Debate on Indian Removal Essay Example for Free

Debate on Indian Removal Essay In the contemporary world the idea of removal of an entire people from its native land would sound wickedly and would perhaps be considered a genocide, yet in the XIX century this idea was quite permissible and corresponded to the ruling concept of civilized nations which were to rule those uncivilized and determine their existence. Therefore, in our estimation of pro and contra Indian removal arguments I shall attempt to evaluate the named arguments first and foremost from the point of view of the time and base my conclusions on such evaluation. The first argument proposed by Andrew Jackson to the Congress in 1829 is that that no new state may be established without consent of the people of that state, and since Indians are living on the territory of existing states and do not constitute a majority, they may not establish their own government and have to obey the laws of the state or immigrate. A harsher version of the argument is provided in the North American Review, January 1830, blaming that Indians are barbarous people â€Å"incapable of sustaining any other relation with the whites, than that of dependence and pupilage. † Francis J. Grund is even more acrid, as he claims Indian’s cruelty towards the Founding Fathers. A counterargument can be found in the Memorial of the Cherokee Indians, published in the Weekly Register vol. 38, and it is that a white man is a ruler of the land, and the red man is weak, yet there were times when whites were week and reds were strong, and the whites received warm welcome from the Indians. Also the Indians argued that previous treaties guaranteed their rights to land. The situation with the Indians is similar to the one with the colonists before the Revolution. The colonists appeared to be weak and Britain was strong, yet the colonists were able to gain their independence by force. However, the Indians were unable to win the war and they had to obey those who are strong. Therefore, the US Government argument was nothing but a sword law, not a just law. This is well confirmed by the Decision of the U. S. Supreme Court in Worcester v. State of Georgia (1832), where the Court has found that treaties between the Indians and the Government, as well as Indian self-government are guaranteed as long as the Indians obey the general laws of the state. Since the Indians did not obey, all they privileges have to be annulled. Yet the laws of the state themselves made the Indians chose between â€Å"becoming civilized† in other words not leading their traditional lifestyle and immigration. So, it may be concluded, that removal has logically followed from the previous relations between the Indians and the Government, in which the Government used sword more frequently than justice. The second pro argument proposed by Andrew Jackson in 1830 were advantages of immigration both for the whites and for Indians. For the US government is was an opportunity to protect the frontiers, for the states of Mississippi and Alabama these were new territories and opportunities for development, and for the Indians, under Jackson, it was an ability not to have contacts with the civilized people, follow their customs and live under the government supervision, gradually becoming a civilized community. A counterargument of the Indians is explained in the mentioned Memorial, as well as in the article published in the North American Review, October 1830 where they claim their right to stay on their land and continue their traditional life same as any nation has title over its land. In fact, we once more face the sword law: the Government determined what is â€Å"civilized† and what is â€Å"law† and the Indians had to obey or disappear. Another Indian argument may be found in the letter from John Ross: the Government was just willing to get rid of the Indians. This is an argument with no counterargument. Government’s desire to make away with the Indians was undisputable. Concluding my analysis I have to recognize that the arguments of the Indians look stronger even for the XIX century. An independent international tribunal of the time would perhaps take their side. Yet there was no such tribunal, but only the will of the Government which caused Indians to be removed.

Development Of Language Through Communication

Development Of Language Through Communication The need to share and relate to our environment made way for the formulation of a means of communicating and further allowed for the development of language. The view that Language is an innate ability and not develop through learning may be flawed in the sense that it can be developed through basic interaction of ones surrounding as well as a more advance development which well require some external assistance. Language is defined as a set of rules shared by individuals who are communicating, that allows them to exchange thoughts , ideas and emotions, where as innate abilities can be seen as skills which are genetically or biologically hardwired into an individuals being. There are many theories as to the development/acquisition of language, such as the Babbling Perspective, Social Interactionist Theory and The Nativist Perspective. The Babbling Perspective as put forward by BF. Skinner argues that adults shape the speech of children by reinforcing the babbling of infants that sound most like words (Skinner, 1957). Dr. C. George Boerees claim is that language all begins in infancy, he states that from conception to the first 6 months babies make a significant amount of noise; they Yell, Squeal, Growl and gives Raspberries, They also Coo; Cooing is what he recognized and theorized as the production of what will later become Vowels (A,E,I,O,U). From 6 Months to about 10 Months they produce somewhat more complicated sounds called babbling, first they produce their vowels starting with the more round back vowels (oo, oh, ah.) working their way the unrounded vowels (ee,eh,ah..) they usually form their first consonants H,M and B which can be combined with t he vowels to make syllables, soon after they will add P,T,D,N,W,F,V and Y, a little later K,G and NG. He also recognized that infants will further add S and Z and took awhile longer to form SH, CH, J and TH, the very last sound would be L and R. Boeree further acknowledge that because the way language is develop in infants it causes them to pronounce words oddly, for example Fis does fine for Fish, Wobbut for Robert and Cawa for Carla. He also stressed that they can perceive far more than they can pronounce, this is sometimes called the Fis phenomenon. Infants he argues might not be able to say certain words, but they will not put up with adults mispronouncing them. Boeree went on to state that both parents plays a huge role in the forming of the childs language, this means that even if we are pre-programmed in some way to speak language, we need to learn a specific language from the people around us, he also state that a mother wouldà ¿typically adjust their speech to fit the childs level, this he says is called Motherese.