American Indian History

The meaning of the word â€Å"nation† can be interpreted in different ways, but it always signifies the people, native language, traditions and a territory. Every nation has its own usages and they are inherited by its population across the generations. The people love their culture and love their land. Long time ago people learnt to cultivate the soil and to grow the crops. However, the land is not just people’s wet-nurse. It is something more for natives, because it unites them into one whole, into one nation. But when somebody deprives people of their land, the power of population as a nation weakens.â€Å"The world turned upside down† – wrote Colin G. Calloway trying to bring to the readers a sorry plight of Indians after blood-thirsty invasion of Englishman into their land. Peace and idyll of Native American’s life remained in the past and new era of a disaster came. One group after another endured successive waves of epidemic disease, inter-tr ibal and European warfare, rapid environmental change, colonial pressure for cultural change, displacement, and sometimes enslavement and servitude. Some groups disintegrated under the pressure, but others found ways to survive and some new groups came into being.It was not easy for them to adapt to the new laws white men had brought with them. The Indians felt that something was dying for ever and their home had changed. But the main human instinct of a survival played its key role. The Indians learnt to live with colonists. In this paper we’ll discuss the various ways Indian peoples adapted to their new settlers. To open the subject perfectly we’ll look to the life of the Native Americans through the history. For thousands of years land that is now the United States belonged to the Indians. They spoke many different languages.They lived in many different ways. Some were farmers. Some were hunters. Some lived deep in the forests in villages of strongly built houses. O thers roamed over the grassy plains, carrying all they owned with them. Each Indian belonged to a tribe, which was made up of a number of bands. Just two or three families constituted some bands. Each Indian thought of himself first not as one man but as part of a band and of a tribe. All the members of a band took care of each other. They hunted or farmed together and shared whatever they caught or grew. Some tribes were warlike. Others lived in peace.Indian religions were many. Some believed in one god, others in many, but all believed that man and nature were very close. Hunters or farmers all knew that the wind, the rain, the sun, the grass, the trees, and all the animals that lived on the earth were important to them. For thousands of years Indians wandered through the forests, over the grassy plains and great deserts. The earth was their mother, supplying all their wants. Then men arrived from Europe, men who wanted to take this land and have it for their own. These men believ ed that land could be cut up and bought and sold.In 1513 the Spaniard Ponce de Leon arrived in Florida. He did not stay, but he was fallowed by others Europeans who came to settle the land that was to become the United States. Spaniards came and Frenchmen came. Settlers came from England to Virginia and Massachusetts. These settlers wanted the Indians’ land. They wanted it for farms and cities. Englishmen cut down the forests and plowed the earth. Sometimes they made treaties with the Indians in which it was agreed that part of the land belonged to the newcomers and part to the Indians. As more men came from Europe, then were more men who wanted Indians land.The natives could not sell or give away all their land, but the settlers wanted it all. Eventually conflicts arose and outgrew into the Indian Wars. Because of nomadic life, small numbers, lack of weapons Indians turned out not worthy adversary for their enemy. But the Indians fought for their land. They went on fighting for almost four hundred years. Indian armed opposition was suppressed only at the end of nineteenth and their remains were driven to reservations. The Europeans carried with them not only longing to subdue the new land for all its material richness, but also brought unknown and deadly diseases.According to Northern Plains Indian winter counts (chronologies) epidemic diseases occurred on average every 5. 7 years for the area and every 9. 7-15. 8 years for individual groups. Disease outbreaks tended to follow episodes of famine or disease and tended to be followed by episodes of abundance of game when human mortality had been high. Epidemics preceded sustained contact with non-natives. The groups keeping winter counts recognized that epidemic diseases were spread through intergroup contact.Recorded reactions to epidemics include population dispersal, attempts to identify effective medicines, avoidance of outsiders, and changes in religious practices. Chronological listing of reference s to epidemics in winter counts shows that the northern plains groups endured about thirty-six major epidemics between 1714 and 1919 (table 1). Great smallpox broke out in 1837-38 that decimated the Mandas. Unlike the Yanktonai Blue Thunder winter counts, the Oglala John Colhoff and Flying Hawk winter counts describe the 1844-45 epidemic as severe. Blue Thunder notes that this epidemic was very widespread.The Hunkpapa Cranbrook winter count states that only children were affected by the 1844 measles or smallpox epidemic. . Iron Crow reported a food shortage in 1817 followed by measles or smallpox in 1818. The Yanktonai John Bear recounted a severe famine in 1814, followed by a severe epidemic in 1815. It is unlikely that birthrates could increase enough to compensate for this frequent loss of life. Many aspects of native life in the Great Plains were affected by epi-demics. Military might depended as much on a group's health as on the training and technology available to its warrior s.Patterns of social aggregation and dispersal, religious revivals, migrations, and survival of particular groups were affected by epidemic disease. The diseases and wares drained Indians having made them vulnerable before Englishmen. As colonists were fully aware from their negotiations for Indian land, the best way to press Indians into service was to allow them to run up debts with English merchants, then demand the balance and bring them to court when they could not pay. In such way â€Å"violation of the rights of Indians†3 continued for a long time.There is more then one example of illegal capture of Indians in their sorrowful history. For instance on August 12, 1865 a Hopi woman wobbled into the office of Lieutenant Colonel Julius C. Show, commanding officer of Fort Wingate, New Mexico Territory. She looked appallingly: her clotted hair with blood from a hand wound hung down her face. The woman declared to Show that while she and her nine-year-old daughter were walking the wagon road between Cubero and Fort Wingate, two men from the village overtook them, thumped her with their rifle butts and left her beside the trail.When she regained consciousness some hours later, her daughter was missing. Retracing her steps to Cubero, she discovered that the men had kidnapped her daughter and refused her to see the child. Then she went to Fort Wingate to plead for Shaw’s mediation in the kidnapping. Two accordant developments provide larger historical and cultural context for the Hopi woman’s dilemma. For although discrete in certain details, the sufferings of this anonymous woman prove symptomatic of the experience of women and children caught in larger processes of violence, exchange, and state regulation in the region.Chato Sanchez – the man who captured the girl answered Shaw’s question about the mother and her daughter clearly that â€Å"he had assumed a debt which this woman contracted and had taken both the mother and her daughter as security against that debt. †4 The man probably spoke the truth as he saw it. Since the early eighteenth century, Spanish New Mexicans had engaged in the practice of â€Å"rescate†, or rescue and redemption of captives held in the power of â€Å"los indions barbarous†. In New Mexico â€Å"rescate† served as the artifice by which legal and moral sanctions against Indian slavery could be subverted.Much about Indian society and culture in southern New En ¬gland had changed during Howwoswee's lifetime. From the late seventeenth century through the early nineteenth century, English merchants exploited the Indians' dependence on store credit to coerce men, women, and children alike into bonded service. County court judges complemented this effort by indenturing native debtors who could not pay off their accounts and Indian convicts who could not meet their court fines and costs of jailing. Meanwhile, colonial officials made little but token effort s to stem such practices despite full awareness that they were occurring.By 1700, neither Christian Indians nor colonists found it acceptable for natives to put on reed-woven clothes, skins, or just shirts with leggings, as they did in the seventeenth century. As a result Indians either had to purchase spinning wheels and get wool to their own cloth, which a minority did, or else buy finished material or clothing from local stores. â€Å"Cloth, clothing, and sewing items constituted 16 percent of the value of native purchases at Vineyarder John Allen's store between 1732 and 1752, 63 percent at John Sumner's between 1749 and 1752, and 86 percent at Peter Norton's between 1759 and 1765 (see table 2).Even for merchants who did not specialize in fabric, like Beriah Norton, cloth and clothing sales made up no less than 13 percent of the value of Indian transactions. †5 Food charges for corn, meat, and sweeteners were also significant, running as high as 26 percent at one store (s ee tables 1). English land purchases had so effectively restricted Indian movement that the natives' mixed subsistence base of corn-bean-squash agriculture, shellfish gathering, fishing, and hunting had been soundly compromised.Dams prevented fish from migrating along rivers. In connecting with deer herds declined, Indians were compelled to kill their livestock or buy meat. Traditional economic ac ¬tivities were further undermined when Indians went to work for colonists during planting and harvest seasons in order to pay off store accounts. The laborers turned to purchased, rather than self-raised, corn to carry them through the lean winter months until April's fish runs and the midsummer harvest of squash and beans replenished stores.In such way cycle began: first, a native family was pressed to rely on pur-chased food for a season or two; then creditors forced adults to work for Englishmen; the next cold season, they were back at the store to buy things they had been unable to p rovide for themselves during the previous year; and thus debts mounted again and the pattern repeated itself. Bonded service affected the Indians of southern New En ¬gland not only individually but culturally as well. Inevitably, having so many Indians, particularly children, living among the English promoted native acculturation to colonial ways.Some acculturative change proved empowering for native communi ¬ties. Other shifts were decidedly less welcome. In either case, groups such as the Wampanoags of Aquinnah and Mashpee, the Narragansetts, and the Pequots were forced to struggle with how to define themselves as they became more like their English neighbors. Indian children had not only to withstand separation from their parents and relatives but to adapt to the colonists' strange ways. Left with little choice, they could do nothing but adjust. By making colonial agricultural and domestic tasks an accepted part of Indian life, indentures played a key role in natives' accultu ration.In 1767, when Eleazar Wheelock put a Narragansett Indian boy to work in the fields, the boy's father having expressed a protest proclaimed: â€Å"I can as well learn him that myself †¦ being myself brought up with the best of Farmers. â€Å"7 As usual women rarely recorded such statements, but changes in their work prove that they also were adopting English ways. Indians Betty Ephraim, Patience Amos, and Experience Mamuck received credit from Richard Macy for spinning yarn and sewing — possibly on equipment that they owned themselves, given the presence of spinning wheels and looms in a few native estate inventories.Indentures were not the only factor encouraging Indians to adopt new tasks and technology. Missionaries contin ¬ued to promote the benefits of colonial work ways, no doubt persuading some listeners. Other natives distressed that their lack of accumulated capital made them chronically vulnerable to merchants and judges, carefully decided â€Å"to l ive more like my Christian English neighbors. â€Å"8 The enormity of servitude's impact on Indian culture is obvious. At least one-third of native children were living with the English at any given time, most under indentures that kept them in service until their late teens or early twenties.When these servants returned home as adults, they passed on what they had learned to their children, some of whom were in turn bound out to colonists. By the second half of the eighteenth century, probably nearly all native households included at least one person who had spent an essential portion of his or her childhood as a servant. As a result of poverty and widespread in ¬dentured servitude, were the changes Indians experienced in their dress. Between the advent of English settlement and King Philip's War, Praying Indians in order to mark themselves as Christians cut their hair and donned shirts, pants, shoes, hats, and cloaks.However, many Christian Indians refused to abide by the Engli sh dictate that people dress according to their station in the colonists' social hierarchy. Indian women, in particular, had a special liking for jewelry and clothes that colonists considered gaudy and ungodly. Servitude also influenced the Indians' food ways. Throughout the early seventeenth century, the usual Indian dish was a corn mush that consisted of some mix of vegetables, shellfish, fish, and/or game. Water was the natives' sole drink. But soon merchants stocked alternative foods and extended Indian credit lines, as traditional sources of protein became less accessible.As a result natives became accustomed to the food provided by colonial masters; the Indian diet began to change. Although In ¬dians continued to consume traditional foods, by the early eighteenth century they also ate mutton, beef, cheese, and potatoes, massive quantities of molasses and sugar, and smaller amounts of peas, biscuits, and apples (see table 2). Thus, by the end of the eighteenth century the Ind ian life rather changed. The characteristics that previously had distinguished natives from their colonial neighbors were no longer a part of Indian existence.In ¬dians became more like their white neighbors in their gendered division of labor, in their food and dress, and perhaps even in their propensity to beat children. As colonists forced Indian children as well as adults into bonded labor, natives lost control not only over their workaday lives but over the very upbringing of their young people. Large numbers of children and young adults spent most of their developmental years working in colonists' homes and on their farms and ships, where they heard and spoke English, performed English work, wore English clothing, and ate English food.Over time, they could not help but become more like their masters. Food, labor, dress, child-rearing: these are major elements of any people's cultural life. But indentured servitude's impact on Indian culture was even greater, its reach even l onger. It struck much nearer to the foundations of Indian identity when it began to interfere with the people's ability to pass on native languages through word of mouth and print. Gradually, Indians became English-only speakers and this change more than any other threatened Indian claims to distinctiveness.During the first two-thirds of the eighteenth century, as more and more natives served indentures, Indian literacy rates stagnated or declined. This lack of progress is remarkable, considering that in the seventeenth century, colonial officials and native parents alike expected masters to instruct bound Indian children to read and write English. Some natives sent their offspring to live with colonists or attend boarding schools precisely so that they would be formally educated.Not until the late eighteenth century, when native household servants began to receive instruction in writing from white women — who were themselves in the process of gaining full literacy — d id Indian signature rates start to climb, particularly among females. About three centuries wars of annihilation against Indians continued. Because of primitive weapon and nomadic life, Indians’ forces were broken. But not their spirit. Love to their land, nature and culture always lived and lives in their hearts.Despite all the disasters which fell down their heads Indians adapted to the new life. New settlers left indelible imprint on Indians’ life, traditions and language. Many groups of Native Americans did not stand cruel invasion in their life but some of them learnt to find ways to survive. And nowadays the Spirit of the chieftain lives in the heart of every Indian. They are proud of their tribal roots and their culture. Notes 1. Colin G. Calloway, The World Turned Upside Down: Indian voices from Early America (Dartmouth College). 2.Linea Sundstrom, Smallpox Used Them Up: References to Epidemic Disease in Northern Plains Winter Counts, 1714-1920, 309 3. Richard White and John M. Findlay, Power and Place in the North American West (Seattle and London: University Of Washington Press), 44. 4. White, Power and Place, 45. 5. David J. Silverman, The impact of Indentured Servitude on the Society and Culture of Southern New England Indians, 1680 – 1810,626. 6. Silverman, The impact of Indentured Servitude, 627. 7. Silverman, The impact of Indentured Servitude, 652. 8. Ibid.

