Sexuality in Todays Society Essay Example | Topics and Well Written Essays - 1750 words

Sexuality in Todays Society - Essay Example This report stresses that today many teens are engaging in sexual promiscuity thus resulting to many of them falling for unwanted pregnancies. This has been encouraged by the many writings on sex, sex films and plays which depict sexual matters without a distinct coverage. For instance today pornography is being watched by people across all ages, young children who cannot even define their sexuality included. Thus the openness of sex may be said as having positive impact but it is largely negative. In today’s society parents have also been reluctant to control their children sexual habits thus worsening the situation. This is partly due to the increasing number of working class parents who end up having less time with their children. Therefore it is a high time that parents realized their role in teaching their children in relation to their sexual habits. This paper makes a conclusion that the society today is obsessed with sex and the question that comes to the fore relates to how the society should behave in relation to the issue of sexuality. In this aspect religion is an important tool for fighting unfavorable sexuality issues. This is because religious groups mostly advocate for sexual purity which ought to be of great importance in the society today. However it has proved difficult to maintain sexual purity today considering that many cultures are obsessed with sex and permissiveness in all types of sexual expressions.

Wal-Mart Strategic Management Essay Example | Topics and Well Written Essays - 2750 words

Wal-Mart Strategic Management - Essay Example But certainly the situation was not the same in the late 1950s or early 1960s, when Wal-Mart began its operations. Porter's five forces analysis proves to be quite useful in finding out the attractiveness of an industry. Porter came out with the five forces analysis, which helps in analyzing the attractiveness of an industry by taking into account different aspects of the business. Porter's Five Forces have become a yardstick for assessing industry profitability. This helps the retailer in consistent performance and planning. The five forces are; Suppliers: In today's context, large supermarkets like Wal-Mart have the overwhelming advantage over the small shopkeepers, as they are in a position to dictate the price they pay to the suppliers. The situation may not be as challenging for suppliers as now, but the lucre of supplying large quantities to reputed companies had always been there, as it helps the suppliers to leverage the economies of scale. Well, the number of stores of Wal-Mart and its presence was not as prevalent as today, but we must also take into account that the population and number of customers too was less. Therefore, even if we go back by about 55-60 years, we could easily figure out that the power of suppliers was not substantial enough to dictate terms to Wal-Mart. This helped the company to further strengthen its discount retail business. Competition: Competition in the retail business is a relatively newer phenomenon. The era of colonialism can very well be said to have given shape to the trend of globalization, but the roots of modern era of globalization came on the horizon in the late 1970s or early 1980s. Policies of liberalization by many countries around the world provided the all important catalyst to the modern era of globalization. There were indeed some reputed companies like K-Mart, Sobeys Inc, Family Thrift Centre etc in the retail business when Wal-Mart came out its concept of discount retail business, which might have given interesting competition to Wal-Mart even during those early days. Potential Entrants: Looking at the number of retailers and timeline of their origin, it becomes quite clear that the retail business seemed to attract quite a few entrepreneurs. Dan's Super Market, Wally's Supermarkets etc. are some of the new entrants during the 1950s, which found the retail business quite attractive. Therefore, while carrying out the discount retail business, the threat of new entrants was quite genuine one for the company even during those days. Buyer/ Customer's Power: If we go by the present circumstances, it is amply clear that today the customer is indeed treated like a king. Today companies believe in trying all out efforts to invite the attention of the customers and provide them with attractive discounts, better quality products and services. But the situation

Barriers to ICT in Nigeria School Research

Barriers to ICT in Nigeria School Research Information communication technologies (ICTs) are information usage tools that are used for the production, storage, processing, and distribution and exchanging of information. The many different information tools work together, and merge to make a networked world- which gets into every part of the world (UNDP Evaluation Office, 2001). It is a progressively more powerful tool for getting involved in global markets, enhancing political accountability; recovering and making better the delivery of basic services; and enhancing many development opportunities (UNDP, 2006). Ogunsola (2005) says Information Communication and Technology is a based electronic system use for transmission of information, to respond, process and retrieve, which has influenced the way we generally live our lives. Access to global knowledge and communication can be gained (Ogunsola, 2005). The use of ICTs by student make them get more knowledge and understanding to complicated subject topics and concepts and are m ore likely to remember information gained and apply it outside the walls of the classroom. (Apple Computer, 2002). In addition, students deepen their understanding and knowledge through ICT because there is access to information at different levels. (CEO Forum on Education and Technology, 2001). Nigeria is a developing country populated with over 124,009,000 people.60% of the population in Nigeria lives in the rural area which do not even have access to social amenities like computers or IT amenities for distribution of information. Most schools in Nigeria do not have computer systems in their schools and even those that have do not make use of it or get the full utilization of the effectiveness and efficiency of information technology. The development of information technology in Nigeria has not attained the required heights which is affecting the use information and communication technology in the education system of the country. (Oyebisi, 2003) Education System in Nigeria is structured into four different levels; we have the primary education, secondary education which is divided into two different cycles-junior secondary school and senior secondary school, and we have also got the Tertiary and higher education level. The primary education is run for six years for ages from 5 to 11yrs after an examination called common entrance is written to secure admission into the junior secondary school education, the junior secondary school cycle is run for 3 years and from age 11 to 13 years and also the senior secondary school cycle also run for 3years from age 13 to 16 years after which a senior secondary school