1 page synopsis that you think embodies the notion of skepticism Essay

1 page synopsis that you think embodies the notion of skepticism - Essay Example He believes that huge advancements made in scientific research would enable us to meet the aliens on equal footing. The author actually means that as history of civilization has shown, development of society vis-Ã  -vis education, science and technology and democratic pattern of society has made us more tolerant and inclusive society that thrives on understanding and mutual respect. So the more advanced aliens would also behave in similar way and would prefer to understand and corroborate rather than destroy us. It is for this reason that he is skeptic of Stephen Hawking’s prophecy that aliens would be like nomads who would be colonizing planets when they reach there. The article is interesting because it discusses aliens’ invasion or their encounter with us in future. He has doubts about Stephen Hawking’s belief about the nature of encounter with aliens because of his idea that advancements have made us more civilized! Indeed, it has resulted in development but today, we have more wars and acts of violence which have become lethal due to technology. So aliens could be violent species and we should be prepared for that. (words:

Communication & Cultural Studies Essay Example | Topics and Well Written Essays - 1250 words

Communication & Cultural Studies - Essay Example The Mexican people identify with their culture and every work that seems to acknowledge this fact is appreciated by everyone in the country. Diego Rivera had this in mind when doing his painting because it captures the attention citizens in respect to the cultural aspect. This paper under the guidance of Stuart Hall focuses on the cultural identity of the Mexican people and their nationalism as is reflected in Zapatista’s landscape painting. The paper also analyses the effects and operations of other aspects such as racism, and sexuality. The researcher also seeks to understand why the Mexican people appreciate their culture using works in reference to different cultural theories. Diego Rivera’s Zapatista’s Landscape panting symbolically translates the cultural identity of the Mexican people in form of a visual image. Diego uses images as a representational system that embarks on using sings and symbols to bring out meaning of what is happening during the post-revolutionary period in Mexico, the best way for people to understand and reflect. As we shall later see, these symbols give the Mexican people a sense of identity. The representations manifested by the painting are cultural products which are created within the contemporary Mexican society during the post-revolutionary period. The painting contains background information that helps provide insight about the complexity of the situation in Mexico. This instills the Mexican people of the need to uphold their nationalism and remain united to face the challenges the strike them. This painting serves to create awareness among the Mexican people and also enhance curiosity concerning the themes that the artist wants to communicate with his fellow countrymen. Diego Rivera clearly communicated his message to the people through his art works and creates the desire

The United States aggravates Global Warming Essay Example for Free

The United States aggravates Global Warming Essay A super power means a State that has control and capacity to perform action the soonest possible time (Greenstein 34). In this regard, the United States, having earned the reputation of a â€Å"Super power† has the capability to address looming environmental issues, especially those that directly points them as one of the culprits. Global Warming is caused by the abuse of resources and the consequence of a fast-paced, technologically advanced society, creating a serious environmental issue that warrants dedicated cooperation of various States and government (Jensen 57). United States of America is in a position to effect change and address the issue of global warming, but fails to act on it. As a powerful and influential entity, the United States clearly can guide other States into recognizing the global warming issue and initiate the move for alleviating its impending effects. Nonetheless, the United States remain stubborn and indignant by refusing to participate actively in finding the potential solution to the problem (Baumgartner 63). In this regard, it is but right to claim that United States of America should be blamed for Global Warming. United States contribute larger share of environmental hazards Environmental hazards are every nation’s concern (Greenstein 73). In this regard, nations possess opposing views regarding its relevance to present conditions. For one, the United States has been reluctant in ratifying or becoming a member of conventions pertaining to reduction of carbon gas emissions because it would mean that there is detrimental effect for their economy (Verhoosel 97). But on the contrary, their action would mean more losses in the future because then, all resources would have been exhausted economic Journal 21). Global Warming is a state where the environment undergoes change. More often, this word is associated with change in climate. This is attributable to the fact that changes can only happen when there is human intervention or more appropriately, effects caused by human actions. For this very reason it is appropriate to put the blame on first world nations, more specifically United States. In the quest for improvement and technological advancement, the target is to produce more in order to achieve sustainable development. The United States is the leader in creating innovations and in providing new machineries or equipment to help mankind in the tedious task of manual labor. The