Growth In Writing

Writing is one of my favorite things to do. Expressing yourself is so much easier when given time to think about what needs to be said. I would like to believe that I have a very rich writing history. I keep a journal of all my daily events. I also keep a book close by so if I think of any poems I can write them down right away. My favorite piece of writing was a story that I wrote in my first semester English class. The name of the story was Fade. This Semester two of my classes will require me to turn in written assignments. This semester should not be two difficult in terms of how much writing I have to do. From my preliminary observations I can tell that I will have one short paper due in Art History 107 class. Although I only have one paper I have one paper, I have two essay exams in my History class. I believe that with some help the writing portion of this semester should be successful. The Art History paper has to be two pages long. I have to go to a museum and compare two of the exhibits to each other. Professor Cutis said that the first page of the paper should be talking about my reactions to the exhibits using the vocabulary that we learned in class. The second page should discuss the different time periods and there affects on how the critics might have critiqued the works of art. Also, we have to describe what kind of techniques the artist might have used and why. The most difficult part of this paper I believe will be trying to utilize the vocabulary that my professor wants us to use, and figuring out the right ways to critique the art. As for my essay exams in History, I have had a problem getting the right amount of details incorporated with the facts. I talked to my History professor and he said that the best way to know which details to add is to, read and re-read the notes from our lectures. I have been trying to take very detailed notes so it will not be a problem when the time comes for our first exam. To conclude, this semester seems like this semester will be smooth sailing when it comes to the writing aspect of my classes. I am hoping that with the help I receive from my writing class I can produce the best papers of my college career.

