Educational Reforms in Bhutan

The purpose of the article is to discuss the weaknesses of Bhutan’s educational reforms focusing on how the educational system is not able prepare the youth for the world of work. The author implicitly discusses two questions. The first question pertains to how the education reforms fail to provide the youth with better knowledge, skills and values to match employers’ needs. The second question relate to how the educational system should be reformed to address the employment challenge. The author has used descriptive method designed to provide rich descriptive details of education reforms in Bhutan between 1961 and 2008.This article is targeted at policy makers, educationalists and public. While the research design involved in-depth narrative analysis, it did not use scientific inquiry into the subject, especially the empirical analysis and hypothesis testing. Rather than making some sweeping statement, the author could have supported those statements with some empirica l analysis. However, the article can serve as the first step towards more rigorous research, as it identifies important factors leading to mismatch of education and employment in the country.The author begins by discussing the overall context of the education-employment mismatch in the country. The historical development of education system was discussed explaining the low enrolment rate in the beginning (1960s), positive change in the Bhutanese people’s attitude towards western education, and now the problem of enrolment pressure. He discusses (with figures) a growing difference in the quantitative expansion of educational facilities and the sharp rise in enrolment rate.The author also discussed about the growing number of school dropouts, entering the job markets unprepared to meet the needs and expectations of the public and private employers. He contrasts the unemployment problem in general with the shortage of workforce in the agriculture sector. The author does not ment ion about field research, interviews or literature reviews based on which he tried to answer his research questions. The analysis identifies six main factors of the high youth unemployment scenario in the country.These factors are inadequate education quality, limited diversity of educational tracks, mismatch between demand and supply of the youth, youth’s preference for civil service, reluctance to enter the private sector and negative attitude towards blue collar jobs. These factors are valid, but they are not consistent with the topic and research questions, that is, education reforms in Bhutan. By discussing these factors, the article is concerned more about the overall youth unemployment rather than focusing on the aspects of education system such as curriculum, pedagogy, infrastructure, quality, etc (the title seem to point out). Educational Reforms in Bhutan The purpose of the article is to discuss the weaknesses of Bhutan’s educational reforms focusing on how the educational system is not able prepare the youth for the world of work. The author implicitly discusses two questions. The first question pertains to how the education reforms fail to provide the youth with better knowledge, skills and values to match employers’ needs. The second question relate to how the educational system should be reformed to address the employment challenge. The author has used descriptive method designed to provide rich descriptive details of education reforms in Bhutan between 1961 and 2008.This article is targeted at policy makers, educationalists and public. While the research design involved in-depth narrative analysis, it did not use scientific inquiry into the subject, especially the empirical analysis and hypothesis testing. Rather than making some sweeping statement, the author could have supported those statements with some empirica l analysis. However, the article can serve as the first step towards more rigorous research, as it identifies important factors leading to mismatch of education and employment in the country.The author begins by discussing the overall context of the education-employment mismatch in the country. The historical development of education system was discussed explaining the low enrolment rate in the beginning (1960s), positive change in the Bhutanese people’s attitude towards western education, and now the problem of enrolment pressure. He discusses (with figures) a growing difference in the quantitative expansion of educational facilities and the sharp rise in enrolment rate.The author also discussed about the growing number of school dropouts, entering the job markets unprepared to meet the needs and expectations of the public and private employers. He contrasts the unemployment problem in general with the shortage of workforce in the agriculture sector. The author does not ment ion about field research, interviews or literature reviews based on which he tried to answer his research questions. The analysis identifies six main factors of the high youth unemployment scenario in the country.These factors are inadequate education quality, limited diversity of educational tracks, mismatch between demand and supply of the youth, youth’s preference for civil service, reluctance to enter the private sector and negative attitude towards blue collar jobs. These factors are valid, but they are not consistent with the topic and research questions, that is, education reforms in Bhutan. By discussing these factors, the article is concerned more about the overall youth unemployment rather than focusing on the aspects of education system such as curriculum, pedagogy, infrastructure, quality, etc (the title seem to point out).

A Comparative Analysis of Lacatan Banana

Background of the Study We chose this study because we realized how much trees are chopped down to make paper and we realized that we should save more trees.To save more trees, we can use fruit peelings Like the peelings of Lactate and Saba to make handmade paper and If we use fruit peelings we do not Just save trees but we also help reduce wastes. Statement of the Problem This study will compare Lactate Banana (MUSM communicate) and Saba (MUSM geminate x MUSM balancing) as a Component of Handmade Paper. 1. Which is much banana is much better to use as a component of handmade paper? 2.Will this study help and benefit the community? Objectives This study mainly aims to use food wastes, specifically kinds of banana peelings as a component of handmade paper and to save more trees and to help reduce Hypothesis If this study proves that Lactate or Saba banana peelings can be components of handmade paper then they can be alternative for paper. Significance of the Study To make paper, we ch op down trees and we use harmful chemicals.Now this study can produce paper without using harmful chemicals which will be a big help to Mother Nature because we reduce wastes and lessen the trees being chopped down. Definition of Terms Lactate banana (MUSM communicate) : most popular dessert banana In the Philippines; has a higher vitamin content, compared to the Aleutian (white with thinner skin) and Saba varieties (used for abundance).

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

Alcohol impact on family life Essay Example | Topics and Well Written Essays - 750 words

Alcohol impact on family life - Essay Example This is combined with alterations that are associated with key life events that lead to more dependency and negative turns associated within their lives. The events, both individually and within the family, are known to continue to affect individuals and families negatively through the dependence on alcohol (Dawson et al, 5: 2006). There are two ways in which alcohol begins to affect the family life of others in a negative manner. The first comes from teaching other families about the dependence on alcohol. In a recent survey (Seljamo et al, 984: 2006), it was found that there was a subsequent use of alcohol dependency on children who were consistently associated with dependency on alcohol. Those that had parents who were dependent on alcohol were found to have high rates in using the alcohol consistently. At 15 years of age, 83% of girls and 79% of boys began using alcohol, specifically with association of parents who were dependent on alcohol. The best predictors were a combination of drinking by parents when children were young and heavy drinking from the father of the household (Seljamo et al, 984: 2006). The addiction that was noted among children from the example is also a hindrance to the family because of cycles of abuse on other levels that begin to occur. The alcohol that is used from a state of dependency is one which is considered abusive and which can lead to responses which differ because of cognitive changes as well as emotional responses from the alcohol. This can lead to other forms of abuse in the household, ranging from altering behaviors, mental and physical abuse to others in the home. This impacts those who are directly impacted by the abuse as well as those who are in the environment and which are subjected to the impact which comes from the alcohol use. The result is changing cognitive responses from the household, specifically because of the way in which the abuse begins to rise in the household (Groh et al, 49: 2007). Examining Alcohol Abuse The complexities of alcohol abuse and the known changes which alter in the family lead to more questions about how alcohol abuse may affect behaviors. To further explain this, a survey can be conducted that relates to the use of alcohol, specifically which comes from relations in the family. The survey includes an impact of how alcoholic behaviors are determined through generations and the family. The understanding of abusive behaviors, such as how often one drinks, who one drinks with, situations one is in and relationships with family will be examined. There will then be an understanding of how this may influence others negatively and with the behaviors within families. Conclusion By examining alcohol abuse in the family, there is the ability to understand how the dynamics of individuals change, specifically because of the use of alcohol. While it is known that alcohol dependency leads to abuse in the family, as well as children using alcohol from the use of their parents, there are other areas which can be examined to determine how alcohol affects different individuals. Understanding what triggers one to drink, specifically which may arise from the conditions one is in, to creating an understanding of the events which occur to lead one to drink and to respond to those that are influenced by the alcohol can create an understanding of the patterns of behaviors that influence those who are involved with