vision was realized, but the consequences proved to be greater (Ray 72). In 1990s the United States account for a bigger responsibility in the total carbon emissions, as proven by the proposed reduction of their carbon emissions up to twelve percent during the Kyoto Protocol. Over the years, the noticeable detrimental effects of the fast-paced, technologically advanced lifestyle have prompted countries and various States to take action. Foremost of the concern for the protection of the environment is directed at First World Nations that undeniably contribute more to the decline of our environmental condition. This is mainly attributable to the fact that highly industrialized and technologically advance countries would naturally need more resources to utilize, and in so doing, reach a point of abusing what the environment has to offer. Utilization of such raw materials would require the help of machineries that mostly work by using petroleum or gas that emits harmful substances in our surroundings (Verhoosel 82). Given this scenario and counting the years that have gone by since we first started using such tools, it would ultimately result to the inevitable degradation of our mother earth. Environmental summits have been conducted to alleviate the condition of our environment. This is proof that the concern for our environmental situation has tremendously increased over the years. Accountability as Super Power Way back in the early 1990s, countries and states have searched for ways to curb if not totally eradicate the looming environmental concerns. Proof of that is the Earth summit in Rio de Janeiro. The purpose of this convention is to recognize the problem of global warming and to identify its link to human actions (Jeppessen 27). Identifying such human causes could inevitably lead to more solutions for the problem. But the efforts remained futile. Member States could not reach an agreement point where all will participate and contribute for the development of the society. The Green house effect is the result of gas emissions, more specifically carbon dioxide. According to the IPC or the Intergovernmental Panel on Climate change, there has been a significant change in the temperature during the latter parts of the twentieth century, prompting them to analyze and come up with the conclusion that this effect is tremendously caused by the Green house effect. This includes drastic changes in the environment, noticeable irregularities in the sea level, which could affect the production of crops and other agricultural harvest, thereby creating more problems for farmers and others who rely on the natural resources for food and daily living. World Politics determine the relationship that exists among states today. Even the course of history is greatly affected by the decision of the political elites. These so-called Political Elites comprise of State leaders, Prime Ministers, President and Monarchs, all of which have respective power and influence to have an impact in the international community (Neustadt, 17). The reason why leaders are oftentimes called the Makers and the Movers of world history is because highlighting the fact that leaders’ dominance and influence come into play when politics is concerned, and sometimes doing away with what really happened but focusing on who made it happen. This is attributable to the fact that as world leaders, they are expected to and assumed to make a positive difference in the International Community. It would be logical to deal with the situation having in mind that whoever are the responsible entities for such dilemma, given the fact that it would be fair and just to be answerable for the impact of certain states’ action in reference to the environment. The more important aspect of this realization is finding what the solution is and who needs to be accountable for the bigger share of the problem. This detrimental effect of green house is directly linked to industrialized countries that make use of high amount of gas, producing emissions. Given this fact, it is but right to point out that the United States, being a first world nation, is highly industrialized as shown by the various industries, companies and technologically advanced gadgets available in their market. This data would put a stronghold on the claim that United States, takes advantage of the environment by utilizing the resources to the point of exhausting the natural resources provided by mother earth. It would be logical to make United States answerable for the detrimental effects of green house, since they contribute the bigger part to the problem at hand. United States superiority In the Kyoto Protocol, The United States is directly affected because it seeks to lower carbon emissions up to twelve percent (Narula 102). If these conditions are imposed, large portion of the US economy will be affected tremendously, this is the reason why the United States takes advantage of their superiority and uses it to evade such conventions (Ray 213). The reason why up to now, the United States ha snot yet signed the Kyoto Protocol is because they refuse to be controlled. They do not want to take part in the convention if developing countries would not sign. This is a classic example of a super power that refuses to feel obliged to follow other States who are much inferior. Despite the fact that among the effects of global warming caused by the green house effect includes extinctions of various species that cannot adapt to the extreme weather, floods and the unbearable drought can also result from such effect and most importantly, diseases an increase given the irregularity in the weather, the United States remain stubborn. This prompted to more scientists studying and assessing the real causes of the decline in the earth’s environmental