à ¿ Motherese is a universal feature that is found in practically every culture, it takes the form of a sing-song quality and many special baby words. It is also embedded into the context of theà ¿immediateà ¿surroundings, with constant reference to things nearby ad activities that are on going. Motherese also involves subtleà ¿shapingà ¿called protoconversations, here mother involves infants that do little more than just coo and babble. For example: Mother, Child (one year old) MotherChild Look! (Getting the childs attention)(Baby touches picture) What are these? (Asking question)à ¿(Baby babbles and smiles) Yes, they are doggies (naming Object) à ¿ (Child vocalizes smiles and looks at mom) (Mom laughs) Yes, Doggies! (Repeating) (Child vocalizes and smiles) (Laugh) Yes! (Giving feedback)(Child laughs) Mother would also ask questions like Where is it? and What is it doing? any response would be rewarded with happiness. The conversation however becomes more meaningful when the child is able to use their own words. Boeree concluded that by 10 months most children are able to understand between 5-10 à ¿words, he also observed that a significant portion are able to learn up to 40 words. One other theory is that of the Social Interactionist formulated by Lev Vygotsky, in the 1950s and 1960s. This theory argues that language development is both biological and social; it further states that language learning is influenced by the desire of children to communicate with others within their environment. (Shaffer, 2003). Other Interactionist believes that children are born with powerful brains that slowly predispose them to acquire new understandings that they are motivate to share with others. (Bates, 1993, Tomasella, 1995) Interactionist focuses onà ¿collaborative learning; this is the view that with older people will help children to develop both cognitively and linguistically. (Shaffer, et.al, 2002). Learning is promoted through collaboration collaboration among students, and between students and teacher. From a social Interactionist perspective as students share background knowledge and participate in the give and take of collaborative and cooperative activities they are actually negotiating meaning. They are building knowledge, not as individuals, but as a group. People who surround the individual student, and the culture within which that person lives, greatly affect the way he or she makes sense of the world. This is an ongoing process through out the development of the individuals life; this can take the form of simple task early in the childs life, which may include team sports, and jigsaw puzzles. As the child develops other forms of collaborative learning would include networking, and mentoring. Each of these activities would help the child to interact with those around them, to ask question, and to find solution for said questions. Noam Chomsky (1950) played an integral role in language development with his theory known as the Nativist perspective, this perspective is of the view that humans are biologically programmed to gain knowledge. Chomsky further argues that all humans have a Language Acquisition Device (LAD). The LAD he states contains knowledge of grammatical rules common to all language. (Cited by Shaffer, et.al, 2002). The LAD also allows children to understand the rules of whatever language listing to. Chomsky also developed the concepts of transformational grammar, Surface Structure and Deep meaning. Transformational grammar refers to grammar that transforms a sentence; Surface structures are words that are actually written and deep meaning refers to the underlining meaning or message of a sentence (Mothn, 2005). Chomsky argues that children know about deep structure and they are also able to apply a rule that allows them to manipulate these structures, he called these grammatical transformations. One such example of this is in my view is crying, a newborn who is hungry might not be able toà ¿readilyà ¿say Mom Im hungry but its need to communicate is discomfort stimulates a neurological response (Crying) that will not get the attention of the parent but also convey the childs message, not to say the parent may immediately know that the child want to be fed, but its here her own need to understand the child causes her to perform a series of check for example a diaper check and th e child realizing that its need its need for food is not being address may now begin to cry louder until satisfaction is present, this in return creates a form of language between child and parent that will later take them on a journey of a more advance level of language development which involve proper vocalization. In essence Chomskys perspective that if a child has a properly functioning Language Acquisition Device(LAD) then language will develop regardless of the kind of language the exposed to, as long as the child is raised in an otherwiseà ¿nurturing environment.(Fitch,W.T.S,2009) Chomskys views areà ¿criticized saying it focuses mainly on the internal mental structure and thinking process of the child. Critics have argued that this is unlikely,à ¿stemmingà ¿from their own researched and evidence gathered they say that it would not fully enable us to understand what exactly going on in aà ¿childsà ¿mind. Further critiques were based on the role of people assisting the child to learn language which tends to be overlooked. Researchers have observed that adult speech is fraught with hesitations,à ¿repetitions, slip of tongue and so on and therefore provide an imperfect model. however research have shown that adults make considerable modification to their speech when talking toà ¿childrenà ¿, theses modifications are designed to assist the child with language learning(Fitch,W.T.S,2009).