Definition of crime Essay Example | Topics and Well Written Essays - 500 words

Definition of crime - Essay Example Modern societies, therefore, describe criminal activities as offenses against the state or public. Failure by the public to observe social order can result to the governing authority imposing formalized and stricter measures of ensuring social control (Tadros, 2005). State agents rely on legal and institutional machinery in compelling the public to conform to desired codes, while punishing or attempting to reform individuals who cannot conform. There are two models that the society uses in determining various acts of crime, with regard to the established government criminal system. The two models are crime control and due process models (Cengage Learning).Crime control model recommends repression against all forms of criminal conducts. The model identifies repression as the most important component of criminal process, and should be embraced by the governing authority (Persak, 2007). Criminal process should be efficient during screening of suspects, determination of guilt as well as proper disposition of persons with criminal record. Looking at the due process model, it appears as an impediment to the crime control model. Due process model has successive stages aimed at providing impediments against carrying the accused farther along the criminal justice system. Due process ideology is deeply based on the law structure. While crime control model recommends the use of investigation to screen suspects, due process opposes th e use of investigation by claiming that human agents are prone to errors (Cengage Learning). Conclusions from observations can be affected by emotion arousing events while personal confessions made by a suspect under police custody can be as a result of physical and psychological coercion. There are various theories connected with application of criminal law. Different situations present a basis of assumptions concerning the theory to be applied (Renzo, 2013). For instance, situations can be

SWOT Analysis and Table Essay Example | Topics and Well Written Essays - 1500 words

SWOT Analysis and Table - Essay Example Strengths in this market environment is an internal organizational quality that enables the business to survive and compete against other similar stores, e.g. good positive cash flow. A weakness is also an internal organizational problem that affects it negatively while giving an opportunity to rivals such as accumulating bad debt. An opportunity comes basically from the external environment such as a rival’s inability to meet demand. Finally a threat is also a basically external matter, e.g. a rival’s sales promotion campaigns. SWOT analysis enables the organization to plan and execute its programmes of action with a degree of certainty about the external environmental factors that influence its own existence. A baby store would necessarily be faced with a number of external economic influences such as the government policies on taxation, interest rates, inflation, money supply, balance of payments, Gross Domestic Product, National Income, foreign governments’ protectionist policies and so on. Imported baby-care products would be more expensive if the government imposes a higher import tariff on them. The government might impose higher corporation taxes in order to control inflation. This would affect the business in a number of ways. For instance a baby store which depends much more on imported products would find that higher tariffs to be a threat to its survival, especially in the long run. It might find it difficult to reduce prices to match its rivals’ prices. Rivals might be selling domestic products that are not subject to taxes except some GST or BTT. This gives them an advantage over rivals that sell imported products. Higher sales taxes imposed on baby care products by the government in order to control inflation also could affect them. Baby stores are affected by such taxes because now people buy less (McIntyre-Mills, 2004, p.373). Next

Power of the Internet Essay Example | Topics and Well Written Essays - 1000 words

Power of the Internet - Essay Example Others, however, have argued this view on the effects of the internet on users to be invalid. It is invalid because available evidence indicates that the internet enhances social communication skills, increases sociability and expands the opportunities one has for socialization. Accordingly, despite arguments to the contrary, the internet has played a constructive social role whereby, rather than induce social isolation, it has expanded users' social circles and brought people closer together. The use of the Internet as a medium of communication and, indeed, its treatment as a social space, a place where people meet, interact and form relationships and friendships, has been criticized by many. As Scott Sleek, a Monitor staff reporter writes, "the internet connects us with people we might otherwise never meet - and may be leaving us lonelier than ever." The internet, quite paradoxically, puts us in touch with people even as it isolates us from them, because it creates false social relations which are devoid of one-one-one interpersonal interactions (Sleek). According to this viewpoint, therefore, the Internet encourages the development of antisocial behavior because it acclimatizes people to virtual communications and relations, as opposed to one-on-one communications and relations. While conceding to the fact that many have argued the Internet to have an adverse social impact upon users, the professors of psychology, Leo Sang-Ming Whang and Geunyoung Chang, insist otherwise. As they contend, studies indicate that the internet has definitely induced the development of antisocial behavior among some users but these same studies have indicated that it has only had that effect on those who had a pre-existing anti-social tendency. This view finds additional support in an article entitled "The Internet's Paradoxical Effect." As stated in this article, psychological theory and fact have incontrovertibly established the internet as powerless in changing behavior or changing character. That is to say, the Internet simply does not have the power to make people anti-social. Instead, "the Internet exaggerates existing conditions. If you are isolated to begin with, the Internet can make you more isolated" ("The Paradoxical"). Accordingly, rather than transform users' chara cters, the Internet feeds into their existing personality traits, wherein one who is anti-social becomes even more so. Empirical and scientific evidence further support the argument which disputes the power of the internet to transform people into anti-social beings. Tony Silverman, a social psychologist, studied the Internet's impact on the social behavior of users through the observation of 169 internet users during the first two years of their internet use (Silverman, 232). The people studied here were given a full psychiatric examination to see how sociable they were. At the end of the study, these people were given another test. The results revealed that in the majority of cases, people who were anti-social at the beginning of the study remained anti-social while those who were sociable remained sociable (232). In some cases, internet use made antisocial people more sociable, leading to the conclusion that the internet does not create anti-social behaviour but "can enhance social communication" (Silverman, 232). The implication here is that the Internet facilitates the development o