condition. Years after, the analysis was still the same. The environment is suffering a great deal because of human influence. The actions of the people towards the surroundings greatly affect the environment which led to its degradation. This served as the alarm bells of environment, leading for the member states to hold another convention called the Kyoto Protocol. This convention emphasized the need for the reduction of emissions caused by carbon dioxide. It is proposed that industrialized countries should make a commitment to lower their carbon gas emissions. The United States did not ratify such convention since they are contesting the condition that they should lower their gas emissions unlike developing countries. But the question lies in who gives more detrimental effect to the environment? Are the developing countries the bigger contributor of problem? It does not appear that way. The reason why the United States is being given a hard time is because of the fact that as an industrialized country, they contribute more gas emissions than what our environment can handle. Given this scenario, it is but just to impose on the United States higher responsibility for their actions. Conclusion The United States should take an active part in earth summit and convention such as Kyoto Protocol. By becoming part of environmental preservation agreements, the United States can show what it means to become a leader. The environment is a very important source of natural wealth. In this sense, it means that all resources that various States and Countries utilize for the development of their respective nations come from the surroundings. To take care of the environment would be the foremost responsibility of States and Countries alike. The promise of economic growth is very appealing, for it will address various economic problems and even pave way for social dilemmas faced by these countries. However, it would be detrimental to neglect looming environmental issues in the midst of progress. The environment is the lifeblood of all nations. All income sources emanate from the environment. Discoveries and technological advancements would not be realized if the environment does not possess the needed raw materials. In this sense, it is but right to give back to mother earth what she freely gave us. The first world nations, being the powerful States should show its power to lead developing countries in the preservation of the environment. Instead of using their power to contradict positive environmental conventions and use it to their advantage, Countries that are regarded as the most influential and powerful nations should strive hard to see to it that the aims of environmental conservation are well favored and observed. Given the influence and the right tools for information dissemination, the United States of America should own up to its reputation as a super power. By using this for the promotion of environmental concerns, their role as a super power is more than just instilling fears but also upholding truths and values. REFERENCES Jensen, Lloyd. Explaining Foreign Policy. Englewood Cliffs, N. J. : Prentice Hall, 1982. Ray, James Lee. Democracies and International Conflict. Columbia: University of South Carolina Press, 1995. Greenstein, Fred. Personality and Politics . Princeton, N. J: Princeton University Press, 1987. Neustadt, Richard. Presidential Power. New York: Wiley, 1976. Graham, Allison. Essence of Decision. Boston: Little Brown, 1981. Baumgartner, Frank. Agendas and Instability in American Politics. Chicago: University of Chicago Press, 1993. Young, Oran. System and Society in World Affairs: Implications for International Organizations. New York: Mc Millan Narula, R, Dunning, JH, 2000. â€Å"Industrial development. Globalization and multinational enterprises: new realities for developing countries. † Oxford Development Studies, vol. 28, pp. 141-167.

The Integration Of Faith And Learning Education Essay

The Integration Of Faith And Learning Education Essay The integration of faith and learning (IFL) has been defined as a multifaceted attempt to distinguish the underlying truth about ones academics and Christianity research study by Garzon, Milacci Boothe (A Phenomenology of the Integration of Faith and Learning). Various IFL models have been developed by scholars, in which some have focused on the interdisciplinary engagement between theology and academics, and others on the intrapersonal and interpersonal elements (Research study by Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning). Research studies in the past on have been conducted with the instructors rather than the students. But current studies have been on the students perceptions of IFL experiences. Students have referred to IFL in various studies in terms of the methods used by the instructor as opposed to the learning of integration by the student. They described IFL as primarily being a teacher activity and not the result of the students behavior (Lawrence, Burton, Nwosu (Refocusing on the Learning). I ask, as Sherr, Huff, Curran did in their research study, What good are our efforts as Christian professors to provide IFL experiences if student do not sense these efforts? And if our efforts to provide IFL experiences are incongruent with the expectations of IFL experiences of students, how can we identify those differences and adapt to provide Christ-centered education? (Research study by Sherr, Huff, Curran (Salient Indicators of Integration). The results from various studies have shown that overall most students desire more real life examples by applying theories to real life situations. They want the opportunity to integrate their faith into their academics through assignments and practicum (Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). The research conducted by