An Analysis Of Dantes Inferno English Literature Essay

An Analysis Of Dantes Inferno English Literature Essay Dantes Inferno represents a microcosm of society; that is, laymen, clergy, lovers, wagers of war, politicians, and scholars are all collected into one place and punished for their worst and most human attributes. Hell, despite its otherworldly appearance and brutal, ugly nature, is somewhat humanized by the fact that those who are punished come from every country (Dante 3.123) and every walk of life, regardless of age, race, sex, or creed. While Dante Alighieri did not invent the idea of Hell as a place of punishment for the wayward and sinful souls in the afterlife, he did create the most powerful and enduring (Raffa 1) imagining of a concept which has received significant attention in biblical, classical, and medieval works. Dantes Divine Comedy was written sometime between 1308 and 1321 and is considered the supreme work of Italian literature (Norwich 27). It is an epic poem divided into three separate sections: Inferno, Purgatorio, and Paradiso Hell, Purgatory, and Heaven, respec tively. The personal element of the journey through Hell in Dantes Inferno literally explores the descent of one man into sin; through the use of poetic justice, both contemporary and historical figures, and mythological figures, Dante crafts an immediate and enthralling work dealing with the nature of sin and its place in society. The concept of poetic justice is famously explored in Inferno, where it is put to dramatic effect devising appropriate torments for each particular sin (Raffa 3). From Limbo to Treachery, Dante catalogues and documents the punishment of sinners both infamous and beloved, famous and unknown. In every case, the punishment fits the crime in a twisted and malignant fashion after all, the poem does discuss the realm of Satan, the Christian embodiment of evil. The nine circles of Hell described in Inferno are as follows: Limbo, Lust, Gluttony, Avarice and Prodigality, Wrath and Sullenness, Heresy, Violence, Fraud, and Treachery. These nine circles are based off of the idea of the Seven Deadly Sins, with some additions such as Limbo created by Dante. The poem begins with Dante lost in a dark wood, assailed by three beasts he cannot evade, and unable to move straight along (Dante 1.18) the road to salvation, represented by a mountain. A lion, a leopard, and a she-wolf symbolizing pride, envy, and avarice, respectively block Dantes path to the top of the mountain, forcing him to descend into the depths of Hell with Virgil. The entire journey documented in the Divine Comedy is an allegory for mans fall into sin before achieving redemption (represented by Purgatorio) and eventually salvation (represented by Paradiso). Before Dante even enters the gates of Hell, he is introduced to his guide for the first two realms of the afterlife, Inferno and Paradiso. For this role, Dante chose Virgil (70-19 BCE), who lived under the rule of Julius Caesar and later Augustus during Romes transition from a republic into an empire, and is most famous for the Aeneid. Two episodes in Virgils work were of particular interest to Dante. Book IV tells the tale of Aeneas and Dido, the queen of Carthage, who kills herself when Aeneas abandons her to continue his journey and [found] a new civilization in Italy (Raffa 8). Book VI recounts Aeneas journey into Hades to meet the shade of his father and learn of future events in his journey. Many elements in the Aeneid are present in heavily modified form in Dantes Inferno. Many of Dantes mythological elements are based on Book VI of Virgils Aeneid, which recounts Aeneas visit to the underworld. Virgil imbued his version of the underworld with a fluid, dreamlike atmosphere (5), while Dante instead strives for greater realism, providing sharply drawn and tangible figures. After passing through the gateway to hell, marked ominously with the words ABANDON EVERY HOPE, WHO ENTER HERE (Dante 3.9), Dante and Virgil witness a realm of miserable people who lived without disgrace and without praise (3.17-35) on the periphery of the Inferno. In this realm, the two poets encounter the souls of those who lived such undistinguished and cowardly lives that they have been cast out by Heaven and refused entry by Hell. These souls are forced to race after a banner which never comes to a stop, and are stung repeatedly by flies and wasps, their blood and tears nourishing the sickening worms (3.69) at their feet. The punishment for these cowardly souls is clear; just as in life they refused to be decisive and act, they now are barred from both eternal paradise and eternal damnation, and chase down a waving banner which they will never be able to reach. Next, Dante and Virgil meet Charon, Hells boatman. In the Aeneid, Charon is the pilot of the vessel that transports shades of the dead across the waters into the underworld. In both works, he is an irritable old man with hair white with years (3.83) who objects to taking a living man (Aeneas, Dante) into the realm of the dead. In each case, the protagonists guide (the Sybil, Virgil) provides Charon the proper credentials, and their journey continues. In Limbo, the guiltless damned, noble non-Christian souls, and those who lived before the time of Christianity are punished. The idea of a place for souls who did not sin; and yet lacked baptism (4.34-35) existed in Christian theology prior to Dante, but his vision is more generous than most. Dante includes unbaptized babies, as well as notable non-Christian adults in his version of Limbo, which bears a resemblance to the Asphodel Meadows, a section of the Greek underworld where indifferent and ordinary souls were sent to live after death. Dante suggests that those in Limbo are being punished for their ignorance of God by being forced to spend the afterlife in a deficient form of Heaven; while certainly not as hellish as the other circles, Limbo is by no means a paradise. Dante encounters the classical poets Homer (eighth or ninth century BCE), Horace (65-8 BCE), Ovid (43 BCE -17 CE), and Lucan (39-65 CE), who welcome back their comrade Virgil and honour Dante and one of their own (Dante 4.79-102). Philosophers Socrates and Aristotle also make appearances in Limbo as the shades of men renowned for their outstanding intellectual achievements. Socrates (born ca. 470 BCE in Athens) was a legendary teacher known for the rigorous method of questioning that characterizes the dialogues of Plato (ca. 428-ca. 347 BCE), who also appears. In addition, one notable non-Christian soul finds himself in Limbo, separated from the rest: Saladin, the distinguished military leader and Egyptian sultan who fought against the crusading armies of Europe yet was admired even by his enemies for his chivalry and magnanimity. Dantes implication is that all virtuous non-Christians find themselves in Limbo. The Lustful are punished in the second circle by being blown about by a hellish hurricane, which never rests wheeling and pounding (5.31-33). Lust, for many of the inhabitants of this circle, led to the sin of