Learning Solutions Essay Example | Topics and Well Written Essays - 1000 words

Learning Solutions - Essay Example As the paper declares students are supposed to craft what they study to be part of themselves. Getting, as well as keeping, ELLs engaged are maybe the most significant steps in creating a flourishing learning outcome. Research has showed that a majority of students in United States universities, particularly Texas, go through their first year of education only to drop out in the second year. This is particularly because the students cannot relate what they learn into their daily lives. It is as if the instructions offered to them make no sense. Relating academic instructions to daily lives is the best technique of making (not only ELLs, but also other) students understand the importance of education. This paper will assist educator to rethink the classroom in a manner that will allow both ELLs and other normal students to feel engaged in classroom activities in order to succeed in their education. Recent research has showed that the classroom design affects levels of interactions, as well as engagement of ELLs. Therefore, the amount of instructions acquired also depends on the classroom design. A study conducted by the National Training Laboratory discovered that only 5% of what is instructed by a lecturer is retained by ELLs . Discussion groups, on the other hand, had a percentage of 50, and normal practice took the day by 70%. Sophocles, a Greek philosopher, was already aware of this when he wrote that a person should learn through doing (practice) things. It is vital to notice that, even though people think that they know how to do something, there is no certainty until that something is tried. This paper outlines that Dekhinet notes that a student should be motivated to practice what they learn in the classroom. He goes on further to argue that educators stress much on students being keen to what they teach and forget the vital fact that allowing them to practice is the key to coming up with a successful education outcome. Therefore, what this paper is advo cating for is that a teacher should also try to incorporate him/herself with the practice belief. A classroom should be set in a manner that gives students a feeling as if they are putting to practice what they are being taught. Such a classroom should be comfortable for both the learners, as well as the educator. Comfortable classrooms, psychologically and physically, keep minds focused, endorse a sense of well-being, and minimize distractions. Hence, a student will be able to capture the instruction more easily. Comfort is not always an experimental phenomenon. However, we know that when a person is uncomfortable, he or she is distracted. Lighting, temperature and furnishings, all have a significant role in an individual being comfortable. Psychological comfort is also vital. Environments, which are uninviting or intimidating, will affect the depth of learning that can occur or acquiring instructions.  

Targeted Messaging Essay Example | Topics and Well Written Essays - 250 words

Targeted Messaging - Essay Example )Based on this assumption, if we analyze the messages of these two magazines, they are more titled towards women prima facie however; underlying themes or objectives of these messages are based on attracting men and playing with their psychology. Studies indicate that media messages flashed across to the target audience help gender related activities to become prominent. A study based on women indicated that women even learn before their marriage, the overall mechanics of the wedding and how this is going to affect them. (Daws, 2009). This clearly indicates that media plays significant role in shaping the personal identity in relation with the messages portrayed regarding gender roles. My own personal identity, if viewed within the perspective of the advertisements and messages depicted in both the magazines, therefore is largely shaped by the way I am portrayed i.e. as the way how my gender is portrayed within these messages. They tend to reinforce my personal identity because it allows me to view myself as a person with diverse range of abilities with strong appeal to attract my opposite sex. Daws, L. , 2009-11-11 "It’s Just One Day: Engaged Women’s Sense-making of Media Messages about Weddings"Â  Paper presented at the annual meeting of the NCA 95th Annual Convention, Chicago Hilton & Towers, Chicago, IL Online . 2010-07-29 from

Psychological Assessment I, II, III Essay Example | Topics and Well Written Essays - 1250 words

Psychological Assessment I, II, III - Essay Example He was generally cooperative and seemed to give his best efforts to the tasks presented to him. It was apparent that it was easy for him to understand and respond to questions and his thought processes were mostly focused and clear, except in providing information about his past, which were sometimes incomplete and vague. When he did poorly, he became self-critical, annoyed and appeared slightly anxious. For example, in some items in the Boston Naming test, he would stare at the picture for some time before naming it, and when he realizes that he was wrong, would say, â€Å"Stupid, stupid, how hard could that be!† while pounding on the table. Dr. Anoxia was born in Wisconsin to a father who was a teacher and a mother who was a bookkeeper. When he was eight years old, his family had to move to New York because his father has accepted a teaching post in a school in Queens. When he was seventeen, his father died of a heart attack. Four years later, his mother died of cancer. According to him, he pursued graduate studies in Economics in her honor. He met his wife while attending graduate school at the New York University in 1963. Together, they raised three children who are currently successful professionals. The break-up of his marriage began when all the children have grown and left home to live their independent lives. He finally had a divorce after 22 years of marriage. His father, being a teacher had a great influence on his academic performance, expecting nothing short of excellence from him. His father’s mentoring made him excel in high school both in academics and in sports, specifically Golf. His above average school records earned him a spot at the University of Vermont where he graduated in 1957 with a bachelor’s degree in Economics. Upon graduation, he was hired by one of his professors to be one of the researchers for a government-funded study. The challenge and success he derived from his work inspired