Mr Cod Essay Example | Topics and Well Written Essays - 4500 words

Mr Cod - Essay Example The company manages its operations through specialised American machinery to international standards, but with a difference. Mr Cod has its roots firmly targeting British sentiments and maintains a high quality that is synonymous of its service. Mr Cod's special Fish and Chips and other famous chicken products are, in the opinion of its staunch supporters and existing franchisees, superior to any multinational competitor. Mr Cod is the brainchild of Mr John Brewer, a pioneer of fast food franchising in the UK, and a former director of Kentucky Fried Chicken. He became a founder member of the British Franchise Association in 1977, and a founder member of the British Fast Food Federation in 1978 (Mr. Cod, Mr. Cod Background and History, www.mrcod.com). The fast-food industry has seen a remarkable upward trend in recent years in the UK. It was estimated that this business industry, which, if coffee shops were included, was valued at around 10.78bn, in 2005, an increase of 4% to the corresponding period the previous year. It's quite easy to predict the cause for this growth pattern. With globalisation come opportunities. Its not just here in the UK or in Europe, but the world itself is becoming one big union. China was the first to break the communist jinx and follow a path to liberalisation and open market. This opened the floodgates and multinational companies took advantage of the benefits of cheap labour and raw materials to establish and expand their market presence there. It didn't take long for other Asian countries to recognise the benefit of liberalisation. Soon others joined the bandwagon to economic freedom and FDI. Perhaps one might wonder what this has got to do with the fast food industry. Time! Just about everyone competes with the other for space. Fast-paced and time restrained, the people who make things happen, have just no time to share the table with their colleagues and family. Gone are the days when families got together on weekends over a barbeque and had fun. Today, the world is fast-paced. Only those who have the inclination and dedication for fast-paced life, survive. Breakfasts during transit, business meetings over lunch, and late dinner are a part of an executive's life. Liberalisation and globalisation has brought countries closer to each other. With more and more conglomerates setting up their business in other countries, competition has become stiff. Time is money and people just don't seem to have the time to sit over a cup of coffee with a paper in their hand. This phenomenon has created opportunities for hoteliers and other like-minded entrepreneurs as well. Fast food for the fast-paced! Just about every corner of the street is occupied by a burger or hot dog vendor making a decent income by sunset. Welcome to the world of fast foods. This tradition has caught the imagination of almost all people

Organizational behavior Essay Example | Topics and Well Written Essays - 2500 words - 1

Organizational behavior - Essay Example This gives the individual participators a sense of personal achievement (Heller, 1999). In addition, competent persons who can perform irrespective of absence of effective leadership can reach higher heights if there is effective leadership to guide and motivate them. Bright ideas, best interest, and sound business knowledge are key ingredients to a successful business, but these are not enough. Effective leadership is required to bring people together with an aim to achieve common goals of the organization (Yourarticlelibrary.com, 2014). Effective leadership is inevitable for making things happen in the consistently changing market dynamics. An organization must invest in effective leadership in order to remain relevant in a business environment with ever changing competition, profile of people joining the organization, legal, political, and social-cultural environment (Stanfielf, 2009). In addition, organizations face challenges that are specific to them. Strategies need to be developed to deal with these challenges. Effective leadership is fundamental in the formulation of appropriate strategies and implementation of these strategies to propel organizations in the right direction. If there are two teams of equal competence, but one team lacks effective leadership, the team with effective leadership will certainly win over the team that lacks effective leadership (Adair, 1983).Effective leadership at all levels of an organization increases the chances of survival of an organization. It also enables to sustain the g rowth of the organization and realization of organization’s full capacity (Fenimore and Nirenberg, 2004) Effective leadership is characterized with empowerment of employees through inclusion in decision-making, enhanced communication and consideration of individual needs and rights of the employees. The subsequent effect of effective leadership is enhanced employees commitment to the

Oscar Wilde Essay Example | Topics and Well Written Essays - 500 words

Oscar Wilde - Essay Example His father was a surgeon and his mother was a renowned poet and writer herself(Merriman, 2008). Due to this upbringing, Wilde was educated at the prestigious Trinity College in Dublin and then went to England to study at the Magdalen College(Merriman, 2008). At this latter school, Wilde studied classic literature and poetry. One of Wilde’s major influences while at school was Walter Parker who had founded the Aesthetic Movement which Wilde soon became a part of (Merriman, 2008). The Aesthetic Movement is a lifestyle known as â€Å"arts for art’s sake†(Merriman, 2008). Perhaps it was this movement that was responsible for Wilde’s eccentric personality. Wilde was not only eccentric, but also very talented, which came to light around the same time. During this particular period, Wilde wrote several award winning poems and began a life in London, England and published his first book of poems in 1881(Merriman, 2008). In 1884, Wilde married and had two children (â€Å"Oscar Wilde Biography†). He spent several years traveling around the western hemisphere and lecturing. Once he became a bit more settled with his family, he became the editor of a magazine known as â€Å"Woman’s World†(â€Å"Oscar Wilde Biography†).