adultery and in the cases of Dido, Cleopatra, Helen of Troy, and others a violent death. The violent winds are symbolic of lust, and represent the power it holds in affairs of blind passion and physical love. Lust contains the shades of many famous lovers: Semiramis, Dido, Paris, Achilles, and Tristan, among others. Semiramis was a powerful Assyrian queen alleged to ave been so perverse that she even made incest a legal practice (Raffa 27); Dido, queen of Carthage and widow of Sychaeus, committed suicide after her lover Aeneas abandoned her (Virgil IV); Paris later died during the Trojan war; Achilles was the most formidable (Raffa 27) Greek hero in the war against the Trojans, who was killed by Paris (according to medieval accounts); finally, Tristan was the nephew of king Mark of Cornwall who fell in love in Iseult (Marks fiancee) and was killed by Marks poisoned arrow. Minos, the one who judges and assigns (Dante 5.6) the souls during their descent into Hell, is an amalgam of figures from classical sources, completed with several personal touches from Dante. He is a combination of two figures of the same name, one the grandfather of the other, both rulers of Crete. The elder Minos was admired for his wisdom and the laws of his kingdom. The second Minos imposed a harsh penalty on the Athenians (who had killed his son Androgeos), demanding an annual tribute of fourteen youths (seven boys and seven girls), who were sacrificed to the Minotaur, which appears later in Inferno. Minos long tail which he wraps around himself, that marks the sinners level (Dante 5.11-12) is Dantes invention. Gluttony is punished in the third circle. The souls of the damned lie in a vile, grimy slush brought about by cold, unending, heavy, and accursed rain (6.7-8). These former gluttons lie sightless and heedless of their neighbours, symbolizing their cold, selfish, and empty pursuit of hedonism and empty sensuality. The slush, representative of overindulgence and sensuality, serves to cut one off from both the outside world and from Gods deliverance. Gluttonous individuals of note include a Florentine contemporary of Dantes, identified as Ciacco ( pig in Italian). Ciacco speaks to Dante regarding the political conflict in the city of Florence between two rival parties, the White and Black Guelphs, and predicts the defeat of the White Guelphs, Dantes party. This event did indeed occur, and would lead to Dantes own exile in 1302. As the poem is set in the year 1300, before Dantes exile, he uses the events of his own life to illustrate the unique ability of shades in Inferno to predict the future, a theme which is returned to later in the poem. Cerberus, guardian of Gluttony, is similar to the beast of Greek mythology. In the Aeneid, Virgil describes Cerberus the three-headed dog which guards the entrance to the classical underworld as loud, huge, and terrifying. Dantes Cerberus displays similar canine qualities: his three throats produce a deafening bark, and he eagerly devours the fistful of dirt Virgil throws into his mouths like a dog intent on its meal. Cerberus bloodred (6.16) eyes, greasy, black (6.16) beard, and large gut link him to the gluttonous spirits whom he tears, flays, and rends (6.18) with his clawed hands. The Avaricious and the Prodigal are punished together in the fourth circle. Avarice, or greed, is one of the inequities that most incurs Dantes scorn and wrath (Raffa 37). Prodigality is defined as the opposite of Avarice; that is, the trait of excessive spending. Both groups are forced to eternally joust with one another, using cumbersome stone weights as weapons. They call out to each other: Why do you hoard? Why do you squander? (Dante 7.30). Here Dante describes the punishment of both extremes, criticizing excessive desire for and against the possession of material goods using the classical principle of moderation. In the fifth circle, the Wrathful and the Sullen are punished. The wrathful fight each other eternally on the surface of the river Styx, which runs darker than deep purple (7.103), while the sullen lie gurgling beneath the water. Dante describes how the Wrathful combat one another: [They] struck each other not with hands alone, but with their heads and chests and with their feet, and tore each other piecemeal with their teeth (7.112-114). The wrathful are damned to eternally struggle and fight without direction or purpose, while the sullen have withdrawn into a black sulkiness from which they can find joy in neither God nor life. In the fifth circle, Filippo Argenti, a prominent Florentine and a Black Guelph, calls to Dante. A hotheaded character (Raffa 40), little is known regarding Filippo except what transpires in Inferno. He quarrels with Dante, lays his hands upon the boat the poets travel on, and is eventually torn apart by his wrathful cohorts. The two men were political opponents, but Dantes behaviour towards Filippo indicates a more personal grievance. Perhaps he had humiliated Dante in life, or had taken some part of Dantes property after his exile from the city. Phlegyas is the solitary boatman (Dante 8.17) who transports Dante and Virgil in his boat across the Styx, the circle of the wrathful and sullen. He was known in Greek mythology for his impetuous behaviour; in a fit of rage, Phlegyas set fire to the temple of Apollo because the god had raped his daughter Apollo promptly slew him in response. Phlegyas appears in Virgils underworld as an admonition against showing contempt for the gods (Virgil 6.618-620), a role which he reprises in Inferno. Between the fifth and sixth circles lie the walls of Dis, the fortressed city of Lower Hell (Raffa 39). The fallen angels who guard the gates of Dis refuse entry to the two poets, requiring the arrival of a messenger from Heaven to open the gate for them. Dante designates all of Lower Hell circles six through nine, where the most serious of sins are punished as the walled city of Dis, with its grave citizens, its great battalions (Dante 8.69). The first five circles, which exist outside of Dis, are collectively known as Upper Hell, as they are where the lesser sins are punished. With the appearance of the three infernal (9.38) Furies, who threaten to call on Medusa, Virgils credibility and Dantes survival appear to be at risk. Furies were often invoked in Virgils classical world to exact revenge on behalf of offended mortal and gods. Medusas hair was turned into snakes by an angry Minerva after Medusa made love with Neptune in the goddesss temple, and became too horrifying to look at without being turned to stone. Dante describes Medusa as the Queen of never-ending lamentation (9.44). The Furies names evil thought (Allecto), evil words (Tisiphone), and evil deeds (Magaera) (9.45-48) describe the three manifestations of sin, which can turn people to stone by making them obstinate cultivators of earthly things (Raffa 41). Heretics are punished inside the walls of Dis, in a spreading plain of lamentation and atrocious pain (Dante 9.110-111) resembling a cemetery. The sixth circle contains souls trapped and enclosed in fiery