: CalArts is an internationally recognized art school that encourages students to go beyond the boundaries of traditional media. It has a strong focus on individualized attention for each student. Students are also given a high level of creative freedom and independence in their studies- artistic promise is the number one criteria for admission. CalArts also participates in the Community Arts Partnership, which gives students the opportunity to teach art to youth in Los Angeles while gaining experience and earning an income. The Institute provides resources such as internships and mentoring programs for students to help them translate their artistic skills into a career after college. California Institute of the Arts #4: Central Saint Martins College of Art and Design- London, England Undergraduate enrollment: 3,013Acceptance rate: Not reported About the School: Central Saint Martins is a constituent college of the University of the Arts in London. It is considered one of the world’s leading institutions in art and design education. The college offers nine different areas of study to students, including Graphic Communication Design, Fine Art, and Jewelry and Textiles. Students are encouraged to develop their ideas beyond the accepted boundaries of each artistic discipline and to always be open to new approaches and ideas. Facilities include digital fabrication studios, letterpress studios, a digital media lab, an animation lab, and more. CSM College of Art and Design #5: Parsons School of Design at The New School- New York City, New York (US) Undergraduate enrollment: 6,695Acceptance rate: 51% About the School: The New School emphasizes a design thinking approach to solving problems on a global scale. Parsons is dedicated to remaining on the cutting edge of arts education; it strives to continually embrace new trends and interdisciplinary approaches to the arts. It also has a community service and social justice focus, encouraging design projects that have tangible outcomes in the world. Parsons provides one-on-one career counseling to students as well as connections to jobs and internships through the Center for Student Success. Parsons #6: Berlin University of the Arts- Berlin, Germany Enrollment: 3,618Acceptance rate: 20% About the School: The Berlin University of the Arts is the largest art school in Europe. Its faculty includes some of the most well-respected contemporary artists in the world, including Chinese artist and social activist Ai Weiwei (watch the documentary Ai Weiwei: Never Sorry about his work- it’s super interesting). There are four colleges within the University system that specialize in Fine Arts, Music, Design, and Performing Arts. Berlin University of the Arts has more than 170 international partnerships with other universities. The university hosts over 500 events every year and is a key cultural venue in the city. Students present their work to the public in exhibitions, concerts, dramatic productions, evenings of song, readings, and lectures. Berlin University of the Arts #7: Pratt Institute- New York City, New York (US) Undergraduate enrollment: 3,439Acceptance rate: 50% About the School: Pratt is at the center of the New York art scene, and is consistently ranked among the top art and design colleges in the world. A highly distinguished faculty made up of leaders in artistic fields means that students will make meaningful connections to the art world during their time at Pratt. Career Counseling services are excellent and have a high job placement rate after graduation. Pratt also sits on a beautiful enclosed campus that gives students a sanctuary apart from the hectic city life. Pratt Institute #8: ArtCenter College of Design- Pasadena, California (US) Undergraduate enrollment: 2,005Acceptance rate: Not reported About the School: ArtCenter College of Design has a distinguished reputation. Alumni include the advertising genius behind the "Got Milk?" campaign and the concept illustrator who gave R2-D2 life! The college is always willing to change with the times, and has added six undergraduate departments since 1970, the most recent being Interaction Design in 2012. ArtCenter College of Design was the first design school to install computer labs on its campus in the 1980s. Its â€Å"Designmatters† educational program gives students the opportunity to work on design projects that have a positive social impact. ArtCenter is known for its international focus and interdisciplinary curriculum that encourages transcendence of individual artistic mediums. ArtCenter College of Design #9: Glasgow School of Art- Glasgow, Scotland Undergraduate enrollment: 2,195Acceptance rate: Not reported About the School: Glasgow School of Art is Scotland’s only public self-governing art school. It is divided into two campuses: the School of Fine Arts and the School of Design. GSA is at the head of research in creative disciplines, with research centers including the Digital Design Studio, the Institute of Design Innovation, the Mackintosh Environmental Architectural Research Institute, and the Glasgow Urban Lab. Glasgow School of Art also has an extensive student and staff exchange program with about 75 of the world’s leading Art, Design and Architecture schools. Numerous alumni have won the Turner Prize, the most prestigious award in the British art scene given to one artist under 50 every year. Glasgow School of Art #10: China Central Academy of Fine Arts- Beijing, China Undergraduate enrollment: 4,700Acceptance rate: Less than 10% About the School: The China Central Academy of Fine Arts is one of the most selective schools in China and is considered China’s most prestigious art academy. It is made up of six specialty schools: the School of Fine Art, the School of Chinese Painting, the School of Design, the School of Architecture, the School of Humanities, and the School of Urban Design. The School of Design has been heavily involved with national Chinese design projects, including designs for the 2008 Beijing Olympics. The Academy is also home to a huge museum that includes over 2,000 Chinese scroll paintings that date back to the Ming Dynasty. #: National School of Fine Arts- Paris, France Undergraduate enrollment: Not reportedAcceptance rate: Not reported About the School: The National School of Fine Arts holds 450,000 items in its collections in the form of books and artworks; this is one of the largest public collections in France. Faculty and alumni include many internationally recognized artists. The five-year curriculum is made up of two consecutive "cycles," the first lasting three years and the second two years, in which students learn the fundamental practical and theoretical components of artistic creation. National School of Fine Arts- Paris #12: Tokyo