Consumer Behaviour Essay Example | Topics and Well Written Essays - 3000 words - 5

Consumer Behaviour - Essay Example the report is limited to the discussion and analysis of psychological and consumer environment factors and their impact of consumer purchasing decision of Red Bull energy drink. The case study of Richey & Michaels (2001) has been used to study the various marketing activities and strategies of Red Bull. In consideration to the consumer behaviour models and theories, the marketing practices of Red Bull have been discussed. In the first section, the consumer decision process has been discussed. In the second section, the impact of psychological core factors on consumer decision process has been studied and in the last section, the impact of consumer environment factor on consumer decision process has been discussed. As shown by Schiffman & Kanuk in the model of Consumer Decision Making, the three steps are very important in decision making process. These steps shape the psychological core factors of consumers, which directly influence the decision of the consumer; therefore, the three steps are very important for the companies to influence the consumer behaviour. A consumer recognises a need when he faces a problem. For example, the need for a drink may arise when an athlete has exhausted after playing a game, a spectator in the audience is lacking energy to fully participate in the concert, a truck driver is staying at the rest area on highway after long driving, a working person is back home from office, a student is lacking energy to keep a pace in studies etc. Out of the two states of consumers for problem recognition including actual state or desired state, the need for a drink will be the desired state of the consumer. After recognising the need, the repurchase research beings, if the consumer perceives that purchasing or consuming a particular product can satisfy his need. In most of the decision making process, the consumer recalls his past experiences however, when the consumer does not have any prior experience, he may need to conduct an extensive

Strategic Models Essay Example | Topics and Well Written Essays - 2500 words

Strategic Models - Essay Example The balanced scorecard includes qualitative insights in addition to quantitative measures like financial statements to give the decision makers a bird's eye view of the past health and also the future course of action of the company. While financial measures like Return on Investment, sales and profit values, continue to be critical, new units like quality measures (warrantee/replacement/return/refund costs), employee skill and satisfaction measures (attrition/training/redeployment cost), future growth measures (R&D costs) are also taken into account. Wells Fargo and company is a diversified financial services company based at San Francisco, California and offers a range of financial products. The company has been termed as one of the safest banks in the world. (The World's Safest Banks 2007, October 2007) Wells Fargo bank used Balanced Score Card to identify its future growth path. Within 3 years of implementing the insights it got from a BSC, it was voted as the best online bank. As a result of the BSC, it increased its customer base by 4.5 times, and also decreased its cost per customer by as much as 22%. Additionally, it was able to add over 750,000 online customers over a 2 year period. (Beiman I. and Johnson J.C., n.d.) The conventional manufacturing strategy model states that there i... (San Francisco, February2001) Wells Fargo bank used Balanced Score Card to identify its future growth path. Within 3 years of implementing the insights it got from a BSC, it was voted as the best online bank. As a result of the BSC, it increased its customer base by 4.5 times, and also decreased its cost per customer by as much as 22%. Additionally, it was able to add over 750,000 online customers over a 2 year period. (Beiman I. and Johnson J.C., n.d.) Strategic Models - 2 Sand Cone Model: (Ferdows & De Meyer) Introduction The conventional manufacturing strategy model states that there is a trade-off among the four basic manufacturing capabilities- Quality, Dependability, Speed and Cost, unless there is slack in any one of the capabilities. However, the Sand Cone model proposed by Ferdows and De Meyer suggests that there is a hierarchical relationship amongst the four given capabilities. While from a short term perspective, advance in one of the capabilities may require the decision maker to trade off any one or more of the capabilities, it is indeed possible to achieve excellence in all the four capabilities in an hierarchical, staged manner. In order to create a long term manufacturing capability, the decision makers should aim to enhance quality of the manufactured items. Once this drive has achieved a set of milestones, the dependability of the manufacturing system has to be taken care of. Once these two capabilities have been assimilated, the next capability requiring attention would be flexibility, or reaction speed. Finally, once these three capabilities have been fixed, the decision makers should strive to achieve cost reduction. If this flow is maintained, it is possible for a

Behavioral Tools Essay Example | Topics and Well Written Essays - 500 words

Behavioral Tools - Essay Example On the contrary, plastic or unrelated humor also generates laughter but fails to signal anything about their connection. According to Parisi and Smith (p.217), ‘laughter between sincere friends is open, unreserved, and joyful. Laughter provides the bonding gains of increased mutual trust that permit parties to exploit profitable opportunities.’ Exemplifying this statement is one of my friends who is known to have the best sense of humor in our group. We consider this friend as lively, bubbly, and full of enthusiasm. He is also extremely smart and a go-getter. He knows the knack of converting any kind of situation or moment, whether serious, dull, tiring, and anxiety, to a lively atmosphere filled with laughter. Applying Freud’s postulation that pleasure attached to humor makes one think like a child and thereby escape the constraints of rationality and logic on cognitive functioning (Levine, 9). This is precisely my friend does most of the times, either to convince people unto doing something that they do not intend, to divert attention of individuals or groups or even to drive home the point he wants to make. Instances of potential disruption between friends and within families were also regulated through his humor by a simple distraction of thought processes and emotions of the people involved in such situations. Laughter is said to reduce tensions and naturally arising hostilities in relationships. Although the intention behind cracking jokes is to induce laughter and distract people from usual boredom or impending emotional disturbances, it may also lead to serious consequences. One such instance can be traced to the day our final results were announced. All except one of our group members had cleared the examination, and this certainly was a sad moment for all of us. In an attempt to lighten everyone’s

Quality and Safety Two Sides of the Same Coin Coursework

Quality and Safety Two Sides of the Same Coin - Coursework Example According to National Transportation Safety Board, civil aviation accidents in the United States for 2011 had slightly increased than the previous year (i.e. 2010). Numbers of civil accidents have increased from 1500 in the year 2010 to 1550 in the year 2011. Simultaneously, the fatalities have increased from 473 in the year 2010 to 485 in the year 2011. In the year 2011, 28 mishaps were accounted for the Part 121 air carriers and 4 accidents were reported for the part 135 commuter1. This statistic show that the differences between the accidents rates between the two years do not vary much, even though efforts have been made that are needed to ensure higher quality and considerable safety to the consumers. It has undoubtedly become one among the top most priorities of the aviation companies. Aviation industry is an important industry in the United Kingdom and influences the country’s overall economy and lives of the people. The British Airways based in the UK is one of the bes t airline companies operating in the world. Its brand revolves round the customer satisfaction and its primary goal is to provide utmost satisfaction to its customers through ensuring quality and safety. The aviation industry in the United Kingdom is booming at a tremendous rate every year, thereby creating the need to maintain best quality along with the highest safety measures to its customers2. The continuously changing environment in the aviation sector has posed certain significant challenges to improve the quality in service and the safety measures provided to the customers. Risk in Aviation Industry Risk in aviation industry emanates from a number of factors. Pilots usually have to work in complex circumstances and operate together with different technologies. In such circumstances, the risk is very high and threats come from variety of sources3. Icing during the winters causes dense layer of clouds cover that may cause difficulties to the pilot while flying. Icing and freezi ng are common in European countries including the United Kingdom. The other major reason that acts as a hurdle in the aviation is the wind factor. During taking off or at the time of landing, strong wind possesses considerable risk to the aircrafts. During thunderstorm, lightening is caused which discharges electric that may destroy the aircraft and may cause fire in the fuel tank which may result into explosion in the aircraft4. In addition to this, it can disrupt the communication system and the navigation tool present in the aircraft. When there is a large storm, it may accompany with the hail stone that may damage the skin of the aircraft. It is not only the natural factors that cause damages and create threats while flying in aircrafts but the most imperative factor that is responsible for the aircraft mishap is the technical errors. Today, alike other sector, the aviation sector is also highly dependent on technology. Despite technological advancements, there have been a numbe r of cases of technological failures such as engine failure and communication error during the course of a flight. Engine failure is probably the most dangerous situation that may lead to fatal accidents. Engine failure may be caused by the contamination of fuel or the pump failure. Another reason for the engine failure is the spark plugs that may not function properly during the flying stage5. Technological factors can be avoided, if proper inspection is conducted before the