tombs for failing to believe in God and the afterlife. Since they did not believe in Hell, the Heretics are punished by being sealed away from it in the most unpleasant possible way inside a flaming sepulchre. Among the tombstones of the sixth circle, Dante encounters more Italian contemporaries. A pair of Epicurian Florentines are disocvered sharing a tomb: Farinata degli Uberti, a Ghibelline; and Cavalcante de Cavalcanti, a fellow Guelph and the father of Guido Cavalcanti, Dantes fellow poet and closest friend. Farinata is an imposing figure, rising out of his inflamed sepulchre from the waist up and seeming to have great contempt for Hell (10.31-36). As the leader of the Ghibellines, Farinata was an enemy to the Guelphs, the party of Dantes ancestors. Farinata declares that his colleagues would have annihilated Florence (10.92), had he not interceded forcefully, an act which has earned him Dantes respect. Cavalcante was an enemy to the Ghibellines, like Dante, and married his son Guido to Farinatas daughter in order to foster peace between the two parties. Dantes best friend, Guido Cavalcanti, was a poet who held the philosophical belief that love is a dark force which leads only to mis ery and death. Therefore, Cavalcantes appearance in Hell might be more a matter of guilt by association to his sons worldview than any kind of reflection on himself. The Minotaur is the guardian and mythological symbol for the seventh circle, Violence. At the sight of Dante and Virgil, the minotaur reacts like one whom fury devastates within (12.15), and his frenzied bucking allows the travellers to proceed unharmed. The Minotaur is a physical manifestation of violence in Inferno: almost every part of the Minotaurs story, from its creation to its demise, contains some form of violence (Raffa 55). The sinners in the seventh circle are divided into three groups: the violent against people and property, the violent against themselves, and the violent against God and nature (Dante 11.28-33). The first group comprised of assassins and murderers, among others are immersed in Phlegethon, a bloodred, boiling (12.101) river of blood and fire, up to a level commensurate with their sins (12.73-75). Because they committed such acts of bloodshed and destruction in their lives, they are punished by being immersed in a river of that which they have spilt. The second group the suicides are transformed into knotted, gnarled (13.5) thorny bushes and trees, which are fed upon by Harpies. These souls have given away their physical bodies through suicide, and are forced to maintain treelike forms. These suffering trees cannot speak until Dante accidentally injures one and causes it to bleed. Dante uses the soul-trees as a metaphor for the state of mind which leads to self-harm and suicide. Finall y, the third group blasphemers and sodomites reside in a desert of sand, fire and brimstone falling from the sky. The blasphemers lie down upon the sand, the usurers recline, and the sodomites wander seemingly aimlessly in huddling groups, all while being burned by distended flakes of fire (14.28-29). This symbolizes how those who act violently against God and that which God has provided are perpetually unable to find peace and comfort in their lives. Among those immersed in Phlegethon is Alexander the Great, submerged up to his eyebrows in blood. He suffers for his reputation as a cruel, bloodthirsty man who inflicted great harm upon the world and its peoples. In the forest of suicides, Dante hears the tale of Pier delle Vigne, who killed himself after falling out of favour with Emperor Frederick II (Dante 13.64-69). Dante encounters his mentor, Brunetto Latini, among the sodomites. Surprised and touched by this encounter, Dante shows Brunetto great respect and admiration, thus refuting suggestions that the poet Dante placed only his enemies in Hell (15.43-45). The Centaurs are men from the waist up with the lower bodies of horses (Raffa 55) who guard the river Phlegethon. Thousands of centaurs patrol the bank of the river, using bows and arrows to keep damned souls submerged. In classical mythology, Centaurs are best known for their uncouth, violent behaviour. Chiron, leader of the Centaurs, enjoyed a favourable reputation as the sage tutor of both Hercules and Achilles. Pholus and Nessus the Centaurs assigned to escort Dante and Virgil have fully earned their negative reputations, however: Pholus who Virgil describes as full of rage (Dante 12.72) had been killed when a fight broke out during a wedding after he and his fellow centaurs attempted to carry off the bride and several other girls, and Nessus was killed by Hercules with a poison arrow for attempting to rape the heros wife, Deinira, after Hercules entrusted him with carrying her across a river (12.67-69). The penultimate circle as well as the most detailed is Fraud, which Dante describes as a place in Hell made all of stone the colour of crude iron (18.1-2). This circle is divided up into ten smaller pockets: panderers and seducers, flatterers, simonists, sorcerers, barrators, hypocrites, thieves, fraudulent advisers and evil councillors, sowers of discord, and falsifiers. Panderers (pimps) and seducers march eternally in opposite directions, lashed cruelly (18.36) by demons. Just as they used passion and seduction to bend others to their will, they are now themselves driven by hellish demons. Flatterers exploited other people using language, therefore, they are plunged in excrement (18.113), representing the false words they produced. Simonists payed for positions of power within the Catholic Church, and are placed upside-down into holes in the floor, with both soles [of their feet] on fire (9.25). The holes into which their heads are planted resemble baptismal fonts, used in several religious rituals a constant reminder of the corrupt nature of their former positions in the church. Sorcerers, astrologers, and false prophets have had their heads twisted toward their haunches (20.13) so that they can not see what is ahead of them. This symbolizes the twisted nature of magic in general specifically, it refers to the use of forbidden means to see into the future. Dante felt particularly unforgiving towards politicians after his exile from Florence, thus, corrupt politicians (barrators) are immersed in a stew of sticky pitch (21.8). Their punishment represents the sticky fingers, corrupt deals, and dark secrets inherent in positions of political power. The hypocrites listlessly walk with lagging steps, in circles, with features tired and defeated (23.59-60), wearing leaden cloaks, representing the falsity behind the appearance of their actions. This falsity literally weighs these souls down and renders any sort of progress impossible. The thieves are pursued and at tacked by lizards and snakes, their bites causing them to undergo various transformations (24-25). Just as they stole in life, their very human identity becomes subject to theft in Hell. Fraudulent advisers and evil councillors are encased within individual pyres. These individuals did not give false advice out