Hall, Ripley, Garzon Mangis have found that students learn integration though relational attachments with mentors who personally model that integration. Students valued the quality of the attempt made by the instructor to integrate over the mere act of integration itself. Though they took note of attempts that were half-hearted, insincere, done out of duty, forced, or of poor quality ( all, Ripley, Garzon and Mangis (The Other Side of the Podium). The participants in this study identified three areas that they perceived facilitated integrative experiences in the classroom. The first was the teaching method the instructor used to integrate. They identified five traits of the professor as being significant in effective integration: self-revealing (evidence of an active, personal relationship with God that was observable by the students), caring, welcoming, dedicated and open-minded (the professor must demonstrate genuine care for the students). The second area was in curriculum. The students perceived successful integration when time was intentionally allotted for prayer and integrative discussions and assignments. Sherr, Huff, Curran found that some students did not perceive prayer as being an important factor (Sherr, Huff, Curran (Salient Indicators of Integration). The third area was in the overall climate of the institution. The students welcomed the opportunity to express their Christianity openly and simultaneously with their academic learning. They expressed their satisfaction in not having to separate the two ( Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning) research findings suggested that students perceived that integration can only occur within a caring relationship with a mentor (in this case a professor, administrator, etc). The mentor must be an individual who has spiritual depth and is able to integrate it both inside and outside the classroom. This would require the professor to take the time and effort to get know each student personally, placing a strong emphasis on the process of learning as opposed to solely the concept of learning. Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning). This proposes the importance of the type of professors that are hired with the intention of implementing IFL in the classroom (Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). Lawrence, Burton, Nwosus research concluded that students perceive IFL in terms of the content of the teachings through the methods used by the professor. Most gave examples in terms of the professors actions rather than the students activity. The methods utilized active learning approaches that gave the student opportunities to mentally manipulate and develop ideas (role play, inquiry training). The top three categories were teaching methodologies (conversations with the professor during class time), making connections (the teacher playing an active role in connecting faith with the area of study),and the atmosphere of the classroom (positive, safe, feels accepted and supported) Lawrence, Burton, Nwosu (Refocusing on the Learning). The research of Sherr, Huff, Curran (Salient Indicators of Integration) pinpointed two main indicators of IFL: faculty relationships with God and students, and faculty competence. In terms of the professors relationship with God, the students needed to indentify the professor as being a genuine Christian with a passion for their relationship to the Lord. They also looked for accountability and commitment to God. In terms of the professors relationship with the students, they believed the instructor should demonstrate a genuine care for every aspect of the students live- physical, emotional and spiritual. This was connected to the amount of genuine time and interaction in and out fo the classroom the professor spent with the student. These were individuals who were concerned about helping the student personally develop (Sherr, Huff, Curran (Salient Indicators of Integration). When it came to the professors competence and curriculum, the students belied the professor not only had to be competent, but also able to implement IFL experiences within the curriculum. They made references to using scripture as a reference, assisting students in applying Christian faith in different settings and the professor sharing their personal faith experiences. The students also mentioned the classroom environment as an indicator of IFL. They indentified a sense of belonging acceptance and commitment within the classroom is important. Prayer in the class was not necessarily agreed on as being an important factor (Sherr, Huff, Curran (Salient Indicators of Integration). Reports have indicated that there is no significant learning difference when students are taught at a distance as opposed to traditional face-to-face instruction, though attrition can be higher and satisfaction lower (2006). A blended training approach using videoconferencing for distance education. AND (Research study by Spector (Time Demands in Online Instruction) AND Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Though some argue that the interaction through traditional instruction has the potential for greater social presence, research has shown that online communication does permit high levels of interpersonal communication, thus social presence Research study by Beuchot Bullen (Integration and Interpersonality). There are significant differences in the way students perceive their online learning experiences (Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Asynchronous instruction is independently experienced by the student and does not require simultaneous participation of the student and instructor. It gives every student an opportunity to respond to a topic and encourages more in-depth discussions. It is a more inclusive type of interaction. It limitations include feelings of isolation from students, lack of quick feedback, and not enough time for discussions to mature. This method requires more time to manage and provides less social interaction than synchronous instruction.(Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. Synchronous instruction requires simultaneous involvement between the professor and the student. This method allows multiple users to communicate in real time. Limitations include getting the students online at the same time and moderating conversations with larger groups. They are more difficult implement than asynchronous, though it generates a greater sense of presence and spontaneity. Chats and chat rooms can be utilized with this method (Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. Research study by Johnson showed that students did not report a clear preference for synchronous or asynchronous instruction. 43% of the variance in perceived learning rested in the difference of the students perception of learning. Both forms have advantages and both contribute to student cognitive and affective outcomes. Though the students characteristics seemed to affect asynchronous online behavior and discussion. Perhaps the two methods can be blended in a systematic and object manner in order to maximize the students learning experience (Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. There are significant differences in the way students perceive their online experiences during learning (Research study by Muilenburg Berg (Student Barriers to Online Learning). Results by Johnson have shown that there is no evidence of instructional superiority between the two methods- student achievement was equivalent. Although synchronous is often assumes to be more interactive- students perceptions of such may differ. The reported advantages/disadvantages of both methods may reflect the students personal preference due to characteristics. Students who prefer synchronous over asynchronous text-based computer mediated communication (CMC) may be more social than students who express the reverse preference. Students who expressed the perception that they learned the case studies best when using synchronous chat were at a learning disadvantage when using that CMC mode (Research study Johnson (20008- The Relative Learning Benefits of synchronous and asynchronous). Ng Murphy reported that Some students in their study took an active role(ex: initiating discussion topics and responding to prior contributions), and their involvement did not rely on tutors inputs . Ng Murphy (Evaluating Interactivity and Learning) . This suggests that another factor, like personality, was the cause for such participation. Having two-way audio and video, enabling the students and teachers to see as well as hear each other in real time, is better than those in courses where communication is only one-way. This may increase the sense of social presence, increasing course satisfaction. Blending asynchronous and synchronous methods may eliminate attrition and isolation problems that affect distance education learners (2006). A blended training approach using videoconferencing for distance education Research by Muilenburg Berg (Student Barriers to Onlin Learning) found eight barriers to online learning perceived by students: administrative/instructor issues, social interactions, academic skills, technical skills, learner motivation, time and support for studies, cost and access to the internet, and technical problems. The most critical barriers were social interaction, administrative/instructor issues, learner motivation, and time/support for studies. A lack of social interaction was most severe barrier perceived by students. Findings show that social interaction is strongly related to the effectiveness of learning and course enjoyment. (Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Research study by Beuchot Bullen (Integration and Interpersonality) suggests that interactivity comes about through inner process variables, for example, the interpersonal content of messages. This suggests that online interaction participation may be determined by the type and degree of a students socio-affective content in postings, therefore implying that online instruction should focus more on the development of the socio-emotional climate of virtual communities. It has been shown (Rafaeli and Sudweeks, 1998) that overall, interactive messages are likely to contain self-disclosure, indicating that interactivity may bring about a sense of involvement and belonging. This may be done through allotting additional time for interpersonal connections between students and between the student and professor. One suggestion would be to ensure that students make meaningful interpersonal connections before they engage in cognitive tasks (Beuchot Bullen (Integration and Interpersonality). Online teachers invest significantly more time than traditional face-to-face instructors. Online teachers at various universities believe that preparing and teaching online courses places more stress on the instructors. Research study by Spector (Time Demands in Online Instruction). Research by Dennen indicated that instructors balanced their own need to manage time with the affirming students through regular feedback, but the task was very overwhelming Dennen (From Message Posting to Learning). Based on research results, professors teach online courses out of personal interest, mainly for flexibility. Research study by Spector (Time Demands in Online Instruction). Again rises the importance of carefully selecting professors for clear goals of integration.(Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium).   