certificate (SSCE) is taken which stands as a requirement for entrance into the tertiary and higher education level. The tertiary and higher education level comprises of universities, polytechnics and college of education. (International organization for Migration). This dissertation will be a study on the secondary educatio n level in Nigeria focusing on the senior secondary school cycle. In Nigeria, the ability and effect of information technology has been known in the school system. (Yusuf, 2005).The evidence of this is shown in different reform policies laid down by the country to integrate ICT especially computer in the Nigeria school system. The federal government 1988 document policy implements the introduction of computer studies, both software and hardware, to the various levels of education in the country. The document also stated that secondary school teachers should be trained which was facilitated by introducing computer systems some of the secondary schools. In 2004, the revised National Policy on Education (FRN, 2004) focuses more on the need of ICT at all Nigeria education levels. For example, in the section 11 sub-section 102 (a) states that All states, Teachers Resource Centres, University Institutes of Education and other professional bodies shall belong to the network of information and communication technology (ICT) (p.53) and also further stated in the section 11 sub-section 102(d) states Government shall provide facilities and necessary infrastructure for the promotion of information and communication Technology at all levels of education (p.53). However, despite the written documents were accepted, they were not implemented which has left Nigeria to still be lacking in the usage of Information technology in the Nigeria education institutions. 1.1 RATIONALE FOR THE RESEARCH Information and Communication technology has made impact in all aspects of life (Oliver, 2002). Information and communication Technology has proved and provided so many positive effects in every aspects of any country, organization. Many countries have experienced drastically change in their environment especially their education factor through the use of information technology. In spite of such positive impact most developing countries like Nigeria are still yet to efficiently and effectively incorporate the use of information and communication technology into their educational system. This study will be researching the barriers and also factors that preventing the effective and efficient use of ICT in Nigeria and the steps to be taken to improve the usage of ICT. 1.2 RESEARCH QUESTION The research question developed to guide the study is What are the factors preventing the usage of Information and communication Technology (ICT) in the senior secondary school educational system of Nigeria? And what steps that could be taken to promote ICT usage in this sector? The following research sub questions were developed to guide the study: What is the current secondary school education system in Nigeria? What is the current level of usage of ICT in senior secondary school education system in Nigeria? What are the factors influencing usage of ICT in Nigeria senior secondary school education system? What are the barriers affecting the usage of ICT in Nigeria senior secondary school education system? What can be done to improve the current situation of ICT usage in Nigeria senior secondary school education? 1.3 AIM OF THE STUDY The aim of this research is to be able to identify and analyze the different barriers preventing the usage of ICT in the Nigeria senior secondary school education system and make suitable recommendations to improve the current usage. 1.4 OBJECTIVE OF THE STUDY The objectives of this study: To understand Nigeria current senior secondary school education system. To understand the current usage level of ICT in senior secondary school education in Nigeria. To identify the factors influencing the usage of ICT in senior secondary school education in Nigeria. To identify the barriers affecting the usage of ICT in senior secondary school education in Nigeria. To establish the suitable ways by which the usage of ICT in senior secondary education in Nigeria can be effective 1.5 GANTT CHART The Gantt chart shows the framework for the research in terms of time scale apportioned to the different aspect of the research. Its a representation of the different tasks and activities that will be done in the research project. (See Appendix 1) CHAPTER TWO 2.0 LITERATURE REVIEW Africa has experienced the growth of ICTs in different areas over the past decades and it includes education. The metamorphosis from teacher-centred educational method to learner -centred education the all over the world in the previous years, adds to the use of ICTs in education. Lending from the phrase Knowledge -Driven world as envisioned by (Hawkins, 2004;Inwent, 2004), it connotes that education developmental practices must centre on the same access (i.e. equal) and value of education which should emphasize the significance of change in the educational sector via use of ICTs and providing new generations with improved expertise to operate in the 21st century. The use of ICTs in African countries and Nigeria in general is rising and considerably increasing. Conversely, while there is a vast knowledge on how ICTs are being implemented in advanced countries, there is less information on the method in which ICTs are being brought in into schools in less advanced countries (Beukes-Amiss and Chiware, 2006). Observing the less-developed countries in accordance to these authors, there is usually a short access time for each month using ICTs via both the students and teachers and even a lesser time taken with good Internet access. It ought to be observed that accessibility of ICTs with reference to access in terms of proportion of teachers to students varies considerably. In spite of this, the recent and rising technologies challenges the conventional process of Learning and teaching, and the manner in which education is controlled or managed. Despite the fact that ICT is a vital area of research in its own right, it is getting a key impact throug h all prospectus areas. Simple global communication gives immediate access to a wide array of data, challenging assessment and assimilation skills (Fowowe, 2006). Rapid communication and better access to ICTs in homes, educational establishment, and at work may possibly mean that acquisition of knowledge or learning turn out to be a truly lifelong activity-activities via which the rate of hi-tech change, forces continuous assessment of the teaching progression or process itself. Besides the importance of the research, laying emphasis on the part of the Internet and students mind-set or attitudes towards it has been well thought-out. Nowadays, Internet has become our part of communal order via the provision of a variety of functions. On the other hand however, it has immense function by implementation of method of education and system at all the society. Moreover; having awareness of the educational technologies and its major parts as Internet needs being more creative i.e. readiness, to put in new growth, creativeness or originality for learning, allowing individuals have their own learning with supportive and collective intelligence, making significant learning based on the constructivist approach (Maddux, et al., 1997). 