of ignorance; rather, Dante refers to rhetoric [used] by talented people for insidious ends (Raffa 99). In life, they caused those whom they advised to do ill without dirtying their own hands now they are punished alone in their fires. The sowers of discord are hacked apart, their bodies dividing as in life they caused division among others. Their wounds are quickly healed, only to have themselves hacked apart again (Dante 28.139-142). Dante considers falsifiers (alchemists, counterfeiters, perjurers, and impersonators) a disease upon society, and their corrupting influence is reflected in their diseased bodies and minds (Raffa 99) in the tenth pouch. In the eighth circle, Dante meets a number of notably fraudulent individuals. Venedico Caccianemico, who sold his own sister to the Marchese dEste, is recognized among the pimps in the first pouch, despite his attempts to avoid detection (Dante 18.40-60). In the fifth ditch, the thief Vanni Fucci is burnt to ashes before being reincarnated; Agnel blends together with a reptilian Cianfa; and Buoso exchanges forms with Francesco. Vanni Fucci was a black Guelph from Pistoia, a town not far from rival Florence; Dante says he knew Vanni as a man of blood and anger (Dante 24.129). Agnel is thought to be Agnello Dei Brunelleschi, a man who joined the white Guelphs Dante s party but then switched to the black faction when they came to power. Both he and Cianfa are renowned for their thievery. Buoso stole while serving in public office, then arranged for Francesco de Cavalcanti to take over and steal on his behalf. In the eighth pit, Ulysses and Diomedes are condemned for the deception of the Trojan Horse, luring Achilles into the war effort, and stealing a statue of Athena from Troy (26.58-63). Dante encounters the schismatic prophet Muhammad; the poet views Islam as an off-shoot from Christianity, and similarly condemns Ali, Muhammads son-in-law, for the schism between Sunni and Shiite Muslims (28.22-33). The Malebranche ( Evil claws in Italian) are the devils of the fifth pocket of circle eight who bring to Hell the shades of corrupt political officials and employees. They are agile, smart, and fierce (Raffa 77), they are armed with long hooks, which they use to keep the shades under the surface of the black pitch (Dante 21.55-57). It is likely that the names Dante coined for individual demons ( Bad Dog, Sneering Dragon, Curly Beard, etc.) are based on actual family names of civic leaders in Florence and the surrounding towns. The Giants physically connect circles eight and nine: standing on the floor of circle nine, they tower over the inner ledge of circle eight with the upper halve of their immense bodies. They are archetypal examples of defiant rebels: Nimrod, who attempted to build the Tower of Babel before it was knocked down by God and his people were scattered; Ephialtes, who fought against Jove and the other Olympian gods; and Antaeus, whose relationship with the titans who stormed Mt. Olympus damned him, despite the fact that he was born after his brothers had waged war against the gods. Nimrod has been punished by being forced to speak an incomprehensible language; that is, his language is as strange to others as theirs is to him. Ephialtes, like the rest of the titans who challenged the gods, is immobilized with heavy chains. Antaeus is not given any exceptional punishment, for he is only guilty by association. It is Antaeus who assists Virgil and Dante by lowering them down to the ninth circle , after being enticed by Virgil with the prospect of eternal fame upon Dantes return to the world (31.115-129). The final circle is Treachery, a frozen lake at the centre of Hell, which is divided into four Rounds: Ca?na, Antenora, Ptolomaea, and Judecca. In Ca?na, traitors to their kindred are immersed in ice up to their faces. In Antenora, traitors to political entities are located similarly in the ice. In Ptolomaea, traitors to their guests are punished, lying on their backs in the ice, with only their faces uncovered. In Judecca, the traitors to their lords and benefactors are completely encapsulated in ice, distorted in pain. In the first round of Treachery, Dante encounters Mordred, who attacked his uncle King Arthur and was pierced mortally by Arthurs lance (Dante 32.61-62). In the second round, Count Ugolino pauses from his ceaseless assault upon the head of his rival, Archbishop Ruggieri, to tell Dante how Ruggieri imprisoned and killed him with his children. This story, the longest single episode related by a damned soul in Inferno, serves as Dantes final dramatic representation of mankinds capacity for evil and cruelty. Fra Alberigo, who had his brother killed at a banquet, explains a key conceit of Dantes Inferno: sometimes, a soul falls into Hell before they have actually died. Their earthly bodies are possessed by demons, so what appears to be a walking, living man is actually beyond the point of repentance (33.134-147). Finally, Lucifer the emperor of the despondent kingdom (34.28) lies at the centre of the Inferno. As ugly as he once was beautiful (34.34-36), Lucifer is a wretched contrast with his limited autonomy and mobility. Lucifers three faces (black, yellow, and red) parody the doctrine of the Holy Trinity: three persons (Father, Son, Holy Spirit) in one divine nature the Divine Power, Highest Wisdom, and Primal Love which also created the gates of Hell, and, by extension, the entire realm of eternal damnation. His flapping wings generate the wind that keeps lake at the centre of Hell frozen, while his three mouths chew on the shade-bodies of the three archtraitors Judas, Brutus, and Cassius the gore mixing with tears gushing out of his three sets of eyes (34.53-57). Dantes Inferno heralded a revolution in Christian theology through its innovative use of poetic justice, historical and contemporary figures, and classical mythology. By combining these disparate elements into a single, cohesive poem, Dante effectively changed the way the Western world imagined the afterlife and Hell in particular. By focusing on the details of the scenes and the identities of those whom the fictional Dante converses with, Inferno illustrates a horrifyingly real and immediate vision of Hell, one which has persisted at least in some part to this day. By focusing on the personal journey of one man through the afterlife, the focus of the narrative is shifted onto the reader, who can easily identify with Dante as the first-person narrator. While the circumstances surrounding the creation of the Divine Comedy Dantes exile from Florence, his fall from political grace, and his eventual death soon after the completion of his magnum opus are rather tragic, they all contribute to Dantes work in a way which colours the text and gives it a personality and passion which is still felt to this day. For seven hundred years, Inferno has elicited strong responses from its readers from fascination to revulsion and everything in between (Raffa 5). Regardless as to the readership, the response to Inferno has been, and will continue to be, anything but apathetic.