Hal and Henry IV Essay Example for Free

Hal and Henry IV Essay Throughout Henry IV part 1 the character of Hal becomes more and more complex. It is frequently changing in numerous essential aspects. It is evident that there are two main relationships he has, one with his father Henry IV and the other with Falstaff. Hal seems to struggle to sustain a good relationship with both of them at the same time and therefore enters a realm in which he oscillates from one to another. The relationships he has with these two can have powerful similarities at times, however at other times they seem most controversial. Falstaff is a long term friend of Hal and can almost be considered as a father figure to him. In fact, Shakespeare decides to make him act as Hals father at one point which could be considered as a true representation of their relationship; Shakespeare is in fact trying to show that maybe this is how it should be. Falstaff saying that This chair shall be my state, this dagger my/sceptre, and this cushion my crown. (2.4.312-313) is giving him the role of king, and thus the role of Hals father. A father is supposed to be a loving character and it is expected that the son will follow in a likewise manner. This is portrayed in Henry IV part 1 because Hal seems to emulate Falstaff in several things he does, this is especially palpable in Act 1 scene 2 when Hal agrees to go with thee (1.2.152) to the robbery at Gads Hill, precisely like Falstaff. Hal accepts Falstaff as his father when he says Do thou stand for my father (1.2.64), meaning that Falstaff actually is like a father to Hal. Falstaff is a substitute father to one that Hal never managed to please. However, though this may seem apparent, it is quite likely that Hal is actually playing along with Falstaff, but keeping his distance. This is made flagrant through Hals reformation which is planned from the start. Falstaff and Hal have a strong relationship from the start of the play and it is somewhat obvious that Falstaff is Hals entertainer. Through the way that these two speak to each other the spectators can acknowledge a powerful bond. Frequently, comments like I prithee, sweet wag (1.2.12) occur between them showing that they are comfortable speaking together and that they have acquired a firm companionship. Furthermore, in the scene after the robbery at Gads Hill in which Hal, Poins and Falstaff contemplate the robbery (especially 2.4.175-205), it seems to take a very long time for Falstaff to grasp that it was Hal and Poins who robbed him. Hal and Poins discuss how Falstaff failed to get the money from the robbers, therefore Falstaff reluctantly plays on with them to show them that he is powerful and had to out-muscle several men. Yet by looking at the previous and subsequent scenes it becomes rather clear that Falstaff is a clever individual and that it cannot be true that he did not understand what happened at Gads Hill. Therefore, could Falstaff be playing along at this point just for Hals entertainment and resultantly taking his role as a comedian? Throughout the play it is therefore acknowledged that Falstaffs true aim is to make the future king happy; this could be for two vital reasons; he truly wants Hal to be happy or he is trying to secure a firm relationship with the future king for his own benefit. However, soon Hal mentions ending his relationship with Falstaff. During their mock role-play Falstaff (pretending to be Hal) tells Hal (pretending to be Henry IV) to Banish/plump Jack, and banish all the world. Then Hal replies to Falstaffs jovial speech I do, I will (2.4.397-399). These short snappy words give an insight that maybe what Hal is saying he actually means, maybe Hal will discard Falstaff due to the new found light of his reformation, and maybe that kingship should come before this dwindling relationship. Hal will discard Falstaff as can be seen from his soliloquy. When Hal decides to make himself like bright metal on a sullen ground, (1.2.172) he knows that he can use Falstaff to portray Hals ghastly past but then shine like a star as he bursts into kingship. It is for this reason and this reason only that Hal may wish to keep this relationship with Falsftaff, thus using him for his own benefit. Moreover, not long after Hal calls Falstaff a villainous abominable misleaders of youth, which once again is part of the so called role play but could in fact be the revelation of the truth. It may seem that Hal sees Falstaff as an obstruction on his path to glory however Hal is actually using Falstaff to make himself look bad and then have this sudden reformation and make himself look so much better. So instead he is in fact using Falstaff as a stepping stone across the deep and difficult river, known as the public eye. This is the very reason why Falstaff is trying so hard to maintain a companionship with Hal, only to steal his glory. This happens towards the end of the play when Falstaff betrays Hal. Falstaff lies that he killed the gallant Hotspur (1.1.52), not Hal. This can be seen when Hal says For my part, if a lie do thee grace (5.5.148). This has made it very possible and almost inevitable that Falstaff is in search for more honour, this source could indeed be Hal, Falstaffs supposed friend. Henry IV and Hal have a very convoluted and changing relationship. From the very beginning of the play it seems exceptionally manifest that Henry IV is a callous and unloving father and that his priorities lie not in his family but rather in himself and therefore his country. Henry IV is envious of Northumberland that he Should be a father to so blest a son (1.1.79). It is difficult to believe that a father does not love his only son as much as he does another person. Even if he did have these malicious judgments, it is still irregular that he tells it to other people so candidly in such a way. Henry IV is consequently disregarding Hal as part of his family at all and showing signs of hatred towards him. This reaches the extent that Henry IV actually wishes that he would have his Harry, and he mine (1.1.89), so not only is the king disappointed with his son but he would rather trade him for another. This will make Hal feel less happy with his own father and wish to seek this love from another, even Falstaff. The king is not giving his son a chance to prove himself and is seeing riot and dishonour (1.1.84) in him. On the other hand, Hal has a lot of respect for his father and later tries to achieve a stronger relationship. Hal calls his father his thrice-gracious lord, (3.2.93) showing a lot of respect and nobility. In addition, Hal tells his father I am your son, (3.2.134), never before has Hal considered himself as a son to his father or as his characteristics worthy of a son. This is apparent when Hal tells his father that wherein [his]youth/Hath faulty wandered (3.2.26-27) thus admitting his mistakes and that he has not made his father proud. He is therefore agreeing that he has not shown qualities worthy of a son and that maybe that he had never really considered himself to be one. These few words truly stand out amongst the rest that Hal will show his father the respect he deserves and that he will strengthen this relationship between them. Hal is trying to mend his mistakes while leaving Falstaff behind at the same time because he considered Falstaff as one of these mistakes. This scene in particular is a very crucial scene in the bonding relationship between father and son. Hal comes forward to his father and confesses of the wrongs he has done and appeals for redemption from his father. This scene can almost be visualised with Hal down on his knees and his father sitting on high throne by his side. This is the exact moment in the play when the relationship between Hal and Henry IV is restored. It is difficult to hear advice and more difficult to accept it yet Hal does so, not with Falstaff but with Henry IV. Nevertheless, it takes two to make a relationship work and this cannot be done by Hal alone, his father also needs to show equal respect to him. We find that Henry IV cares a great deal for his son, more than we had ever thought from previous scenes (like Act 1 scene 1). Henry IV continually gives Hal greatly needed advice of how As thou art this hour was Richard then (3.2.94), he warns him of how he should avoid being like Richard, the unsuccessful king was. He warns him with his true care that if he is not to show his kingly features Hotspur could easily take the throne away from him. This advice Henry gives with his true care for Hal, with fear of Hals future. Additionally, Henry IV tells Hal things he would only ever tell someone truly near him. This is evident when Henry IV says Why, Harry, do I tell thee of my foes, (3.2.122). By Henry IV telling this to Hal he is showing Hal this respect he has for him and that he too is willing to make this relationship work out. This scene truthfully shows a father and son in a relationship as they ought to be. Therefore, Hal and Falstaff once had a powerful relationship with one another in which Falstaff was a benevolent figure, but it seems that Hal is trying to destroy this relationship and force it to deteriorate because of this kingship he needs to tend to. Despite how strongly Falstaff may try to maintain their relationship it always seems to be falling apart. Furthermore, Falstaff is not actually trying to be Hals acquaintance but instead is trying to steal his glory. Similarly, the relationship with his father is very week to start. The king is very openly disgusted in his son and would prefer not to have him at all. However, later on in the play their relationship becomes much stronger, they have found faith in one another, the father has given the needed advice and the son has submissively accepted it. It seems that there has been a shift from Falstaff to Henry, as Hals relationship with Falstaff deteriorated his relationship with his father has progressed.

Human Resource Is the Most Important Asset of an Organization Essay Example for Free

Human Resource Is the Most Important Asset of an Organization Essay This essay will provide a definition to Human Resource (HR) and determine whether HR is the most important asset in the organization. The first part of the essay will discuss the importance of human resource and how is it is essential to the success of any organization. The second part will identify the impacts on the performance of an organisation. Human Resource (HR) and Human Resource Management (HRM) Oswin (2011) states that human resource is a term used to describe the individuals who make up the workforce of an organization. Rouse (2011) defines human resources as the people who work for the organization; human resource management is really employee management with an emphasis on those employees as assets of the business. In summary, all organization are made up of men and women to take up positions to do specific task and directly manage by human resource management. No matter what organization there are out there in the business world, neither technology nor machines can out beat the importance of having qualified men and women to do the task. (Dashgarzadeh et al (2012) states that an organization’s human resources are of strategic importance, because knowledge, skills, abilities, behaviours, and interactions of employees have the potential to influence organizational performance. It is true that without technology, the amount of time needed to mass produce their products will take a longer time but what are these machines without the people who operate them. People Practices Noe et al (2012) states that HRM practices include analyzing and designing work, determining human resource needs (HR planning), attracting potential employees (recruiting), choosing employees (selection), teaching employees how to perform their jobs and preparing them for the future (training and development), rewarding employees (compensation), evaluating their performance (performance management), and creating a positive work environment (employee relation). From the stated above, we can see that there a lot of money and time spent to recruit the right people and qualify them for the right job. In a study shows by Fleming (2008), it can take up to  £8000 to replace a staff member. Impact to Organisations Performance A huge percentage of an organization’s budgets are spent on human resources – in the form of recruiting, training and development, salaries, benefits and compensation. With the substantial amount of money invested on human resource, the returns must be of a measurable benefit to the organization. (U.S Office of Personnel Management (OPM) 1999: 3). If the organization decides to cut costs, in-house coaching or mentoring would be an ideal step to ensure their development are up to mark instead of reducing staff whom they had spent time and money on. By deploying a non-qualified employee to a certain task is disastrous to any organization. Selection Choosing Employees At this stage, the organization will be conducting interviews to determine the suitability and abilities of the candidate for the job. By employing an experienced and knowledgeable candidate means the organization would be able to spend less resources, like money and operational hours, to train and develop the individual to meet the standards that is required. By doing so, the organization would be able to save or invest on other resources to increase the productivity. Conclusion Human resources are the most important assets a modern organization has, because only human beings can make, transfer and exercise knowledge (Write Works, 2006). It is an utmost important that the organization recruit, select, train and develop the right people and ensure that their welfare and benefits are taken care of. I must say that every person working in the organization is the backbone and play a major role in the success or failure of an organization, regardless of how major or minor their job may be.