Course designers and instructors in distant education need to have and understanding on how students interact and how groups develop in computer mediated environments. Research study by Beuchot Bullen (Integration and Interpersonality) Online instruction needs to create and interactive environment for students and teachers through CMC. The Challenge is to balance independent study and bringing each student into contact with others, which is essential in forming any community (interaction/interactivity) (Ng Murphy (Evaluating Interactivity and Learning. Dialogue consists of at least two discussants who communicate in repose to each other. Research conducted by Denned noted that composing and posting messages did not necessarily result in dialogue. Students were going through the motions of dialogue but all aspects were not present.Dennen (From Message Posting to Learning). Conversational treatment by the instructor generated higher quality student contributions, Dennen (From Message Posting to Learning). It has been suggested that moments of conversation within the forum need to be carefully designed themselves- the strategies need to support students construction of meaning. It may not just matter how much instructors post messages that affects class dialogue, but also how why compose those messages. Distant learning activities must be relevant and goal based in order to attract student participation. The learning objective and relevance should be made clear to the students. Socialization can also incite participation. The discussion prompts that where effective in prompting student dialogue had clear guidelines and gave each student the opportunity to have a unique response. The instructor feedback also motivated students to participate more. Dennen (From Message Posting to Learning) The Research study by Ng Murphy (Evaluating Interactivity and Learning) results were that the number of genuinely interactive messages were limited. There was little evidence of the students participating collectively and building upon each others contribution. The learners DID NOT use forum to share experience or self-reflections. Though evidence of cognitive skills in their responses was evident, higher-order reasoning skills- such as critical thinking and problem resolution- were not demonstrated. (Ng Murphy (Evaluating Interactivity and Learning) Research Proposal Research Rational Research studies have given us an idea of some of the primary indicators of IFL experiences perceived by students: relational attachments with mentors Ripley, Garzon and Mangis (The Other Side of the Podium).; Teaching methods with an instructor who is self-revealing, caring, welcoming, dedicated and open-minded ( Hall, Ripley, Garzon and Mangis (The Other Side of the Podium); within a caring relationship with a mentor Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning); faculty relationships with God and students, and faculty competence Sherr, Huff, Curran (Salient Indicators of Integration). Research has also shown that there is no difference in online and traditional face-to -face learning, as well as no significant different between synchronous and asynchronous teaching methods. This study asks the question, What are distant learners perceptions of efficient faculty efforts in facilitating IFL experiences using current and intentionally increased and focused IFL goals, and current and various CMC (Computer Mediated Communication) methods? Purpose of Research The purpose of this study is to assess whether the same indicators of IFL experiences are perceived by distant learners as traditional, face-to-face learners. If not, what are some of the different indicators? Although studies have proven no significant difference in asynchronous and synchronous methods in learning, we will assess whether or not there are differences when it comes to the students perceptions of IFL experiences. Also, we will increase the focus and goals of IFL experiences, making them intentional and known to the students and assess if there is any differences between intentionally increased and focused methods of IFL goals and the current ones the institution uses. The theoretical implication will be to compare the institutions current IFL goals and methods with the same goals but using primarily asynchronous methods, synchronous methods, and finally a balanced blend of both methods. Then increase the IFL goals and compare them to the same increased goals but using primarily asynchronous methods, and then synchronous methods. The results from the current goals will be compared to the intentionally increased and focused goals. Method Participants The study will be conducted over the course of one complete year, consisting of a 4 consecutive semesters (beginning with a summer semester and the following fall, spring, and summer semesters).Undergraduates and graduate students from three Christian higher education institutions will be surveyed. The institutions will be from different regions of the US, as well as from difference Christian denominations. There will be 8 professors used (2 female undergraduate professors, 2 male undergraduate professors, 2 female graduate professors, and 2 male graduate professors) to implement the current IFL goals and the intentionally increased and focused goals. There will be 8 courses (4 undergraduate and 4 graduate) randomly chosen from 4 various schools of study (education, arts and science, business, religion, etc.) each institution offers. Materials A survey questionnaire will be given to each student to fill out during the last week of the course. It will consist of open-end questions. This method of data collection will be identical between each institution and will be collected over the course of four consecutive semesters. Design Qualitative data will be obtained by having each participant fill out a survey questionnaire. The survey will consist of open-ended questions. in order