Transcendentalism and Transcendental Meditation :: essays research papers fc

Transcendentalism and Transcendental Meditation   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Transcendentalist adopts the whole connection of spiritual doctrine. He believes in miracle, in the perpetual openness of the human mind to new influx of light and power; he believes in inspiration, and in ecstasy.†(Emerson 196). These two lines written by Ralph Waldo Emerson exemplify the whole movement of transcendentalist writers and what they believed in. Though to the writers, transcendentalism was a fight for a belief, unknown to them they could have been fighting for the betterment of human health. The transcendentalist writings of Henry David Thoreau and Ralph Waldo Emerson have directly affected the health of modern society through the idea of transcendental meditation. Through modern science, scientists have linked increases in health among individuals through the use of transcendental meditation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The term transcendental came from the German Romantic philosopher Immanuel Kant. The term refers to the idea that matters of ultimate reality, God, the cosmos, the self transcend, or go beyond, human experience.†(www.geocities.com). Transcendental later developed into Transcendentalism, which is The transcending, or going beyond, empiricism, and ascertaining the fundamental principles of human knowledge. Kant (1724-1804) was born and educated in East Prussia. He founded critical philosophy and Transcendental Logic. â€Å"Kant made significant revisions to just about every branch of philosophy.† (www.philosophy.ucdavis.edu). In the Critique of Pure Reason (1781) Kant showed the great problems of metaphysics: the existence of God, freedom, and immortality and how they are insoluble by scientific thought. Kant’s writings had a major influence on Emerson and Thoreau during the time of Transcendentalism and â€Å"still have an influence on modern philosophy to the present day.† (www.ilt.columbia.edu).   Ã‚  Ã‚  Ã‚  Ã‚  Emerson gives notice to Immanuel Kant in his lecture The Transcendentalist by stating â€Å"It is well known to most of my audience, that the Idealism of the present day acquired the name of Transcendental, from the use of that term by Immanuel Kant, of Konigs berg.† (Emerson 199). Most transcendentalist were idealist that believed in the perfectibility of man, and they were often engaged in projects intended to make this ideal a reality. On of which was a self-governing, experimental community that met in Emerson’s house. This community mainly believed in a monistic universe, or one in which God is immanent in nature, which means that God is permanently and directly present in all things. One of the members of the community and a close friend of Emerson was Henry Thoreau.   Ã‚  Ã‚  Ã‚  Ã‚  On July 12, 1817 in Concord, Massachusetts, Henry David Thoreau was born.

Should the Govt Interfere in an Economy of A Country :: Essays Papers

Should the Govt Interfere in an Economy of A Country Have you ever been on a baseball team? Or any other kind of organization? Then you must know that you need to work and cooperate with a number of other people in order to be successful. More importantly though, there is a coach, an instructor, a boss. This head honcho organizes all aspects of your team and keeps order. The head of your organization tells what you are going to learn, how to use and acquire the talent, and they will inform you what the target of your new skill is. Without a coach there is chaos and misunderstandings on the baseball field. Only the best players on the team will get to play and many feelings of being inferior compared to the rest of the team arise. This is an example of the contrasts of the market economy and the centrally planned economy. Countries are established very much like baseball teams, which is the reason why I chose to use the analogy above. The economy of a country affects everyone living in it and the type of economy changes your values, you r hopes, and especially your reality. I feel that total government control has many more advantages than a market economy and controlled economy gives a country a connected feeling. My first reason promoting total government interference is that the govt. supports handicapped and people with physical disabilities. I attended a speaker in our school's conference and she told us a great deal about the mentally ill. Many of them live in a free market system and they are homeless because they are unable to get jobs to support themselves. Competition is much too great in the market economy. In the controlled system, the mentally ill would get the same benefits as any other working person. Because of this, the mentally ill are able to eat, to be clothed, to have a roof over their heads, and basically survive. The government and the work force meet their basic needs.Secondly, in a controlled economy there is little supply and demand. The government controls everything and does not allow th e prices to rise and dip as extremely as $11.00/barrel of oil to $29.00/barrel of oil. This makes a controlled economy much more steady and secure. Sudden drops and hikes are virtually unknown to a centrally planned economy and the economy benefits from that.