2.1 FACTORS CONTRIBUTING TO USING ICT IN THE CLASSROOM In Accordance to Cox and Preston (1999), there are quite a few factors that have been recognized which could support and influence teachers in the usage of ICT in classrooms. In order to examine these factors furthermore with reference to teachers ICT use, the research makes use of the TAM (Technology Acceptance Model) done by Bagozzi, Davis and Warshaw (1989) which was an edition of hypothesis of reason action by Fisbein and Ajzen (1980) to examine the basis for the usage of ICTs by teachers. 107 adult users who had been using a managerial system for 14 weeks were tested with this model, and it was observed that peoples usage of computer was guided by the intents of their minds to use it and that knowledge effectiveness was also strongly related to these aims. 2.2 TEACHERS AND INSTRUCTIONAL APPLICATIONS OF ICTS Several different types of technology could be used to maintain and improve learning. All from digital moviemaking, video content, to handheld technologies and laptop computing has been used in classrooms. Likewise, new usage of technology such as pod casting are constantly emerging (Marshall, 2002). From Marshals view point, a variety of technologies brings different types of package and provides different purposes in the classroom. E-mail and Word processing promotes communicational skills; spreadsheet and database programmes promote organizational skills; and software for modelling promotes the basic understanding of Mathematics and Science concepts. It is imperative to look at how these electronic technologies vary and what type makes them essential as a van for education (Berker, 1994). Available technologies in classrooms nowadays vary from simple tool-based functions for example word processors, to scientific repositories of online data. Others are handheld computers, primary historical documents, two-way distance learning classrooms and closed-circuit television channels. Prensky (2005) emphasized that even the mobile phones that a lot of people now take with them can be used to gain knowledge. In accordance with Zhao and Lei (2006) all technology is possible to play diverse roles in the learning of students. Instead of trying to illustrate the effect of all technologies by putting them as the same, researchers ought to consider the various types of technologies that are being used in class-rooms and for what intentions. Two universal differences can then be looked at from the literature. Learners can study from computers where technologies are used basically as teachers and tend to enhance students essential knowledge and skills. Furthermore, it is feasible for them to be taught with computers where technologies are used as tools that can be used in varieties of goals in the knowledge acquisition process and can be as resources to help in the development of advanced order thinking, research skills and creativity (Ring staff and Kelley, 2002; Reeves, 1998). Murphy, et al., (2001), said that the primary structure of student studying from computers is explained as DES (Discrete Educational Software), CAI (Computer-assisted Instruction), ILS (Integrated Learning System), and CBI (Computer-based instruction). Applications of this software are also the most broadly accessible applications of learning machinery in schools nowadays, alongside the word-processing software, and have immensely helped in classroom for over 20 years (Wong, Ravity, Becker, 1999). Murphy et al., (2001) elucidates that teachers employ the use of (Discrete Educational Software) DES not only to enhance teaching, as in the previous years, but to provide means for self study, bring in topics, and give chances to learn ideas otherwise difficult to get to students. The software also performs two key hypotheses about how computers can aid learning. Primarily, the users capability to relate with the software is barely described in methods intended particularly to encourage studying with the tools. Secondly, computers are seen as a medium for acquiring knowledge, to a certain extent than as tools which may perhaps support more learning. As Discrete Educational Software (DES) is known as the universal method or approach to computer use in students acquisition of knowledge. Of late, the usage of computers in schools has developed more varieties as educators identify the potency of studying with technology as a way of enhancing or improving students problem solving abiliti es and reasoning. Zhang (2005) remarks that this move that has been motivated by the superfluity of communication devices and new information now more available to students at home and in school , each of which gives new enablement to students and teachers alike for enhancing and improving student success and to meet demands the 21st century skills. 2.3 BARRIERS TO ICT USAGE IN EDUCATION The observation that teachers proficiency and lack of understanding to weigh up the use, tasks and roles of ICT in education as the two major factors obstructing teachers willingness and self-confidence in using ICT support. Likewise, (JISC, 2004) in their observation on rising development in learning technology showed that the most noteworthy obstacles seen are linked to the training of staff in the use of ICT, staff attitude, access and ICT expertise in general. Furthermore (Elgort, Marshall Mitchell, 2003) similarly reported that staffs keep on identifying a lack of time as an obstacle to the use of technology. At the same time this has been interpreted to mean that staffs have not had the moment in time to attain the essential or Basic skills needed, which now appears more probable that it reveals a sense of main concern communicated by the institution and a need by academics to see a revisit on the investment or outlay of their time in accelerating their teaching and educationa l delivery with latest technology. Earlier study of academic staff attitude and manner of approach to the use of technology has also repetitively discovered time and a lack of such examples (e.g. knowledge and skills) as major obstacles to technology implementation (Marshall, 2000). The observation of ICT, has been user-friendly by teachers in this research is significantly relevant what Cox et al. (1999) observed. This is owing to the fact that most factors that teachers regard as making it easier to use ICTs was seen by Cox et al. as adding to the constant use of ICT by teachers in their learning, and which were also seen to be of main importance to these teachers in their teaching. The issues are: making the courses easier, interesting, and more diverse, more fun for them and their pupils, more enjoyable and more motivating for the pupils among others. In addition, it should be of a worthy note that in TAM (Technology Acceptance Model) by (Davis et al., 1989), one of the fundamental themes studied was apparently ease of use. This, in accordance to Davis generally influences peoples acceptance or approval to use a particular technology. CHAPTER THREE 3.0 RESEARCH METHODOLOGY Research is a cautious enquiry or search into a research question, or venture to ascertain new, or gather old facts etc., by methodical study of a subject. A good research is organized, truthful, and regularly assisted by knowledge of experts. It is governed by an in-depth understanding of what it means to be acquainted with something, by principles for performing things observed, for putting together and evaluating evidence to enable choices to be made between competing accounts of an observable fact, for testing the reliability of conclusions (Sharp et al, 2006) The research methodology is divided into parts: The research design and the data collection. 