to give each student an opportunity to give their perception and initiate candid responses. Procedures This experiment would be conducted in 2 parts: Study A and Study B. Study A will be conducted in three Christian institutions, assessing eight courses: four (2 undergraduate and 2 graduate) analyzing current IFL goals and various CMC teaching methods and four (2 undergraduate and 2 graduate) analyzing intentionally increased and focused IFL goals and various CMC teaching methods. Study A Analyze the current IFL goals using the institutions current methods in a Summer Semester, 20YY. Study will have no control over this particular instructor (male or female). Analyze the current IFL goals using mainly asynchronous CMC methods in the Fall Semester, 20YY. Study will have control over instructor (male or female who will be trained in Asynchronous methods). Analyze the current IFL goals using mainly synchronous methods in the Spring Semester, 20ZZ. Study will have control over the instructor (male or female who will be trained in Synchronous methods). Analyze the current IFL goals using a balanced combination of asynchronous and synchronous methods in the Summer Semester, 20ZZ. Study will have control over the instructor (male or female who was trained in a balanced combination of asynchronous and synchronous methods). Study B Analyze intentionally increased and focused IFL goals using current methods simultaneously in study As Summer Semester, 20YY. Study will have no control over this particular instructor (male or female). Analyze intentionally increased and focused IFL goals using mainly asynchronous methods simultaneously in study As Fall Semester, 20YY. Study will have control over instructor (male or female who will be trained in increased IFL goals through asynchronous methods). Analyze intentionally increased and focused IFL goals using mainly synchronous methods simultaneously in study As Spring Semester, 20ZZ, Study will have control over instructor (male or female who will be trained in increased IFL goals through synchronous methods). Analyze intentionally increased and focused IFL goals through a balanced blend of asynchronous and synchronous methods simultaneously in study As Summer Semester, 20ZZ. Study will have control over instructor (male or female who was trained in increasing IFL experiences through a balanced combination of synchronous methods. Data Analysis There will be three researchers. Two of the three researchers will: STUDY A: Analyze and Compare current IFL methods against each group that received treatment; Analyze and Compare each treated group against each other; Come together and resolve any discrepancies. STUDY B: Analyze and Compare Increased, focused and intentional IFL goals through current methods against each group that received treatment of increased, focused and intentional IFL goals; Analyze and Compare each Increased, focused and intentional IFL goals that received treatment ; Come together and resolve any discrepancies. The third blind research will analyze and compare each group as mentioned above; join with the other two to resolve any further discrepancies along the way.

Society, Gender Roles and Gender-Conflict Essay -- Research Papers

Society, Gender Roles and Gender-Conflict Time and time again gender-conflict is brought to the attention of the public in various forms. In our time someone who wants to make a point about gender-conflict and the inequality that is present will be more likely to use television or song to reach their audience. This however is a fairly new technology. Books or some form of writing on the other hand have been around for thousands of years. Gender-conflict is nothing new. It is not as though one day it just came out of no where. It has been around since the dawn of time. What is a man’s place and what is a woman’s place in society or is there really a specific place at all; further more are we even really that different to begin with? Two classic novels To the Lighthouse and Lady Oracle are perfect examples of how gender-conflict is viewed and present in our society, but what is it that they are trying to teach us? One of the central motif’s in To the Lighthouse is the conflict between the feminine and masc uline principles at work in pretty much the entire universe. Mrs. Ramsay, with her emotional, poetical frame of mind, represents the female principle, while Mr. Ramsay, a self-centered philosopher, expresses the male principle in his rational point of view. Both of which are flawed by their restricted and somewhat ignorant perspectives. A painter and friend of the family, Lily Briscoe, is Woolf's vision of the ideal blending of male and female qualities. When looked at more deeply Lily does not only personifies the ideal male/female role in society but she is also representation of Woolf herself (Fokkema, 14). Growing up as a female little alone trying to fit into the stereotypical role a women is expected to fill in a mal... ...and ignorant. We all know what must be done to overcome the stereotypes placed in the society. It is just a matter of time. The two novels give us a better look into humanity and what it means to be human, not make or female, but human. Basically what these novels teach us is that it is fatal to be a man or a woman pure and simple; one must be woman-manly or man-womanly. Works Cited Atwood, Margaret. Lady Oracle.Toronto: Seal Books, 1999. Cooke, Nathalie. Margaret Atwood: A biography. ECW Press, 1988. Dworkin, Andrea. Woman Hating. New York: Dutton, 1974. Fokkema, Douwe W. An Interpretation of To the Lighthouse: With Reference to the Code of Modernism. Tel Aviv, Israel, 1979. Ruddick, Lisa. The Seen and the Unseen: Virginia Woolf's To the Lighthouse. Cambridge: Harvard, 1977. Woolf, Virginia. To the Lighthouse. New York: Oxford, 1999.