21st Century Technologies and Their Relationship to Student Achievement Essay

The Holy Grail in education today is to link an educational strategy, program, initiative or technology to student achievement. There are numerous organizations advocating for Technology Literacy, Information Literacy, 21st Century Learning Skills, and any number of other titles for literacy in a modern context. In all sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life. From medicine to the military and from business to the arts, the technologies of today have made our lives better. It is not surprising then, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 years have been in the realm of information and the tools of human knowledge; this is Education’s back-yard. Yet, when people look at our schools they see many classrooms that seem to have been immune to these advances. There are obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a definition and a clear picture of what it really looks like and whether it will be more effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scaling to an entire school system, particularly so in a state that lags the nation in educational funding. Teachers are our biggest asset and are known to be the single largest influence on student achievement the district can provide, so professional development is crucial and fundamental. The measure of success, the CSAP, is a paper and pencil test which will be unable to measure all the positive effects technology can have for student learning. Indeed, a 20th Century test method will be unable to properly assess (and may even inhibit) the skills development of a 21st Century learner. And then, are we just about the content and helping students master it, or is education about something more as well? Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality research and commentary in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills. In addition to improved assessment performances, the reader is encouraged to consider the context of a global workplace and education’s duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increased student achievement on assessments, studies that point to ways education can successfully prepare students for a modern workforce and our own experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper. The Challenge Inherent in Determining the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement: When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only one component of an instructional activity. Assessments of the impact of technology are really assessments of instruction enabled by technology, and the outcomes are highly dependent on the quality of the implementation of the instructional design. According to Roy Pea, director of SRI Center for Technology in Learning in Menlo Park, California, the â€Å"social contexts† of how technology is used are crucial to understanding how technology might influence teaching and learning. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both â€Å"in† the software and â€Å"around it† in the classroom, and to the classroom environment itself. It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even poorly designed software can be creatively extended to serve important learning goals. There are also a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher order thinking skills, that many believe can be particularly affected by using new technologies. There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students’ attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessment’s Teachers and Technology: Making the Connection: Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, todayâ€⠄¢s technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses. Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions make teacher’s jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable every student to participate and have the power of a modern computing tool. Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors; goal-oriented instruction becomes more attainable and more common; activities result in better student engagement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class. Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of research has been done on students’ understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education. The findings from the Australian study state that an increasing awareness of students’ understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, & McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http://www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests. A study was conducted in 2002–2003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test while only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, & Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs. The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy & Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman & Pritchard, 1996). Certainly motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students: it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include: computers, iPods, video games, music media, email, and tools in general. Recent legislation supports the concept that education’s technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation; providing opportunity for practical application of knowledge gained in school; mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology. While research that clearly correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and Video Games â€Å"Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? † was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin. He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? â€Å"Hannibal always attacks with elephants† was his reply. The boy had learned all this about Rome playing a video game at age five. Video games have long been the bane of the parent and teacher’s existence, but there’s something here that may be of some use to us. Some have picked up on the possibilities. A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis. The simulation is highly visual, interactive, and highly engaging to the students. See   Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998). In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, & Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, & Manos, 2005). When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3. The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao & Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess’ birthday. His children’s books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness. He even made up nonsense words to press the student’s phonetic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up names†¦ each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese? Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing results and intuitive logic leads one to think that there is promise here. At-Risk/Intervention An ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina State University’s Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies. Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits. The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 1:1 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time. When the public hears about classroom textbooks, meaning students can’t take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 1:1 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 1:1 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept. In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003). Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, & Gaddy, 2004). A 1:1 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test. By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, & Gaddy, 2004). In Canada, a 1:1 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, & Gaddy, 2004). Another 1:1 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004). In our own experiences in LPS, we see classrooms with laptop access achieving a 1:1 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to collaborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously. Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation. Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006). The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition: Connectivism. In this view, knowledge resides in people and on devices. Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow. This theory of learning represents a massive shift in thinking: that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word processor and annotate electronically, keeping their work on personally owned USB memory keys. While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion. In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries. Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available. And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied 3rd grade students using word processors for writing. They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style. This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck & Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time. An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, & Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988). There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993). The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004). Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable. The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is â€Å"How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed? In other words, by the time most research is done (and published in â€Å"reputable† sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed. The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 6–8 actually had reduced performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students’ current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment. The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools. And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming Video In four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004). In LPS, the same United Streaming resources were secured for all schools at the beginning of the 2006–2007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain. This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton. As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didn’t collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations: 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months. While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on. One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff — she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they ‘fooled around’ until it did what they wanted. Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology. As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasn’t as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills. The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the library’s demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6. After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this: 1) They purchased home computers and found they could use USB drives to cart files; 2) The school had enough wireless laptops for student use that teachers could get on a laptop; or even borrow one overnight, if they needed; 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding Remarks The following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006: We’re not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. That’s about it. But I would strongly argue that – to a certain extent – this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because it’s convenient for the adults. How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 1:1 program at the high schools, that we will see student achievement – as we currently measure it – skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools. But the basic problem with looking for research that supports growth in student achievement is that – by necessity – research has to look at fixed, testable content to try to determine growth. Now I’m not saying that content knowledge isn’t valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the planet (or beyond)? Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously? Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research – at best – is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . . Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions. We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker. And during the Information Age, which he describes as beginning in the 1960’s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product; now the product must be appealing as well (2005). References: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

Ramona and Beezus

Ramona has a very creative imagination but hilariously brings her to many mishaps in school and even at home. She is nine years old and very Jolly who takes things seriously that makes her brain works to create many ideas to solve a certain problem. She has this big sister named Beatrice who is shucked with a nickname Buzzes. According to Ramona, when she was very little and is starting to learn how to speak, she accidentally called Beatrice Buzzes because that's what little children do.They mispronounce words and sometimes get stuck in it. Buzzes and Ramona most of the mime has quarrels and arguments at home. Ramona said that her sister hates her very much because Buzzes calls her a pest. However, Ramona showed great respect for the elders even if they don't listen to what she wants to express and is misunderstood that performs many acts of silliness. Ramona continued her imaginative adventure until a problem in the family gone very far to the extent that their parent's quarrel over small things.What I like most about this movie is that it simply shows what happens at home in reality. Our relationship with our parent's and siblings brings us many memories and lessons in life such as understanding one's emotions, giving comfort, being patient, being kind, and being respectful. In the family, when one doesn't understand another, there'll be quarrelling and arguments which will lead to another problem. This is what I don't want to happen in my own family.Just like Ramona, I want to help my family solve some problems in my own little ways. I want to be productive and not be a problem to them. So, if there's a problem at home, I am really doing my very best to help. I really love Roman's adventures and this inspires me to be sensitive in other people's feelings. The movie also taught me to love my own family no matter what they are and who they are, because the family is the first group of people you can run to in times of trouble/ problem.They are truly God's gift that no other treasures I can compare. Finally, despite of the problems we encounter everyday, we must be like Ramona: Brave and full of Joy. We have to face our problems lightly in order for us to concentrate in seeking possible solutions to it. We have to bear in mind that no problems we can't endure if we only let God help us as what a famous quote says: A family that prays together, stays together.