3.1 RESEARCH DESIGN 3.1.1 Research Approach There are two types of approaches to a research, inductive approach and deductive approach. These two approaches are use to assess information. 3.1.1.1 Inductive Approach Inductive approach is a research approach that has to do with collection of data and then analyse the data, from which a theory is developed. It emphasize on having understanding on the human factor reasoning. It uses quantitative method in collection of data. The researcher is part of the process of the research. (Saunders, et al, 2009). 3.1.1.2 Deductive Approach For the purpose of this study, deductive approach will be used. Deductive approach is an approach that has to do with shifting from theory to data; there is development of theory or hypotheses, in which a research strategy is designed to test it. It emphasizes more on scientific principles. It is a highly structured approach. It uses collection of qualitative method (Saunders, et al, 2009). Deductive approach analyse the relationship between research and theory. Theories that have been developed are then tested. Theories gathered are quite illuminating until they are tested. A researchers analysis of any theory may change after data has been collected, tested and analyse. These may be because ,new theories might have been developed before the researchers finishes his or her analysis and also the data collected by the researcher may not fit into the real or initial theory. (Alan, et al, 2007) The process of deductive approach is-Theory, Hypothesis, Data collection, Findings, Hypothesis confirmed or rejected and Revision of theory. (Alan, et al, 2007) 3.1.1.3 WHY DEDUCTIVE APPROACH? The approach that will be used for this study is deductive approach because it is already established that Information and Communication Technology has made a very great impact in education but despite this Nigeria is still lacking in the use of ICT in education. Most of the secondary school students are yet to use a computer in their studies and teachers are finding it very difficult to change their system of teaching by using ICT in their system f teaching. Therefore here will now be collection of data through questionnaires to test this theory. 3.2 DATA ANALYSIS There are two types of methods used in data analysis, they are: Quantitative analysis Qualitative analysis 3.2.1 Quantitative analysis Quantitative analysis is a type of analysis that uses numerical data for its data analysis process like graphs collecting data through data collection technique such as questionnaire. (Saunders, et al, 2009). 3.2.2 Qualitative analysis Qualitative analysis is a type of analysis that uses non-numerical data for its data analysis process such as categorising data through data collection technique such as Interview. (Saunders, et al, 2009). Researchers that make use of qualitative analysis gets close to the targeted population which are being researched so as he or she can have a better understanding of them in terms of behaviour, beliefs and values. In qualitative analysis, new research concepts and theories emerges out of the collected data .Due to the relationship that tend to exist between the researcher and the people he or she is investigating, qualitative researchers play an active role in the research design and gets more involved in whole process. 3.3 PROPOSED RESEARCH STRATEGY FOR THE CURRENT STUDY The research strategy chosen must be able to answer the research question and sub-questions appropriately and also meet up the objectives set.(Saunders,et al,2009).There are many types of research strategies which include, experiment, survey, case study, action research, grounded theory, ethnography and archival research. . (Saunders, et al, 2009).For the purpose of this study, the research strategy to be used is survey. Survey strategy enables one to sampling, whereby data can be collected from a small population representing a large size population. 3.4 DATA COLLECTION METHOD The data collection method that will be used is questionnaire and which will be administered by using postal and also telephone interview. The postal or mail questionnaire will be administered to respondents which are principals, teachers and students, which will be sampled randomly, while the respondent for telephone interview will be Government official. 3.5 POPULATION TO BE SAMPLED The participant s will involve 25 principals, 250 teachers and also 250 students will be selected randomly from different senior secondary schools.10 Government officials will be used for the telephone interview. The questionnaire given will be filled by the respondents, which will be collected back. 3.6 TYPE OF DATA The kind of data to be collected include: Gender; Age; Qualification; Experience; school location, Education Level, ETC and also further questions to be asked are What is your level of computer literacy? Which kind of ICT do you have access to in your school? How frequent do you have access to the ICT items per week? What is the adequate level of the availability of ICT and access to them? What are the activities done with ICT items? What are the factors hindering the usage of ICT in the school? These are just few out of the questions to be set in the questionnaire; more questions will be added as i further into the study. 3.7 PROPOSED RESEARCH ANALYSIS FOR THE CURRENT STUDY The combination of both Qualitative and Quantitative analysis would be use for the purpose of this research for the data collected; because numerical data will be used for it data analysis and questionnaire will be used as the data collection technique and also the interview that will be conducted with the government officials will be analysed with quantitative. They will be given their opinions in the answering of the questions. REFERENCES Apple Computer, (2002).The impact of technology on students achievement. Available at:http://www.aple.com/education/research/index2.html {Accessed on{12/05/2010} Ajzen, I., Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs,NJ: Prentice-Hall. Alan B.Emman B.(2007).Business research methods.