Mass and Chemical Reactions Lab Essay Example for Free

Mass and Chemical Reactions Lab Essay Relationships in a Chemical Reaction Lab Introduction: This lab focused on mass relationships within a chemical reaction. To understand this lab first, it is necessary to understand the reaction that is going on in the reaction. The Copper (II) chloride hydrate reacts with Aluminum to produce Aluminum chloride, copper, and water. Theoretical yield and various other forms of yield must be understood too, theoretical yield is what amount of the product you should get theoretically according to your calculations; experimental yield is the product you get after you finish the experiment. Because of error usually your experimental yield will be off from your theoretical yield. Percent yield is the efficiency of the reaction to get to the theoretical yield. Data Collection And Processing: Raw Data: Table #1 : Substance / Object and Mass Table Substance / Object| Mass (Â ± 0. 01 g)| 200mL beaker| 67. 38 Â ± 0. 01 g| 200mL beaker + Copper| 69. 39 Â ± 0. 01 g| Copper| 2. 01 Â ± 0. 01 g| 200mL beaker + Dried Copper| 68. 01 Â ± 0. 01 g| Dried Copper| 0. 63 Â ± 0. 01 g| Qualitative Data: Before the reaction, the Copper (II) Chloride hydrate is a blue crystallized substance, the Aluminum was shiny and made crinkly sounds, it has a smooth metallic feel to it. During the reaction initially when stirred the water the water turns blue. When the aluminum is placed into the hydrous CuCl? the water becomes a darker murky substance. Steam is coming out of the water and aluminum is visibly dissolving. The aluminum is also turning black and vapor is forming along the sides. Foam like red pieces are forming and dropping. As the solid turns completely red the liquid is becoming clear again and is colorless.

Audio spotlight Device

Audio spotlight Device Abstract A directional source of audio sound created using a parametric array, sometimes called an audio spotlight, generates a sound beam that is much narrower than the sound beam generated by a conventional source. It is a very recent technology that creates focused beams of sound similar to light beams coming out of a flashlight. By ‘shining sound to one location, specific listeners can be targeted with sound without others nearby hearing it. It uses a combination of non-linear acoustics and some fancy mathematics. But it is real and is fine to knock the socks of any conventional loud speaker. This acoustic device comprises a speaker that fires inaudible ultrasound pulses with very small wavelength which act in a manner very similar to that of a narrow column. The ultra sound beam acts as an airborne speaker and as the beam moves through the air gradual distortion takes place in a predictable way due to the property of non-linearity of air. Joseph Pompeis Holosonic Research Labs inve nted the Audio Spotlight that is made of a sound processor, an amplifier and the transducer. The targeted or directed audio technology is going to a huge commercial market in entertainment and consumer electronics and technology developers are scrambling to tap in to the market. Audio spot light technology can do many miracles in various fields like Private messaging system, Home theatre audio system, Navy and military applications, museum displays, ventriloquist systems etc .Thus audio spotlighting helps us to control where sound comes from and where it goes! I. Introduction Audio spotlight is a very recent technology that creates focused beams of sound similar to light beams. By ‘shining sound to one location, specific listeners can be targeted with sound without other nearby hearing it, i.e. to focus sound into a highly directional beam. The audio spotlight uses ultrasonic energy to create extremely narrow beam of sound that behave like beam of light. Audio spotlighting exploits the property of non-linearity of air. When inaudible ultrasound pulses are fired into the air, it spontaneously converts the inaudible ultrasound into audible sound tones. like audible sound ultrasound waves, get distorted as they travel through air. The ultrasound waves are breaked into lower frequency, i.e. audible sound waves. so these ultrasound waves can travel along a narrow path, people to left or right of a target remain silence. II. System Requirement A. Hardware Requirement: A transducer(speaker). An amplifier. Coax cable. III. Architecture The ultrasound has wavelengths only a few millimeters long, which are much smaller than the source, and consequently travel in an extremely narrow beam. Of course, the ultrasound, which contains frequencies far outside our range of hearing, is completely inaudible. But as the ultrasonic beam travels through the air, the inherent properties of the air cause the ultrasound to distort (change shape) in a predictable way. This distortion gives rise to frequency components in the audible band, which can be accurately predicted, and therefore precisely controlled. By generating the correct ultrasonic signal, we can create, within the air itself, essentially any sound desired. Note that the source of sound is not the physical device you see, but the invisible beam of ultrasound, which can be many meters long. This new sound source, while invisible, is very large compared to the audio wavelengths its generating. So the resulting audio is now extremely directional, just like a beam of light. Often incorrectly attributed to so-called Tartini tones, the technique of using high-frequency waves to generate low-frequency signals was in fact pioneered by physicists and mathematicians developing techniques for underwater sonar over forty years ago. Through a combination of careful mathematical analysis and engineering insight, the Audio Spotlight sound system has become the very first, and still the only, truly directional audio system which generates low-distortion, high quality sound in a reliable, professional package. IV. System Description The Audio Spotlighting Device consists of a round shaped disc which consists of a transducer, an amplifier and coax cables. Transducer is very discreet, at only 1/2† thick. The transducer comes in two standard sizes 18† round or 24† hexagonal. The cover of the audio spotlight is produced using sublimation printable lycra , this lycra cover can be printed to look like anything that we can take a digital picture of, making integration into an existing display or trade show environment even easier. this lycra cover can be produced with an elastic edge so that it is easily interchangeable. The transducer emits an ultrasound beam. The transducers are driven by small ultrasound amplifiers. The amplifier receives the input signal from a standard audio source such as a computer, CD player or DVD player. The amplifier can currently push the sound signal through the cable 110 long. The amplifier runs on standard 110v or 220v power and is very easily adaptable to European or Asian version of electrical power. Coax cables are used to connect amplifiers to transducers. V. Types A. Direct Audio B. Projected Audio Directed audio can direct sound at a specific target, creating a contained area of listening space which is called â€Å"Direct audio†. Protected audio can bounce can bounce of a sound object, creating an audio image. This audio image gives the illusion of a loudspeaker, which the listener perceives as the source of sound, which is called â€Å"projected audio†. VI. Advantages 1. We can here sounds like music, speeches etc even disturbing others. 2. Army is using this technology which can be very advantageous to security. 3. Creates highly focused beam of sound. 4. Portable. VII. Disadvantages Its highly costly. It can be misused by enemies. Both speaker and amplifier are separate. Maintenance is high. VII. Future Scope Audio Spotlighting really â€Å"put sound where you want it† and will be â€Å"A REAL BOON TO THE FUTURE.† VIII. Conclusion It can be concluded that sound can be forced to make travel in one direction by using the technology audio spotlighting. We can here sounds like music, speeches even disturbing others. References 1. B.PREMLET ,Engineering physics 2. D. Meyer. Computer Simulation of Loudspeaker Directivity, J. Audio Eng. Soc 3. Houghton Mifflin Company,2006 The American heritage Dictionary of English language, 4. J. Eargle, Loudspeaker Handbook, Chapman and Hall, New York 5. J. Proakis and D. Manolakis, Digital Signal Processing, Principles, Algorithms, and Applications 6. M. Yoneyama and J. Fujimoto. The audio spotlight: An application of nonlinear interaction of sound waves to a new type of loudspeaker design, J. Acoustical Society of America 7. P. Hong, IMTC, Georgia Institute of Technology 8. T. Chen, Guest Editor. The Past, Present, and Future of Audio Signal Processing, IEEE Signal Processing Magazine. 9. Universal physics. 10. W.F Dryvestegn J. Garas personal sound, J. Audio eng society. 11. http://www.holosonic.com/ Audio Spotlight Add sound and preserve the quiet.html 12. http://www.spie.org. 13. http://www.imtc.gatech.edu/projects/archives/multimedia/AudioSpotlight.pdf 14. http://www.howstuffworks.com. 15. http://www.abcNEWS.com. 16. http://www.howstuffworks.com 17. http://www.abcNEWS.com 18. http://www.holosonic.com 19. http://www.skads.org 20. http://www.AudioSpotlights.com /audio_spotlight_case_study.html 21. http://www.holosonics.com/ audio_spotlight_case_study.html 22. http://www.audiospotlights.com/directional_sound_intro.html 23. http://www.technovelgy.com/ct/Science-Fiction-News.asp?NewsNum=376 24. http://en.wikipedia.org/w/index.php?title=Audio_Spotlightredirect=no 25. http://www.techalone.com. 26. http://www.holosonics.com/brochure/Audio_Spotlight-Museums.pdf 27. http://www.holosonics.com/brochure/Audio_Spotlight-libraries.pdf 28. http://ieeexplore.ieee.org/search/freesearchresult.jsp?history=yesqueryText=(audio+spotlighting)imageField.x=26imageField.y=8 29. www.sciam.com