University of the Arts- Tokyo, Japan Undergraduate enrollment: 3,302Acceptance rate: 30% About the School: As the only national arts university in Japan, Tokyo University of the Arts seeks to develop Japanese art and culture and emphasize a spirit of artistic freedom and creativity. Through collaboration with other universities and institutions, TUA works to create new forms of artistic expression and demonstrate the power of art to influence global trends. TUA also runs an exchange program with the School of the Art Institute of Chicago. Tokyo University of the Arts Which Art School is the Right Choice for You? It's difficult to decide on the right art school when there are so many great options out there. The first thing you should think about is location. Would you consider going to another state or country for college? Or would you prefer to stay closer to home? From there, you can decide which schools in the area of your choice appeal to you most. Are you looking for a city, suburban, or rural atmosphere? One factor that sets many of these colleges apart is the level of specialization throughout the curriculum. For example, ArtCenter College of Design requires students to choose an artistic discipline right away rather than including a year of foundational courses. This might be fine for you if you're convinced that you want to make a certain type of art, but it might not be the best fit if you're still not sure of your concentration. Rhode Island School of Design, on the other hand, requires a baseline course of study for all freshman before they're split up into their separate artistic disciplines sophomore year. It's also very important to consider whether each school offers the types of opportunities and facilities you want. If you're more design-oriented than fine art-oriented, you might consider a college like Parson's or ArtCenter College of Design. These schools have programs that focus on the practical application of design-thinking to solve problems in the real world. If you're hoping to spend some time studying abroad in college, you might think about School of the Art Institute of Chicago, which requires students to complete an off-campus study program. Fully explore what each school has to offer before making a decision based on first impressions. What do you want to get out of your arts education? Consider the potential connections you'll form with faculty and the surrounding artistic community. This type of networking can be a huge help down the road. Schools in New York City like Pratt and Parsons have an advantage in this regard since they're located in one of the central hubs of the art world. All of the schools on this list have great things to offer, but if you choose one that strongly appeals to your interests and provides the specific types of programs you're looking for, you'll be in for an amazing college experience. What's Next? If you want to apply to one of the best art schools in the world, you'll need to put together a portfolio. Learn more about how to create an art portfolio that showcases your strengths. Are you still researching colleges (or haven't started yet)? If so, take a look at this guide to the college research process for some helpful tips. If you're worried about paying for college, there are tons of scholarships out there for you. Read this article on the best scholarships you can win as a high school senior. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Convincing that the same sex adoption morally wrong Essay

Convincing that the same sex adoption morally wrong - Essay Example I shall present both sides of the issue using information from various credible sources, including my opinion on the matter as well towards the end of this paper. In order to understand the morally and socially acceptable reasons against same sex adoptions, I wish to first present the arguments that are normally presented by same sex couples in support of their cause. These are arguments that, although seemingly acceptable, places the child in question in the center of a psychologically traumatic experience that could carry life long consequences for the child if not dealt with in a proper manner. The first argument that is often presented in support of same sex adoption is that the traditional family unit as we know it is based upon a shaky foundation that often times end up in divorce and a traumatic existence for the child. It is their belief that there is no difference in raising a child in the same sex household because they can provide a more stable household for the child base d upon a mutual love and respect for the family unit that seems to now be sorely lacking among the traditional couples (â€Å"Pros and Cons of Gay Adoption†). Same sex couples claim that the high rate of divorce among the heterosexual couples makes them a bad example for the children who are traumatized by what could often times turn out to be messy divorces that put the child in the middle of an ugly custody battle. Their second argument is that advances in medical science have allowed them to conceive children artificially. Therefore, it is their right to have children born of their own flesh and blood, even if they were the result of a surrogate mother or the sperm of a man unknown to the child's mothers. What is important is that the child is a living part of their own DNA strain. Therefore, not allowing them to adopt a child who badly needs the love and care of strangers willing to give him or her a better life would be robbing the child of the right to live with all the good chances that the â€Å"modern family† can afford him (â€Å"Pros and Cons of Gay Adoption†). After all, there is one thing of the utmost importance in any adoption proceeding and that is what will be in the best interests of the child. They believe, that they can best represent that interest as the normal families seem to have a hard time providing such for their children and adopted children. In accordance with this belief, the International Adoption Database has even mentioned that the sexual orientation of a parent should not be considered when setting up a child for adoption. The organization believes that; â€Å"Good parenting is not influenced by sexual orientation. Rather, it is influenced most profoundly by a parent's ability to create a loving and nurturing home -- an ability that does not depend on whether a parent is gay or straight.† (Marquardt, Maddie â€Å"Who Sets Standards of a Suitable Parent?†). They also argue that preventing them from adopting children can be taken as an act of sexual discrimination, an act which is prohibited under the laws of the United States. They also make important note of the fact that there is a shortage of qualified adoptive heterosexual parents these days.