What Is Knowledge According To Plato Philosophy Essay

What Is Knowledge According To Plato Philosophy Essay Plato had a strong belief that what we know in this life is recollected knowledge that was obtained in a former life, and that our soul has all the knowledge in this world, and we learn new things by recollecting what the soul already knew in the first place. Plato offers three observations of knowledge and he puts Socrates to reject all three of them. Platos first observation is that true belief is knowledge. Socrates rejects this by stating that when a jury believes the accused to be guilty by just hearing the prosecuting attorneys argument, rather than of any concrete evidence, it cannot be known if a defendant is guilty even if he is guilty. The jurys true belief is therefore not knowledge. The second observation is that knowledge and perception are the same. Socrates rejects this by saying that we can perceive without knowing and we can know without perceiving. For example, we can see and hear a sound without us knowing what or where it is coming from. If we can perceive without knowing, then knowledge cannot be the same as perception. Platos third observation is that true belief along with a logical account is knowledge, but true belief without a logical account is different from knowledge. The only problem with this observation is the word account. All the definitions of the word account are not valid for this argument. These observations are a great example of attacking the insufficient theories of knowledge, but Plato never gives a complete answer on what is the definition of knowledge. Plato preferred truth as the highest value, stating that it could be found through reason and logic in discussion. He called this dialectic. Plato preferred rationality rather than emotional appeal, for the purpose of persuasion, discovery of truth, and as the determinant of action. To Plato, truth was the higher good, and every person should find the truth to guide his or her life. Platos doctrine of recollection says that rather than learning in the common sense, what is actually happening when people are thinking about a problem, and find a solution to that problem, is that they are recollecting things that they already knew. The reason that Plato came up with this theory was because of the learners paradox. The learners paradox is that how can someone learn something if they dont even know what it is. As Meno points out if we dont know what something is then how will we know when we have it? When, for example, we say that we dont know what 946308 divided by 22 is, how can it be that we can find the answer to be 43014? If we dont already know that 946308 / 22 = 43014 then when someone tells us this we should not be able to know that answer is right. Aristotle also believes that knowledge is a form of recollection. He believes that there are universal causes and particular causes, however, unlike Plato; he believes that particulars carry an essence of the form. The four causes, or what makes an object what it is, are its efficient, material, formal, and final causes. The efficient cause is the primary source of the change. The material cause is the material of which it consists. The formal cause is its form. The final cause is its aim or purpose. Using the example of a skyscraper, the efficient cause is the act of building the skyscraper, the material cause is the material used to build it, the formal cause is the blueprint, and the final cause is using the skyscraper as a skyscraper. Everything has these four causes, but substantially changing any of them will cause the skyscraper to lose its skyscraperness. If you know all of a particulars causes, you know its essence. Everything has to have a cause. To truly understand something, we must know its explanation and that it cannot be otherwise. Demonstration must be from things that are true because deducing something from a falsehood would not give understanding of it. Things that are less general and closer to perception are prior relative to us. Things that are more general and further from perception are prior by nature. Demonstrations must be from things that are prior by nature. The premises of demonstrations must give the reason why the conclusion is true. Aristotle defines syllogism as a discourse in which, certain things having been supposed, something different from the things supposed results of necessity because these things are so. One syllogism that he used was: Socrates is a man, All men are mortal, therefore Socrates is mortal. Plato and Aristotles understanding of knowledge are complimentary in that they both believe knowledge is obtained by recollection. Also, they both value truth as the best way to obtain knowledge. What makes it contradictory is that Aristotle goes deeper into the subject of knowledge by stating that particulars have to carry an essence of the form and gives four causes that aid in finding the essence. Therefore, their understanding of knowledge is both complimentary and contradictory. I think we have abandoned the dialectical and demonstrative methods to a certain extent, but not completely. Most classes teach in the way that sophists teach, by just giving us the facts. An example could be my college algebra class, that teaches me how to do a problem but it doesnt tell me why it is like that. But then we have other classes, for example Mr. Hindmans classes, that do use those 2 methods. I think we need to incorporate these valuable methods more into our public school systems and it might help in raising grades up.

Feminine Psyche in The Odyssey Essay -- The Odyssey Feminine Psyche Es

Feminine Psyche in The Odyssey The Odyssey has much to teach us about the feminine psyche. The feminine psyche is the way that the female mind and soul react to and process situations. Females are generally faithful, giving, and respectful to their mates. We have an insight into the feminine psyche in several things that Penelope does. The weaving and unweaving of the shroud and the test of the bed are two examples of the way Penelope thinks. She does what is thought to be her duty to her husband to resist the suitors and remain faithful and loyal to her husband. Homer reveals the feminine psyche in Penelope, a loving and faithful wife to Odysseus. She was loyal to Odysseus the entire time he was away on his journey, and even when it appeared that he would not return she still had faith that he would. Penelope resisted the advances of the suitors because she loved Odysseus and could not see herself with another when he could still be alive. She was smart and cunning when it came to resisting the suitors. Penelope shows us an insight to the feminine psyche when we learn she has avoided having to choose a new husband by telling the suitors she would choose a one of them once she finished the shroud she was weaving for Odysseus’ father. Penelope worked all day on the shroud and would unravel the weaving by candlelight at night while the suitors slept. This shows her dedication to Odysseus and that she does not want to tell the suitors no and be disrespectful to her ...

Humanism: Dangerous Illusion, Desperate Faith or Duty of Time? :: Education Learning Philosophy Papers

Humanism: Dangerous Illusion, Desperate Faith or Duty of Time? Abstract: In antiquity, the idea of padeia organically joined learning and education. In today's world it remains the essence of culture. However, philosophy is now characterized by a spirit of pragmatism that correlates present-day needs with actual sociocultural trends. Humanism can seem today nothing more than an illusion, an unrealizable utopia. Nevertheless, philosophy in its educative role should shape a attitude to life that is not only deep and universal but humanistic as well. The present congress, developing the themes of the previous one ("The mankind at the turning-point"), concretizes them, marking a special role of philosophy in "education of humanity". In this aspect reference to the antique "paideia" notion, organically combining education and upbringing, is not casual. The motto of the last philosophical congress in this century grasps the tendencies and needs of culture which begun to show of late. That's what is the prerogative of philosophy as "a permanent watchman, guardian of culture". He is so historically, socially and culturally determined that humanity greets a turn of centuries, the so much of millennia, jubilating and worrying at the same time. The situation so fraught with possibilities and dangers if not satisfied may lead to crush of the mankind that has proved bankrupt. We have found ourselves in the bifurcation process admitting as well "the end of history" in its most tragic sense. Philosophy plays the most important part in formation, basing of new values, innoticing emerging trends, choice of arising variants. Reflexing over culture as a whole philosophy allows to correlate the needs and potenties of the current moment with actual trends. Combining the prognostic and projective functions philosophy forms the sprouts of new world outlooks and conditions of "natural" refusal of obsolete, out of date ones. This role is not conspicuous: philosophical thought must be ready for the fact that penetrates public consciousness neither directly nor immediately, but implicitly, gradually, embracing the most diversified spheres of spiritual activity and only in long time achieving the status of the spiritual objectivized. So much more comprehensive, deep and prolonged its impact is. It has been correctly stated that these were Kant and Hegel who had the most influence over their contemporaries' minds (so few of them actually knew their works, at that). Well-known is Martin Luther King's role in stopping the Vietnam war, changing the whole mentality of the American nation, not so long ago allowing "witc hhunt" and racism.