(2nd edition).Oxford University Press Inc.,New York. Becker, H.J. (1994).Internet use by teachers. Available at: http://www.crio.uci.edu/TLC/findings/Internet-Use/startpage.html. {Accessed 25 May 2010} Becker, H.J.; Ravitz, J.L, Wong, Y (1999). Teacher and teacher directed student use of computers and software. Center for Research on Information Technology and Organisations, University of California,Irvin, and University of Minnesota. Beukes-Amiss, C.M. .Chiware, E.R.T. (2006).The impact of diffusion of ICTs into educational practices, howgood or how bad? A review of the Namibia situation. Available at:http://www.dspace.unam.na:8443/dspace/bitstream/1995/244/impact+diffusionICTedupdf {Accessed 23 May 2010} CEO Forum on Education Technology (2001). School technology and readiness report: Key building blocks for student achievement in the 21st century: integrating digital content. Washington, DC: Author. Available at: http://www.ceoforum.org/downloads/report4.pdf Cox, M.J., Preston, C., Cox, K. (1999) What Motivates Teachers to use ICT? Paper presented at the British Davis, F.D, Bagozzi, R.P Warshaw, P.R. (1989) User acceptance of computer technology: a comparison of two theoretical models. Management Science. 35(8). 982-1003 Educational Research Association Conference. Brighton. September. Federal Republic of Nigeria (FRN) (2004).National policy on education (4th edition.)Lagos: NERDC Press Fowowe, S.S. (2006).Information technology: A veritable tools for sustaining the Universal Basic Education Programme in Africa. Paper presented at the African conference on Achieving Universal Basic/Primary Education in Africa in 2015. University of Botswana. 16- 19 October Gray, D.S. . Souter, N. (2003).Secondary science teachers use of, and attitude towards ICT in Scotland. A Report, University of Strathclyde, Glasgow, UK. Hawkins, R.J. (2004). Ten lessons for ICT and Education in the Developing World. World. Inwent. (2004) eLearning development and implementation: course information and documentation. Bonn: Inwent International organization for Migration, Ireland.()Available at:http://www.iomdublin.org/DORAS%20Nigeria%20Education.html#Secondaryeducation{Accessed 12 May 2010} JISC. (2004).Developing maturity in e-learning. Available at: http://www.aclearn.net [Accessed 21 May 2010] Kelly, K. (2002). Lesson study: Can Japanese methods translate to U.S. schools? Harvard Education Letter,18(3), 4-7. Lei, J. Zhao. (2006). Technology uses and student achievement: A longitudinal study. Computers and Education. Available at: http://www.sciencedirect.com {Accessed on 02 June 2010}. MADDUX, C., et al. (1997). Educational Computing. A Viacom Company in United States of America. Marshall, J.M. (2002).Learning with technology: Evidence that technology can, and does support learning .San Diego: State University Marshall, S., Elgort, I., Mitchell, G. (2003).Raising the Valleys: An Approach to Developing Staff Capability in e-Learning. Available at: http://surveys.canterbury.ac.nz/herdsa03/pdfsnon/N1123.pdf [Accessed 21 May 2010] Marshall, S. (2000). Report on the 2000 UTDC Survey of Academic Staff Needs for Teaching Technology Support. Wellington NZ, Victoria University of Wellington. Murphy, R., Penuel, W., Means, B., Korbak, C., Whaley, A. (2001). E-DESK: A review of recent evidence on the effectiveness of discrete Educational Software. Menlo Park, CA: SRI International. Ogunsola, L.A. (2005). Information communication technologies and the effects of globalization: Twenty-first century digital slavery for developing countries- Myth or Reality? Electronic Journal of Academic and Special Librarianship 6 (1- 2) 1-10. Oliver,R.(2002).The role of ICT in higher education for the 21st century: ICT as a change agent for education.Available at http: {Accessed 10 May 2010} Oyebisi, T.O (2003).The impact of the environment on the growth of the Nigerian IT industry. International journal of Information management. Available at: http://www.sciencedirect.com{Accessed 03 May 2010}. Pensky, M. (2005). What can you learn a cell phone? Almost anything! Innovative: Journal of Online Education,1 (5). Reeves, T.C. (1998). The impact of media and technology in schools: A research report Prepared for The Bertelsmann Foundation Sharp J.A., Peters J. and Howard, K (2006) The Management of a Student Research Project (3rd edn), Aldershot, Gower/Milton Keynes, The Open University. (Set book for M801). Saunders M.,Lewis P. And Thornhill A. (2009) Research methods for business students(5th edition) U.N.D.P. Evaluation Office. (2001).Information communication technology for development, No 5, pp 1- 31 UNDP. (2006). Information communication technologies and development. Available at:http://usdnhq.undp.prg/it4dev/ {Accessed 01 June 2010}. UNESCO, (2004). ICT pedagogy. UNESCO office. Yusuf M.O(2005) Information and communication Technology(ICT) and Education.Analysing the Nigerian national policy for information technology.Int.Educ.Joornal.Available at:http://ehlt.flinders.edu.au/education/iej/articles/v6n3/v6n3.pdf{Accessed 02 June 2010} Zhang, Y. (2005).Development and validation of an Internet use attitude scale. Computers and Education.Available at: http://www.sciencedirect.com/science {Accessed 15 May 2010}

Superiority Ideas in the Formation of the United States :: United States History Papers

Superiority Ideas in the Formation of the United States Superiority ideas are the darkest elements of human nature. The people of the United States appreciate the notion that the nation is progressive and constantly pushing towards the equity and prosperity of all its citizens. However, the United States remains a nation of polarized cities and undemocratic schools. Within the country is a macroculture that forms the cultural norms of America; norms that alienate many of the diverse groups that are in reality the constituents that form the Union. We need to realign our ideals to truly encourage the equity and prosperity of all the citizens of America; before this can be accomplished we need to recognize the origins of the superiority views that are a part of the present American culture. In an effort to trace the roots of the superior views that are part our macroculture, the follow exposition examines the Puritan settlers of the New World, the waves of European immigration to America in the 1800s, and the structure of the American city. The Protestant ethic of the New World and the United States has influenced the macroculture that mandates the nation’s present educational ideals and social norms. In addition, the models used by sociologists to describe the American city demonstrates that even the structure of the American city encourages the nation to be racially polarized; polarization that inevitably leads to violence. With obvious constraints, the following exposition points only to a limited portion of the possible roots of the existing superiority views; clearly there are numerous other origins that can be found within the formation of the United States that have contributed negatively to the social norms of America. The identified roots of superio rity are the points of the authors interest and have been intentionally researched and described as possible sources of superiority views. Consequently, the negative attributes of the Puritans and the dominant group in America have been focused on. Certainly, not all of the Puritan ideals and Anglo-Saxon ideals have had a negative influence on the apparent macroculture of America. Our present society has had a myriad of beneficial contributions from the early Puritan settlers and the Protestant ethic. With the previous clarifications mentioned, the Puritan settlers of the New World can be contemplated and rediscovered. The Puritans were, in their view, an â€Å"elite† subgroup of the Protestants, thus their goal in England was to halt Roman Catholic worship.