The Massacre Of Maguindanao Media Essay

The Massacre Of Maguindanao Media Essay November 23, 2009 since a horrible massacre happened in Maguindanao on one of the islands of the Philippines Mindanao .   A number of civilians were killed which shook the whole country and among those civilians excluding motorists, drivers, politicians, lawyers, women, 34 journalists were named.   This fact shocked the press, the government, and the ordinary citizens as well.   But why did this senseless massacre happen in a country like the Philippines where freedom and democracy are being took care of?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nearly few months have passed since this most horrible killing of civilians marked the history of the Philippines , and because of this, it leads us to many realizations.   Politicians were killed thus morality was killed.   Women were killed thus their rights were killed.   Lawyers were killed so justice was also killed.   And journalists were killed therefore freedom was also killed.   And the latter realization inspired this paper the freedom of the press.   And since the Maguindanao massacre became one of the most talked about issue until now because of its massive killing of journalists, thus killing of freedom, it leads us to be more aware of the work and responsibilities of the press, the laws which made to protect the rights of the press, but eventually made us notice that there are some laws which restrict the said freedom.   In this case, since the press must have its independence, there should be no restrictions t o such an institution because its independence will be repressed.   Furthermore, a country could be considered non-democratic nation for democracy doesnt prevail on that community.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Then, the researcher chose this study to come up with an answer to the personal question:   Why is there such freedom of the press if freedom here does not have the same meaning if read from our constitution from how the ordinary people understand it?   Hence, this paper will cover only about press freedom here in the Philippines .   If it is so, the paper will not tackle any issue that would probably come out while the paper is being discussed.   Moreover, the objectives of the paper are firstly, to present situations where freedom of the press was repressed, secondly, to state how freedom of the press go along with democracy, and thirdly, the paper would want the researcher to be more aware of what is happening around him/her.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Now, for the researcher to start discussing what this paper is all about, a question will be first asked.   That question would be:   What is freedom of the press? Definition of Freedom of the Press   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Freedom means independence and independence means boundless, therefore, press freedom means press independence, meaning there should be no limits to whatever the action of a member of the press would be.   But as part of the social equality authorization, the right of the people, and not of the press, is what the term freedom of the press really means.   It can be stressed, moreover, as the right of the press is the right of the people to be informed and to be heard (Reyes, 1992).   Press freedom is not a sectoral right, a right to be asserted and enjoyed only by members of the media sectorà ¢Ã¢â€š ¬Ã‚ ¦Freedom of the press is a basic right of the people, that is, of the entire body politic and every ordinary citizen (Reyes, 1992).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Here, we come up with two different denotations for the term freedom of the press, but since the press plays the role of being the voice of the Filipinos here in the Philippines as well as serving as an instrument to inform the public, then the press, particularly the journalists, could represent the entire Filipino community.   Because of this, the next pages will focus mainly on the first meaning the researcher has presented wherein the press is the term used to represent the journalists and other media sector not the people in general.   Then we substitute the word 3 journalist to press thus making the term freedom of the press as the right of the journalists to freely express what they want to express.   Moreover, freedom of the press is not merely freedom for the press, and to have social equality isnt competence.   It is indeed the freedom of every individual, and its the hard and risky method but it has a reward in the end (Coronel, 1991). In connection to this, our constitution provides: No law shall be passed abridging the freedom of speech and of the press (Section 4, Article III). This means that no one could prevent any media sector from writing what he/she wants to write as well as from speaking what the person wants to say.   Nor even the government has no right to prevent any member of the press from doing so.   And since the press has its full access on newspapers, radios, and televisions, the information could be spread to the people easily and freely.   But how did it become a right? Freedom of the Press as a Right   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The researcher defines freedom here as the right of journalists.   This is because everyone has his/her own rights and since the press includes journalists and journalists are human, then, journalists should have their own freedom too.   Press freedom should not be excluded as a right of an individual for it is one of his/her rights when he/she was born.   It is a right that if oppressed violates human right (Reyes, 1992).   But in a deeper meaning, freedom of the press not only stands for the right of every journalists but also for the right of every people to be informed, because media exists to serve the people. 4   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journalists work could be seen on newspapers as well as could be heard from radios and televisions.   But they do not only present the truth to the public with supporting evidences but also give their own opinions towards it.   And an idea can never be misleading nevertheless, its destructive power we still hang on for its amendments because of the opposition of other existing ideas (Zelezny, 1993).   That is why, debates and other discussions were lead by journalists and other media sectors because, otherwise, if the ideas of oneself is not being told to anyone, freedom is unreal or fictitious (Reyes, 1992).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Consequently, freedom of idea is the persons right to search for truth that the surrounding is hiding from his/her.   It is our right to communicate to others what we have in mind freely.   Moreover, it is also our right that allows us to do actions freely regarding our thoughts (Reyes, 1992).   Likewise, freedom of the press is the freedom of truthà ¢Ã¢â€š ¬Ã‚ ¦(Pinon, 1960). And if truth firms and is unbreakable, it is free to say ones side (Reyes, 1992).   This is mainly the function of mass media to reveal the misconducts in its country, freedom of truth to its sovereign. Media in the Philippines   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Media plays a very risky role in the society for it reveals the truth which people are refusing to admit even with irresistible proofs (Braid, 2005).   