Avarice in Ben Jonsons Volpone Essay -- English Literature

What a rare punishment/Is avarice to itself! Volpone, Act 1, sc.iv. Do the events in the play confirm this? Volpone was written at a time when Jacobean London was infected with greed, cunning and credulity. These traits Ben Jonson used to show the folly of avarice and its rewards or punishment to those whose only love is money and appropriating more of it. Volpone is all about morals, greed and the depths people will sink to get what they want, despite its consequences on themselves and others. The Jacobean audiences were familiar with its setting in Venice and they thought Italy 'was the land of sensational evil-doing. Among Italian cities Venice ... stood in the front rank for this sinister repute.' (Barish, 1972: 65) So the choice of setting was deliberate, he wanted t...

Powerful and moving poem Essay

   The vulnerability of a country that is vast and until this point as pointed out â€Å"in worth and name†. Though time has passed and â€Å"smokes dark bruise/ has paled†, it is a â€Å"wound† that is exposed beneath such bruising. The personification of the smoke highlights the weakness in humans, and then being carried onto the country itself, yet it is â€Å"soothed† by nature, â€Å"dabbed at and eased by rain†. It is as if the environment is attempting to heal the ‘exposed wound’. However the use of yet use of the word â€Å"exposing† highlights the scale of this devastation; it is as though it has been uncovered and peeled back- the country’s vulnerability is exposed and it is manifested in destruction and loss. The fact that the smoke â€Å"has paled† highlights that time has passed in which the wound has become clear to onlookers, and this wound is not only literal but metaphorical- the country is injured and was exposed to threat at that precise moment. The image of the ‘half-excoriated Apple Mac’ is presented as a metaphor for the attack that has affected the big apple. The Apple-Mac is â€Å"half –excoriated†- flayed, stripped of its skin, much like the country itself. The word â€Å"excoriated† is almost onomatopoeic as it mimics the stripped flesh (which is associated with great pain). This would cause great grief across the intended audience, and it will most likely bring back memories across the listeners. It is also significant that the Apple-Mac is described to have been â€Å"half –excoriated†- flayed, stripped of its skin, which is a similarity at this point of time as the country itself; America. The fact that the computer ‘still quotes’ Dow Jones, although it would take one person’s knowledge to know that the stock markets that day had crashed. This will also show how not only did America suffer from the losses, and ruin, but they did financially. The use of â€Å"hindsight† and â€Å"retrospect† in the sixth and seventh stanzas is indicative of the time that has passed to now look back upon the attack, perhaps in disbelief, shock, horror, and in some aspects we find ourselves awing and this suggested by the reference to the â€Å"weird prospect / of a passenger plane beading an office block†. The â€Å"force† is a nameless enemy, it does not have shape or form or identifying features and this reinforces its threat and perhaps its inevitability â€Å"moving headlong forwards, locked on a collision course†. The use of locked creates the impression that such a â€Å"collision course† is indeed inescapable- there is no getting away from that which is locked, it is immoveable and in this case pre-destined. In the Last stanza Armitage recalls the time when television footage showed helpless victims jumping from the flaming towers. The worlds which â€Å"thinned to an instant† make â€Å"furious contact†- this implies a fusion of anger and great energy, the fury spelling out wrath and pain. †. This moment of time is explored by Armitage in the final stanza; â€Å"during which†- highlighting the passage of time in which the media â€Å"framed/ moments of grace†. â€Å"Earth and heaven fused. † Armitage draws together celestial and earthly beings in the collision of earth and sky, life and death, terror and peace to mere â€Å"moments. Here the knowledge of the reader is called upon as one recalls the television footage of helpless victims jumping from the flaming towers. From this we determine that Armitage has made this poem with a hidden yearn to try and move the reader and intended audience with his strong choice of words. Whilst being simplistic, they are ‘given’ power by the genre and situation they are put into. By Arjun Nazran 10H Page of 2 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Other Poets section.