The Badge of Shame

â€Å"Woman, it is thy badge of shame! †. Governor Bellingham was describing the scarlet letter to Hester while they were discussing if the punishments that Hester had to go through were adequate enough for the crime. Hester was living in the outskirts of the city in a small abandoned cottage for several years with the only thing that had any monetary value in her life, her child and the product of committing adultery, Pearl. She and her little Pearl were shunned from the community for her acts. In The Scarlet Letter by Nathaniel Hawthorne, Hester is punished in more than one way, and she is able to deal with it openly so the community will, over time, forgive her. The most obvious subject of punishment that Hester had to cope with is wearing the scarlet letter. â€Å"By the point which drew all eyes and, as it were, transfigured the wearer†¦ was the scarlet letter, so fantastically embroidered and illuminated upon her bosom†. Hester wrought the scarlet letter before she stood on the scaffold. When Pearl asks her why she wears the letter she replies that she wears it for its gold thread. Hester wears the letter for many years, even after the people in the community care anymore, so that she will be fully forgiven for her sin. In the beginning of the story, Hester is faced with serving the temporary part of her sentence, standing on the scaffold in front of the whole town. â€Å"It was a circumstance to be noted, on the summer morning when our story begins its course, that the women of whom there were several in the crowd, appeared to take a peculiar interest in whatever penal infliction might be expected to ensue†. The citizens of the town had gathered to criticize Hester as she stood on the scaffold, and many of the town s women were discussing the simplicity of Hester s sentence, since the usual punishment for committing adultery is the death penalty. Although she had to put up with the remarks about her for three hours while she was standing on the scaffold, the ridicule followed for many years to come. Hester and her daughter were thought upon as sinners long after Hester had served her sentence. Hester was not accepted by the community because of her sins. She was forced to live in an abandoned cottage on the edge of the city. â€Å"Hester Prynne, therefore, did not flee. On the outskirts of town, within the verge of the peninsula, but not in close vicinity to any other habitation, there was a small thatched cottage. It had been built by an earlier settler, and abandoned because the soil about it was too sterile for cultivation.. .†. Hester and her little Pearl not only lived in the little cottage, they spent most of their time there, only going into town for important things like food and supplies. The community basically shunned Hester and Pearl from the town and made it clear to them that they were not wanted inside the city. Hester went through a lot of punishment for her sins. She was able to deal with it openly, like wearing the scarlet letter and standing on the scaffold, and some she dealt with without showing any remorse. She was brave to live on the edge of the city and not to flee to another city or even another country. She also kept things inside, like the father of her child and her husband that seemingly deserted her. Overall, she is a brave soul and in some ways, is a role model to the rest of the people in the community.

Gangs essays

Gangs essays Researchers frequently use 5 criteria to define a gang: (1) formal organization structure, (2) identifiable leadership, (3) identified with a territory, (4) recurrent interaction and (5) engaging in serious or violent behavior. Pirates were probably the first types of gang in history. To define a gang is a difficult task, but I will give you an idea of what a gang actually is. A gang is a loosely organized peer group of persons in a lower-, middle-, or upper class community who participate in activities that are either harmful to themselves and/or others in society. They share a common name, symbols and colors. Former gangs came together for social reasons. But modern-day gangs meet for anti-social reasons. Gangs tend to form among groups of immigrants to keep their ethnic identity. African-American gangs are believed to confine activities in their own communities. Asian gangs primarily consisted of Cambodian, Vietnamese and Korean youth; go as far away from home as possible to conduct their activities. Anglo gangs are for the most part made up of white supremacists. Researchers have concluded that gangs are consisted of a little more than 90% males. The main reason why gangs are attractive is because they respond to an individuals need for attention and love. They give youth a sense of family and acceptance by others. Alienated youths feel helpless and need a support system. This leads to frustration and anger, so they look for the support some place other than home and school. In gangs, they find a type of support and attention they may have never found with their families. Membership allows youth to find their true identity. Feelings of fear, hatred, bigotry, poverty, disenfranchisement, and the breakdown of social values are considered motivations for joining a gang. For many its a history of abuse in the home setting. They are not given the background needed to understand the value of human life. Peo...