According to Cormack

As reflected in his painting `Hay Wain`, Constable had naturalist concerns   as compared to the more romanticist elements of Turners work, as exemplified in his painting The Slave Ship. Constable made all the efforts towards rebellion against the cultures of the artists in the application of imagination for the purpose of representation of their art in favor of nature.He stresses the need to forget having seen any picture in the process of making a sketch. His studies are based on the spot of action in contrast to following any formula. According to Cormack, â€Å"The world is wide†, no two days are similar, nor even two hours; neither were there ever two leaves of a tree alike since the creation of all the world; and the genuine productions of art, like those of nature, are all distinct from each other.† (Cormack, 2006).  In comparison to the work of Turner, he had a less extensive range as well as aspirations. The most suitable definition of Constable is a ‘n aturalist’ which through his correspondence, he has successfully as so. However, the stylistic variety of Constable is marred with instability with regard to the perception of the constituent of nature. Further the sites intimately known to him have been the focus of his paintings.There is no strict uniqueness of the indisputable approach of Constable in as far as the concern of the local scenery is concerned. This is evidenced by the participation of the contemporary artist of the Norwich as well as the conformation to the work of Thomas Christopher, who is an artist of 1777-1843 (Fleming-Williams, 2006). The common practice is the application of oil to sketch from nature.Turner has made his contribution to in the establishment of a landscape to represent a historical painting although he widely disputes the idea. The single mindedness of Constable is responsible for the portrayal of site of limited range in a unique way producing unprecedented oil sketching of a brilliance capacity (Fraser, 2006).On the other hand, Turner has a subjective reflection that surpasses far beyond the romantic contemporaries that he possesses with the capacity to foreshadow an image in dissolution in a painting of the 20th century. According to Bailey, the best description of the work of Turner is â€Å"airy vision painted with tinted steam† (Bailey, 2007).As has been visualized in the Slave Ship in an instance that a description is offered of the sharks following the slave ship in reaction to a storm. The sharks react to the scent crowds that steam due to rank diseases as well as death.There is also an existence of a realistic event involving a slave ship captain dumping human cargo in the sea as result of a disease outbreak below decks. The work of Turner has a clear demonstration of romanticism elements through the employment of disjoint diagonals. The consequence is composition fragmentation (Kelder, 2000).Turner, the terrific creator had the potential for the ap plication of unique invention for the purpose of liberating color from line definition for the purpose of the expression of the natural forces for the purpose of its unity to the stirring response of the artists.This leads to uniting emotions reality to the color reality. Used as an abstract media, the work of Turner was associated with unpredictable effects. This is seen in the nature of ultimate painting element evident in his innovations due to the emotive as well as aesthetic strength of his application of pure color (Leslie, 2005).

Traditional Education

Traditional education From Wikipedia, the free encyclopedia Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs found in schools that society has traditionally deemed appropriate. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students' needs and self-expression. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student-centered and task-based approaches to learning.However, many parents and conservative citizens are concerned with the maintenance of objective educational standards based on testing, which favors a more traditional approach. Depending on the context, the opposite of traditional education may be progressive education, modern education (the education approaches based on developmental psychology), or alternative e ducation. [1] Contents * 1 Definition * 2 Instruction Centre * 3 Marking * 4 Subject Areas * 5 Criticism of the concept of teaching in traditional education| DefinitionThe definition of traditional education varies greatly with geography and by historical period. The chief business of traditional education is to transmit to a next generation those skills, facts, and standards of moral and social conduct that adults deem to be necessary for the next generation's material and social success. [2] As beneficiaries of this scheme, which educational progressivist John Dewey described as being â€Å"imposed from above and from outside†, the students are expected to docilely and obediently receive and believe these fixed answers.Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced. [2] Historically, the primary educational technique of traditional education was simple oral recitation:[1] In a typical approach, students sat quietly at their places and listened to one student after another recite his or her lesson, until each had been called upon. The teacher's primary activity was assigning and listening to these recitations; students studied and memorized the assignments at home. A test r oral examination might be given at the end of a unit, and the process, which was called â€Å"assignment-study-recitation-test†, was repeated. In addition to its overemphasis on verbal answers, reliance on rote memorization (memorization with no effort at understanding the meaning), and disconnected, unrelated assignments, it was also an extremely inefficient use of students' and teachers' time. This traditional approach also insisted that all students be taught the same materials at the same point; students that did not learn quickly enough failed, rather than being allowed to succeed at their natural speeds.This approach, which had been imported from Europe, dominated American education until the end of the 19th century, when the education reform movement imported progressive education techniques from Europe. [1] Traditional education is associated with much stronger elements of coercion than seems acceptable now in most cultures. [citation needed] It has sometimes included: the use of corporal punishment to maintain classroom discipline or punish errors; inculcating the dominant religion and language; separating students according to gender, race, and social class, as well as teaching different subjects to girls and boys.In terms of curriculum there was and still is a high level of attention paid to time-honoured academic knowledge. In the present it varies enormously from culture to culture, but still tends to be characterised by a much higher level of coercion than alternative education. Traditional schooling in Britain and its possessions and former colonies tends to follow the English Public School style of strictly enforced uniforms and a militaristic style of discipline. This ca n be contrasted with South African, USA and Australian schools, which can have a much higher tolerance for spontaneous student-to-teacher communication. citation needed] Instruction Centre | | Topic| Traditional approach| Alternate approaches| Person| Teacher-centred instruction: * Educational essentialism * Educational perennialism| Student-centred instruction: * Educational progressivism| Classroom| Students matched by age, and possibly also by ability. All students in a classroom are taught the same material. | Students dynamically grouped by interest or ability for each project or subject, with the possibility of different groups each hour of the day.Multi-age classrooms or open classrooms. [3]| Teaching methods| Traditional education emphasizes: * Direct instruction and lectures * Seatwork * Students learn through listening and observation[4]| Progressive education emphasizes: * Hands-on activities * Student-led discovery * Group activities| Materials| Instruction based on text books, lectures, and individual written assignments| Project-based instruction using any available resource including Internet, library and outside experts| Subjects| Individual, independent subjects.Little connection between topics[3]| Integrated, interdisciplinary subjects or theme-based units, such as reading a story about cooking a meal and calculating the cost of the food. | Social aspects| Little or no attention to social development. [3] Focus on independent learning. Socializing largely discouraged except for extracurricular activities and teamwork-based projects. | Significant attention to social development, including teamwork, interpersonal relationships, and self-awareness. | Multiple tracks| * A single, unified curriculum for all students, regardless of ability or interest. Diverse class offerings without tracking, so that students receive a custom-tailored education. * With School to work, academically weak students must take some advanced classes, while the college bo und may have to spend half-days job shadowing at local businesses. | Students choose (or are steered towards) different kinds of classes according to their perceived abilities or career plans. Decisions made early in education may preclude changes later, as a student on a vo-tech track may not have completed necessary prerequisite classes to switch to a university-preparation program. Student and teacher relationship| Students often address teachers formally by their last names. The teacher is considered a respected role model in the community. Students should obey the teacher. Proper behavior for the university or professional work community is emphasized. | In alternative schools, students may be allowed to call teachers by their first names. Students and teachers may work together as collaborators. | Marking Topic| Traditional approach| Alternate approaches| Communicating with parents| A few numbers, letters, or words are used to summarize overall achievement in each class.Marks may be assigned according to objective individual performance (usually the number of correct answers) or compared to other students (best students get the best grades, worst students get poor grades). A passing grade may or may not signify mastery: a failing student may know the material but not complete homework assignments, and a passing student may turn in all homework but still not understand the material. | Many possible forms of communicating achievements: * Teachers may be required to write personalized narrative evaluations about student achievement and abilities. Under standards-based education, a government agency may require all students to pass a test; students who fail to perform adequately on the test may not be promoted. | Expectations| Students will graduate with different grades. Some students will fail due to poor performance based on a lack of understanding or incomplete assignments. | All students need to achieve a basic level of education, even if this means spe nding extra years in school. | Grade inflation/deflation| Achievement based on performance compared to a reasonably stable, probably informal standard which is highly similar to what previous students experienced. The value of any given mark is often hard to standardize in alternative grading schemes. Comparison of students in different classes may be difficult or impossible. | Subject Areas Topic| Traditional approach| Alternate approaches| Mathematics| Traditional mathematics: * Emphasis is on memorization of basic facts such as the multiplication table and mastering step-by-step arithmetic algorithms by studying examples and much practice. * One correct answer is sought, using one â€Å"standard† method. * Mathematics after elementary grades is tracked with different students covering different levels of material. Mathematics is taught as its own discipline without emphasis on social, political or global issues. There may be some emphasis on practical applications in scien ce and technology. | * Curriculum de-emphasizes procedural knowledge drills in favor of technology (calculators, computers) and an emphasis on conceptual understanding. * Lessons may include more exploratory material supportive of conceptual understanding, rather than direct presentation of facts and methods. * Emphasis may be on practical applications and greater issues such as the environment, gender and racial diversity, and social justice. Mathematics lessons may include writing, drawing, games, and instruction with manipulatives rather than filling out worksheets. [5] * Lessons may include exploration of concepts allowing students to invent their own procedures before teaching standard algorithms. * Grading may be based on demonstration of conceptual understanding rather than entirely on whether the final answer is correct. * In some countries (e. g. the United States), there may be expectations of high achievement and mastering algebra for all students rather than tracking som e students into business math and others into mathematics for math and science careers. Science| Fact-based science: Science class is an opportunity to transmit concrete knowledge and specific vocabulary from the teacher (or textbook) to the students. Students focus on memorizing what they are told. â€Å"Experiments† follow cookbook-style procedures to produce the expected results. | With Inquiry-based Science a student might be asked to devise an experiment to demonstrate that the earth orbits the sun. The emphasis changes from memorizing information that was learned through a scientific method to actually using the scientific method of discovery. Language learning| Phonics: The focus is on explicit training in sound to letter correspondence rules and the mechanics of decoding individual words. Students initially focus on phonics subskills and reading simplified decodable texts. When they have mastered a sufficient number of rules, they are allowed to read freely and extens ively. (In many languages, such as French, Spanish and Greek, phonics is taught in the context of reading simple open syllables. )| With whole language the child is exposed to rich, relevant language that can heighten motivation to read.Learning to read is assumed to be as natural as learning to speak, so students are not formally taught sound to letter correspondences, but assumed to infer them on their own. (Note that this issue is limited to languages such as English and French with complex phonetics and spelling rules. Instruction in countries with languages such as Spanish and Greek, which have relatively simple phonetic spelling, still depends mainly on phonics. )| Criticism of the concept of teaching in traditional education Traditional education focuses on teaching, not learning.It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned wi thout it being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Critics argue that most of what is taught in classroom settings is forgotten, and much of what is remembered is irrelevant.