And journalists have chosen a more risky career because their work needs to, and they could do their job through critiquing and even criticizing an issue.   Particularly, they are not only supplying the truth because he/she also gives his/her own opinion and view on a particular issue (Coronel, 1991).   And so, under the freedom of the press, people has the right to criticize on things which matters them (Pinon, 1960). 5 But most people misunderstood this.   Comments from an individual do not mean insulting someone or something.   Still, it is inevitable for an individual to have his/her own assessment towards it.   It is public opinion, since the individual is the basic unit of any government, which is the uniform foundation of freedom and social equality (Bookwatch Legal Editors, 2006).   Furthermore, freedom of the press is the uncontrolled freedom wherein a person can freely express his thoughts (Pinon, 1960).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other hand, it is also the responsibility of the journalists to make the younger generation involve themselves to issues which also affect them.   Media contributes in giving information to the people and it also educates them to the real work of justice.   Media men shows to the public that justice should not be passed within laws but must also showed to the people that justice really prevails in their society (Braid, 2005).   This is why there are shows like Y-Speak where students voices are given the time to be heard.   à ¢Ã¢â€š ¬Ã‚ ¦the mass media have an essential part to play in the education of young peopleà ¢Ã¢â€š ¬Ã‚ ¦in making known the views and aspirations of the younger generation (Holopainen,1987). Like it had been said, the youth is the hope our hope, hence, whatever the opinions of the youth are, it will contribute a big part on the decision-making of that certain issue.   Everyone has the right to freed om of opinion and expression; the right includes the freedom to hold opinions without interference and to seek, receive and impart in information and ideas through any media and regardless of frontiersà ¢Ã¢â€š ¬Ã‚ ¦(Reyes, 1992).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But even though it is really the right thing to have media as a tool to spread information to the reading and listening public, few Filipinos knew that there are laws which restrict some of the possible actions of the journalists when doing his/her work.   Those few people are only those 6 who have knowledge on laws, then how about the ordinary people who, in reality, do not have any knowledge about such laws because they only gain knowledge from what the television brings to them?   If the majority of the sovereign do not have any way to learn information other than through tv, then, in the case, is the truth being concealed from us?   And from our experience to Maguindanao massacre, press freedom and rights are oppressed in the most monstrous way killing, yet killing is not the only way to oppress the press freedom because there are laws which restrain that freedom in some situations.   If so, why is it still stated on the constitution that no laws should shorten the press to the right of free speech? Limitations of the Press   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a society, to see the misconception on a functioning country and to see the lies existing on it, the step to make is to express what is in the mind.   Repression to freedom is only acceptable in spare times (Salvilla, Penasales, Sornito, 1991).   For example, if the people are to be informed about the corruption of an official, the journalist shall gather first data to support his/her idea.   But highlighting a corrupt official isnt that easy so the journalist shall have a great strategy like spying, eavesdropping, and even making his/her way to a private place.   These are normally what a journalist will do, but he/she isnt aware that he/she is stepping into some offenses such as theft, robbery and trespass.   à ¢Ã¢â€š ¬Ã‚ ¦Free speech is everyones right and freedom of the press is exercised in protecting every citizens right to know what his government is doingà ¢Ã¢â€š ¬Ã‚ ¦ (Reyes, 1992)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another is all of us are paying our ITRs (Income Tax Returns) and because of this, everyone should know information on what the Bureau of Internal Revenue is collecting from us.   And, therefore, if a journalist will try to gather information about these ITRs for the public to be 7 informed, he/she will again stepping to the law, which is on some aspect, a sort of national security.   But freedom of the press means that people has the right to know what is happening around them and its country, and to speak up what they want to tell the government.   It is also the right of the people to have an entry to information.   Moreover, journalists and media men exist just to serve the rights of the people (Reyes, 1992).   Consequently, à ¢Ã¢â€š ¬Ã‚ ¦based on the peoples right to know what is happening in their government because the people are the sovereignà ¢Ã¢â€š ¬Ã‚ ¦ (Salvilla, Penasales, Sornito, 1991).   In other way round, there are cases were the government puts tax on some published works.   But it is invalid in the case of putting tax on published works because, if do so, it will restrict such periodical to have its freedom to disseminate information to the public (Salvilla, Penasales, Sornito, 1991).   In this case, journalists have the righ ts to comment freely on an issue, but have no right to do so for he/she must follow laws concerning his/her action (Coronel, 1991).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Also, we all know that journalists chose words with more striking impact to the readers that they would be more interested on the works the journalists have produce.   And works of media overstate what the real story behind.   It is their work to put great intensity on anything they produce and the impact of that intensity to the people is the basis of their success in their profession (Braid, 2005).   Moreover, press is an excellent source for the search of truth.   Its impact to the people is merely for them to feel anger and thus, it is more likely to stay for many days, than the feeling of having good news for that day.   Its good works are quite forgotten but its scandalous works long for many days in the memory of the readers (Gerald, 1948).   But there are cases wherein journalists were accused because he/she uses words like coward, savage, etc., and à ¢Ã¢â€š ¬Ã‚ ¦and writing and publishing an article containing the wor ds coward, vile soul, dirty-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   8 sucker, savage, hog who always looks toward the ground is libel per seà ¢Ã¢â€š ¬Ã‚ ¦( Coronel, 1991).   And libel à ¢Ã¢â€š ¬Ã‚ ¦is a public and malicious imputation of a crime vice or defect a real or imaginary, act or omission, condition or status tending to cause dishonor, discredit of a person and even to blacken the memory of a dead personà ¢Ã¢â€š ¬Ã‚ ¦(Salvilla, Penasales, Sornito, 1991).   