What Is Eating Gilbert Grape Review (for a Special Ed Class) Essay Example

What Is Eating Gilbert Grape Review (for a Special Ed Class) Essay Example What Is Eating Gilbert Grape Review (for a Special Ed Class) Paper What Is Eating Gilbert Grape Review (for a Special Ed Class) Paper Essay Topic: The Birthday Party Summary Written by Peter Hedges, What’s Eating Gilbert Grape is the story of the Grape family, which consists of Gilbert, Amy, Arnie, Ellen, and Bonnie. The movie is narrated by Gilbert Grape. Arnie is one of the main characters in the movie. Arnie is a 17-year-old male who shows signs of having Mental Retardation and Autism. Throughout the majority of the movie, Arnie is looking forward to the birthday party his family is going to be throwing for him for his 18th birthday. The movie is based on how the members of the Grape family are affected by Arnie’s disabilities, and the daily struggles they go through while caring for a family member with disabilities. All of Arnie’s siblings help out, but Gilbert does the majority of the work when it comes to caring for Arnie. Gilbert takes Arnie to work with him at the local grocery store, gives him his bath on a daily basis, and is always looking after him. Although, sometimes, Gilbert does not watch his brother close enough and he usually ends up climbing the water tower in town or is getting into some other kind of trouble. Gilbert Grape was the one appointed to caring for Arnie since he is the only man left in the house since Mr. Grape committed suicide seven years ago. Mr. Grape’s death left their mother, Bonnie, severely depressed and morbidly obese. Bonnie has not left the house in seven years, and her weight has left her incapable of caring for Arnie for years. Although it is obvious that Bonnie does feel guilty about leaving the care of Arnie completely up to her children, it is at times apparent throughout the movie that Bonnie and the children make it sound like Arnie may be the cause behind the death of Mr. Grape and the reason for the depression and current condition of their mother. It is evident throughout the movie the stress the Grape family is under. They are always arguing, and all of their arguments seem to revolve around one thing; Arnie. Accuracies, Inaccuracies, Stereotypes In What’s Eating Gilbert Grape, there were many things about the movie that were very truthful. The performance of Arnie Grape, played by Leonardo DiCaprio was very believable and consistent throughout the entire film. His portrayal of an individual with disabilities was spot on and I believe that anyone familiar with working with individuals with disabilities similar to Arnie’s would be proud of DiCaprio’s performance in the movie. Also, the second accuracy within the film was the way that the family sometimes treated Arnie like he was a nuisance. At times, families with a child who has a disability feel as though their child is nothing but a large burden to their life. As sad as it may sound, it is the truth in most cases; and it was very true especially with the Grape family. It was obvious at times throughout the movie that Arnie did have a negative impact on the lives of the members of the Grape family and sometimes they just did not want to be bothered because it was just too much for them. I believe that that is accurate because anyone who cares for a family member with a disability needs a break sometimes, and without the occasional break or help from another family member, it can be very strenuous to one’s own health. One of the most ridiculous inaccuracies that were stated in What’s Eating Gilbert Grape happened within the first couple minutes of the movie when Gilbert, the narrator, says that the Doctor said that Arnie would not live past the age of 10, and that he could now go any day now. Having a disability is not a death sentence, and even though the movie was set back in the early 1990’s, I don’t think doctor’s views on developmental disabilities such as Arnie’s have changed much since that time. There are many things that can be done for an individual with developmental disabilities as long as they are taken care of properly. Another inaccuracy in What’s Eating Gilbert Grape is that several times throughout the movie, Arnie’s younger sister, Ellen calls Arnie crazy. Individuals with disabilities are not crazy. Sure, they may do things out of the ordinary, or do things that we as regular people may not find acceptable to do, but that does not make them crazy, it just makes them different from us. Everyone is different from each other in one way or another, but that definitely does not make them crazy. Although, Arnie does do things over and over again, such as climbing the water tower in town, and does not learn from being reprimanded, but that in the least does not make him crazy. Also, another inaccuracy I would like to point out from the movie is when his family member’s think and say that Arnie is totally helpless. Although, in some cases, this may be a true statement, in Arnie’s case, it is not true at all. He is able to do many things on his own. He is very capable of finding the water tower on his own, he is able to speak and express his wants and needs clearly, and he is also able to communicate clearly with others. There were quite a few stereotypes in What’s Eating Gilbert Grape, and most of them were very common among people today. Like for example, when Arnie climbed the water tower and the police decided to arrest him, they thought that he should have known better. Although, he was told numerous times before not to climb the water tower, for an individual with a disability, it is not an easy concept to grasp, and individuals with developmental disabilities more often than not do not understand right from wrong. Also, when arresting Arnie, they do not take his disability into consideration whatsoever. They were very rough with him and very rude as well. Another stereotype that was cast upon Arnie in the movie was when Gilbert was with his friends as the restaurant and Arnie was playing the pinball machine. He was being very verbal while he was playing the game, and many of the other patrons eating in the restaurant were staring at him as though no one else would be excited if they won a game or upset that they lost. They sort of glance at him like he has some sort of horrible disease, but much to their dismay, he is just as normal as the common folk. Take-away Message In the movie there are quite a few negative scenarios that could leave many viewers who are unfamiliar with individuals with disabilities with a bad taste in their mouths. One of the take-away messages that one may get from What’s Eating Gilbert Grape is that it is acceptable to yell and reprimand an individual with disabilities in public. This could not be further from the truth. This could have been taken from the scene where Ellen is watching Arnie, and he is headed toward the water tower and in her attempts to stop him, she pulls him down to the ground by his shirt, and proceeds to yell and scream at him like he is an animal. She also hits and kicks him while he is lying on the ground. This is a very negative thing for anyone to witness and it could not be further from the truth. Another message that people could have taken-away from the movie is that many family members and caregivers for individuals and family members with disabilities will eventually leave the family due to frustrations, commit suicide, or hit their disabled child. This is a very untruthful statement as well. Even though Mr. Grape did commit suicide and in the movie, the children and Bonnie do casually mention that it is because of Arnie that Mr. Grape is dead, it is not said for sure. Many people choose to be caregivers for