Media do, in connection with their profession, brings out works by chance without meanness, but unacceptably though.   In this case, media should be quite careful in doing their right to publish (Coronel, 1991). There is also this Right to Reply Bill which was proposed by Senators Pimentel, Revilla Jr., and Escudero in year 2008.   According to this bill, all persons natural or juridical who are accused directly or indirectly of committing or having committed or of intending to commit any crime or offense defined by law or are criticized by innuendo, suggestion or rumor for any lapse in behavior in public or private life shall have the right to reply to the charges published or printed in newspapers, magazines, newsletters or publications circulated commercially or for free, or to criticisms aired or broadcast over radio, television, websites, or through any electronic device.   This means that the person being attacked by the works of a journalist has the right to reply on that work of the journalist.   That person could say that the journalist do not have the credibility of writing that issue to him/her.   Moreover, he/she could not only go against the journalist but also to the newspaper who published it.   But à ¢Ã¢â€š ¬Ã‚ ¦speech shall be free even though that law be written into the Constitutionà ¢Ã¢â€š ¬Ã‚ ¦(Coronel, 1991).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To sum it up, laws are made to limit the press to protect other rights in some situations.   Libel laws are designed to protect the name and character of a person; national security laws, to 9 protect the very existence of the State; obscenity laws, to protect the morals of society; and contempt to efficient functioning of the judiciary and the legislatureà ¢Ã¢â€š ¬Ã‚ ¦(Salvilla, Penasales, Sornito, 1991). These laws are really needed to have a healthy country and the researcher is aware of the benefits that these laws could bring.   But the researcher is concerned mainly on the term freedom of the press thus having laws which restrict the journalists is the researchers primary problem because à ¢Ã¢â€š ¬Ã‚ ¦to dare abridge these indivisible freedoms, and in effect negate them, assaults human dignityà ¢Ã¢â€š ¬Ã‚ ¦(Reyes, 1992).   And à ¢Ã¢â€š ¬Ã‚ ¦a more liberal atmosphere has made the media even more powerful in fosteringà ¢Ã¢â€š ¬Ã‚ ¦bringing public opinion to bear on politicians who once wheeled and dealed with impunityà ¢Ã¢â€š ¬Ã‚ ¦ (Eng, 1997). Freedom of the Press to a Democratic Nation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If freedom of the press will not be restrained as well as the freedom of the people, then democracy prevails on that country for [f]ree speech is indispensable to free governmentà ¢Ã¢â€š ¬Ã‚ ¦(Coronel, 1991).   When a nation is controlled and its rights and those of the people, then democracy dies.   After this instance, the right of the media men and of the people to speak out their opinions and thoughts are also been oppressed (Reyes, 1992).   Having limitations provided by law concerning public officials could be said as anti-democratic.   Those limitations are cannot be opened to the public.   But in the sense of wanting to have a better nation, open and free discussions between individuals, and access to the government, are ways to know the underlying truths of a nation (Salvilla, Penasales, Sornito, 1991).   Moreover, in the search of truth, an unrestricted and unlimited conversation is needed for the ideas that made up a good conversation which came from the people whose concern matter (McCormick and MacInnes, 1962).   And in a democratic country, it is better to have means of communication between the 10 functioning government and its society.   Choosing to have a newspaper than to have a government is what democracy really means, for newspaper is something where free discussion of thoughts could be seen (Salvilla, Penasales, Sornito, 1991).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Going back into the problem in the first place, the government is the one who made and accepted this laws which limit the press freedom, and the government must be doing this things just for their own sake.   In addition to this reality, people accept these restrictions as necessary for their own benefits (Reyes, 1992).   And this isnt new for all of us because of its transparency on our own government.   And since the superior power is being held by the government, there are cases where it [government] uses its power to take actions opposed to individuals who freely gave their opinions without the government being analytical if their actions are under the international law (Reyes, 1992).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Still, violence against newspeople remained significantly oppressiveà ¢Ã¢â€š ¬Ã‚ ¦there were more newspeople killed in the Philippines than in any other nationà ¢Ã¢â€š ¬Ã‚ ¦ (Case, 1991).   But this problem could be resolved.   We may preserve freedom of speech by making no laws which restrict it.   If repressive laws are passed they may be carefully circumscribedà ¢Ã¢â€š ¬Ã‚ ¦ (Coronel, 1991).   Moreover, à ¢Ã¢â€š ¬Ã‚ ¦free speech and press not as a separate entity deserving nurturing, but as part of a larger processà ¢Ã¢â€š ¬Ã‚ ¦free speech and press as contributing to good governmentà ¢Ã¢â€š ¬Ã‚ ¦ (Chamberlin and Brown, 1982). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press freedom doesnt mean that it is the freedom of the media establishments or other media members.   And to defend for it is not only defending the freedom of this media men, but also defending the freedom of the people because all freedoms are being took care of the people 11 Yuyitung, 2000).   But media people do not have the assurance that they will have their freedom every time, because the government is making laws that, for the eyes of ordinary people, are a good law to be implemented but if observed with critical eyes, is indeed a way to interfere with the freedom of the press itself (Malaya, B9+B15).   And if à ¢Ã¢â€š ¬Ã‚ ¦the public restrict journalists freedom, the public restricts its own freedomà ¢Ã¢â€š ¬Ã‚ ¦( Reyes, 1992). Moreover, having freedom of speech and of the press in the Philippines means the people can freely express their thoughts and ideas.   Consequently, it is true that those laws stated in the body of this paper are implemented to not violate other human rights.   But, even if these limitations were good, to have those to restrain such freedom isnt freedom at all for freedom means no restrictions, no bound.   Yes!   There is really freedom of the press existing here in the Philippines because the press still has their freedom to write, speak, and publish what is the truth.   But still, à ¢Ã¢â€š ¬Ã‚ ¦concepts as a less-free press or a freer pressà ¢Ã¢â€š ¬Ã‚ ¦(Reyes, 1992) do not exist.   It is because the term freedom of the press has no comparative form for it is if and only if process to acknowledge this right of free publication and also of free expression (Reyes, 1992).   Then, even though the press can still express what they want to express, but on the other hand still has limitations, then we could be on one side only.   Therefore, because of those limitations we have discussed before, freedom of the press do not exist.