individuals with disabilities and do it for their entire lives. It takes a special person to take care of a person with disabilities, and it takes a lot of time and patience, and without that, you will most likely be an unsuccessful caregiver. There are certain characteristics that a caregiver for a person with a disability must hold, and if you lack any of those characteristics, you will most likely not be able to handle the stress of caring for a person or child who is disabled. In addition to the ones mentioned before, another common take away message is that all individuals with disabilities are â€Å"crazy†. This was covered in another part of my paper, but it applies here as well. When Ellen calls her brother â€Å"crazy† numerous times throughout the movie, it makes people who are not familiar with disabilities wonder â€Å"are people with disabilities really crazy? † and the answer is no, they are not. Although there are many different kinds of disabilities out there, the disabilities that Arnie has do not make him crazy. There is not any time during the movie where Arnie shows any signs of being â€Å"crazy†. He is just a typical teenage boy who needs a little more help than others at times. Last but not least, the last take away message from the movie is that all persons with disabilities constantly misbehave and need to be under constant 24 hour supervision. This is not true in any sense of the word. There any many independent individuals who have disabilities who have their own apartments, have jobs, pay their own bills, and do not need any help or supervision whatsoever. Just because Arnie needs to be watched closely so he does not get into trouble does not mean that every single individual with a disability needs to be supervised with a close eye at all times. Every person and every disability is unique, and every person deals with their disability in a unique way. Some individuals with disabilities are able to go out and live completely independent lives, where others may need to live with a parent, caregiver, or roommate forever. It just depends solely on the individual. Likes, Dislikes, Changes In What’s Eating Gilbert Grape, there were a lot of things that were definitely likable about the movie. For one, the reality of the family and community setting where the movie took place. Also, the acting of DiCaprio as Arnie who was a teenager with developmental disabilities was exceptionally realistic. In addition, the reactions that the people in the community had to Arnie and his sometimes impulsive and irrational behaviors were very similar to the reactions people would have to an individual with disabilities out in the community today. Another thing that was much desired about What’s Eating Gilbert Grape was the fact that it probably opened the eyes of many people who thought it was out of the ordinary for parents to keep their disabled child and care for them and not send them away and institutionalize them. I believe that it made many people realize that it is normal for families to keep and care for their child whether it has a disability or not. Lastly, the movie also sent out a very positive and important message to viewers that could make many people feel more comfortable with people who care for individuals with disabilities, individuals with disabilities themselves, and giving the people who care for such individuals more credit for the hard work that they do. Some of the dislikes in the movie What’s Eating Gilbert Grape were the way the family and the community sometimes treated Arnie. Even though, that is the way it actually is at times, it is still unnecessary to treat anyone, disabled or not, disrespectfully and rudely. Throughout the movie, there were several scenarios where Arnie was treated with much disrespect. Although, that is how many individuals who are like Arnie are treated in today’s society, it is not acceptable and very terrible. Another dislike of the movie was the part of the movie where Gilbert was so frustrated with everything in his life, and had all of his emotions built up and he took it all out on Arnie and he hit him. Although, everyone gets angry at times, it is never acceptable to hit someone else, especially someone like Arnie who is unable of properly defending themselves. It may have been a very honest and true situation to see a family member with a child or sibling with a disability struggle through; there are plenty of other ways that Gilbert could have effectively expressed his emotions without hitting Arnie. He was under a lot of stress from the rest of his family, but that was no reason for him to take it out on Arnie, when it was his mother and other siblings that were causing all of his built up frustration and anger. Lastly, a dislike was very disheartening was the fact that whenever they went somewhere with Arnie, the people in the community would point, stare, or ask â€Å"what is wrong with him? †. Although, most times in today’s society, children and even some adults will do the same things to individuals with disabilities; that is the most disrespectful thing you could ever do to a person. It is a giant reality and it happens very, very often, but it tops the list of my dislike list in the movie What’s Eating Gilbert Grape. Some of the changes that would have been ideal to the movie would to have been given the opportunity to see how Arnie performed and acted during school. It was very apparent how he acted outside of school and how he acted while around Gilbert and his other siblings, but it would have been interesting to see how he acted around his peers and other individuals who are like him. Also, another change that would be idealistic would be to have his other sister’s more involved in his care. Amy and Ellen were always too busy to care for Arnie, so all of the responsibility was always dumped completely onto Gilbert. It would have been nice to see how differently Arnie would have acted, and if he would have behaved any different if he were to be with Amy or Ellen more often than he was throughout the movie. At one point in the movie, Ellen was supposed to be watching Arnie and he ended up running towards the water tower and Ellen grabbed him and pulled him to the ground and was dragging him away from the water tower, while yelling at him and kicking him in public. Thankfully, Gilbert was there to intercede and stop Ellen from hurting Arnie anymore than she already had. It makes you wonder if Ellen showed more interest in Arnie if he would not have acted out while with her, and scenarios such as that would not have happened. Back in 1993, What’s Eating Gilbert Grape was a very controversial movie but portrayed a positive message to those families and individuals who did not understand disabilities and just how much work goes in to caring for individuals with disabilities. Many of those who did not understand before still may not completely understand and sadly, they may never. The movie does not do complete justice to all individuals with disabilities, because every individual and every disability is different and Arnie’s condition was a mild to moderate disability. From working with individuals with disabilities for the past eight years, every stereotype you can imagine was cast upon them, and many people do not take into consideration that they are people just like themselves and they have feelings too. Many people believe that individuals with disabilities do not hear or understand what is being said about them, but you would be surprised how smart some individuals with disabilities can be. It is sad that many individuals with disabilities are hardly ever recognized for their good attributes, it always seem to be the bad one’s that outshine and catch people’s attention.