Penelopes Recognition of Odysseus as a Beggar Essay -- World Literatu

In Homer's epic The Odyssey, Odysseus returns to the island of Ithaka disguised as a beggar. He reveals his real identity to his son, Telemakhos, as well as a few others who he would need to help kill the suitors. However, Odysseus does not reveal himself to his wife, Penelope. She recognizes the beggar as her long lost husband and chooses not to unveil his true identity. Penelope does this because she realized that her husband would be in danger, in his current surroundings, if she was to reveal who he really was. Therefore she acts as if she does not know the beggar is Odysseus. However, it is portrayed subtly in the book that she does indeed know that the beggar is her husband. The very first piece of evidence Homer provides that Odysseus would be recognized by his family, is when the old dog recognizes who he was. The dog had been around since Odysseus had set sail on his epic journey. This makes the dog extremely old, and yet it still is able to recognize Odysseus' voice. The fact that the dog recognizes him in disguise so easily foreshadows Penelope's recognition of Odysseus as a beggar. Upon hearing of the travels of the beggar, Penelope is very interested to question him as to whether he has ever crossed paths with her husband Odysseus. The story that Odysseus tells her is for the most part untrue. However, he does give specific details as to what clothes he had worn, so that Penelope would believe that the story was truthful. The beggar then goes on to tell her that Odysseus is coming back to Ithaka in the very near future. It is at this point that Penelope first thought that the beggar could actually be her husband Odysseus, as she was overcome with emotions, and began to cry. From this point on ... ...at if he was not revealing himself to her that there was a good reason for it. Since she knew this, she went along with his act and did not give him away. On numerous occasions she makes comments that would lead one to think that she doesn't know the identity of the beggar, but it is merely the fact that she is highly intelligent and is able to hide what she knows very well. Through all of these examples, it is obvious that Penelope recognized Odysseus to some extent in the beginning, and throughout his time posing as a beggar she became more convinced of his identity. She hides this knowledge only to protect herself and her husband. Their interactions, though subtle to the naked eye, upon closer examination reveal that she did in fact recognize her husband as the beggar. Works Cited Homer. The Odyssey. Trans. Robert Fagles. New York: Penguin, 1996.

Essay on Camus’ The Stranger (The Outsider): Apathy -- Camus Stranger

Apathy in The Stranger (Outsider) Often times an author incorporates a thought or philosophy into a work that can shape or reshape the attitude emitted from the novel. In Albert Camus', The Stranger, the Existential philosophy that the author fills into the work give an aura of apathy. With the opening lines of "Mother died today. Or, maybe, yesterday; I can't be sure," Camus immediately sets a tone of indifference (1). Though the protagonist, Mersault, is not completely without cares, the overall attitude of passiveness he has toward himself, as well as toward others, give the entire novel a tone of apathy. With an analyzation of Mersault's character, an automatic attitude of nonchalance is quickly seen. Mersault does not lie to himself, let alone to others, because he has no need to. He does not care about the set laws of society, and he feels that he has no one to please, including himself, which is a reason why he has no qualms about being brutally honest and not hiding his feelings. This is ...

Lab #3 Report. Isolation of bacteria from environment

LAB Report #3 Introduction: In this lab we have focus on Isolation of bacteria from environment. Microorganisms are found throughout the environment: in the air and water; on the surface of any object such as clothes, walls, furniture; in soil and dust; and on and in our own bodies (skin and mucous membranes). In order to demonstrate the ubiquity and diversity of microbes in the environment, samples from immediate areas of the environment and/or from your body will be obtained and cultured. Materials: 4 sterile cotton swab, sterile water in test tube, 4 agar plates and 2 blood agar plates, wax pencil and labels.Procedure: Appropriately label the cover of each plate as indicated in lab. 1. Determine 2 sampling sources, one from your body and one from the surrounding environment. 2. For the first agar plate, for sampling from air, remove the lids from the plate and allow it to sit uncovered for 15 minutes. 1. For second agar plate, open the â€Å"stick† end of the sterile cotton swabs to avoid contamination of the swab. Deep the swab in to the sterile water and collect a dust form the corner of the table by swab and rub the swab over the entire surface of the Petri dish without going back over areas you have already swabbed. . For the third agar plate, divide the plate in two different parts like washed and unwashed finger tip and swipe on each side of plate, see the difference between them. 4. For the forth agar plate, divide it into the four equal part and tested four different place for bacterial grow. In first part, remove the sterile cotton swab from the package and immerse it in the sterile water and take the bacteria from forearm and swipe the swab on first part.For second part, again take the sterile cotton swab and immerse it in sterile water, and take the bacteria from back of ear and rub on the second part. For third part, again take the sterile cotton swab and immerse it in sterile water, and take the bacteria from handle of microscope and swip e on the third part. For last part, again take the sterile cotton swab and deep in to the sterile water, and take the bacteria from toilet sit and swipe on the forth part. 5. For the fifth slide, we take blood agar plate and drawing line in central part of the plate.For one part used for kiss on that part and second part used for licked on that part for bacteria grow. 6. For last, we take another blood agar plate and we had to cough on this agar plate. Leave all agar plates in the incubator for 1 week to grow bacteria. Discussion: After one week, I was able to observe my Petri plates, which were filled with bacteria. The first plate had few yellow color colonies. That shows bacterial growth. Air was contaminant. For second plate, it had huge yellowish and few brownish color colonies and clear halos around them.Dust also had bactria. For third plate, on unwashed part had more yellowish color tiny spots and on washed part had few whitish color tiny spot. Washed had few bacteria that m ay be from the water while unwashed hand had more bacterial contamination. For forth agar plate, first part had more yellowish color spots, second part had more brownish color spot, third part had no bacterial colonies and forth part had only three yellowish color colonies. That show microscope handle is not bacterial contaminant while all other object is contaminant with bacteria.For the first blood agar plate, for the side that was kissed had huge brownish color spot and there were clear halos around it, and on other side that was licked had brownish color line. Bacteria also present in both sample. For the second blood agar plate, there is no discoloration in the plate so I think there have not bacterial growth in the Petri dish. Conclusion: In this lab we have focus on mainly â€Å" Isolation of bacteria from environment â€Å" and to observe the growth of bacteria in favorable condition and observation of the color and shape of the bacterial colony.Bacteria are found in a wid e variety of environments—in or on animals and plants, in water, in soil, in air, or on rock. Generally, they are contributors to the environment, decaying nutrients and recycling the minerals (for use by plants and other organisms). Bacteria are both metabolically diverse as well as structurally diverse. As I have learned we carry bacteria when we are in perfect health as well when we are sick. From this lab we have learned that bacteria are present everywhere but we can achieve healthy life by hygiene.