Biology Lab. Introduction to Science Essay

You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Exercise 1: Data Interpretation Table 1: Water Quality vs. Fish Population Dissolved Oxygen |0 |2 |4 |6 |8 |10 |12 |14 |16 |18 | |Number of Fish Observed |0 |1 |3 |10 |12 |13 |15 |10 |12 |13 | | 1. What patterns do you observe based on the information in Table 1? The patterns that I observe based on the information in Table 1 are: †¢ The level of ‘Dissolved Oxygen’ consistently increases by an increment of 2 with each subsequent data point †¢ The ‘Number of Fish Observed’ seems to fluctuate with no real consistency (with the exception that after the peak # of 15 fish was observed, the next 3 data points reflect â€Å"10, 12, 13† which was the same # of fish that were observed in the exact order prior to reaching the peak 15. (In short, the pattern 10, 12, 13 seems to have repeated itself.) †¢ The level of ‘Dissolved Oxygen’ does not seem to decrease when the ‘Number of Fish Observed’ decreases 2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. Based on the information provided in the table, I would hypothesize that the number of fish observed has no bearing on the level of oxygen dissolved. This hypothesis would be based on the fact that the dissolved oxygen steadily and consistently increased by an increment of 2 with each progressive data point. When the number of fish observed was significantly increased from 3 to 10, the dissolved oxygen level only increased by 2. Conversely, when the number of fish observed significantly decreased from 15 to 10, the dissolved oxygen still maintained that consistent increase of 2. 3. What would your experimental approach be to test this hypothesis? The experimental approach that I would use to test this hypothesis would be to obtain a 2 freshwater fish tanks, fresh water, fish, an aquarium water level meter and a dissolved oxygen meter. In one tank, I would ensure that the aquarium was filled with a specifically determined level of water and measure the level of dissolved oxygen present with no fish. Then I would gradually begin adding fish daily, starting with one fish. Each day I would ensure that the water level remained the same as it was prior to adding the first fish and I would continue increasing/decreasing the total number of fish daily. I would also consistently measure the dissolved oxygen levels as I introduced or removed fish to observe the levels. In the 2nd fish tank, I would ensure that the level of freshwater and dissolved oxygen matched the levels of the first fish tank prior to adding  any fish. Then, I would add the maximum number of fish that I intended to observe in the 1st tank and observe the oxygen level. For the duration of the experiment, I would not ensure that the water level remains the same but I would not modify the total fish in this tank. I would also observe the oxygen levels in the 2nd tank throughout the experiment. 4. What are the independent and dependent variables? The independent variable in this experiment would be the total number of fish being observed, and the dependent variable would be the dissolved oxygen. 5. What would be your control? My control in this experiment would be the 2nd fish tank, which I would not fluctuate the total number of observed fish. 6. What type of graph would be appropriate for this data set? Why? The most appropriate type of graph to utilize, which would best illustrate the data being compared in this example, would be a line graph. I would use a line graph because it most clearly and effectively demonstrates how the two independent data sets are related, as well as how their independent fluctuations in volume affect one another. 7. Graph the data from Table 1: Water Quality vs. Fish Population (found at the beginning of this exercise). You may use Excel, then â€Å"Insert† the graph, or use another drawing program. You may also draw it neatly by hand and scan your drawing. If you choose this option, you must insert the scanned jpg image here. [pic] 8. Interpret the data from the graph made in Question 7. The data from the graph supports my hypothesis that the total number of fish observed does not have any bearing on the level of dissolved oxygen, which steadily increases by a level of two with each data point. Exercise 2: Testable Observations Determine which of the following observations (A-J) could lead to a testable hypothesis. For those which are testable: Write a hypothesis and null hypothesis What would be your experimental approach? What are the dependent and independent variables? What is your control? How will you collect your data? How will you present your data (charts, graphs, types)? How will you analyze your data? 1. When a plant is placed on a window sill, it grows three inches faster per day than when it is placed on a coffee table in the middle of the living room. – TESTABLE †¢ Hypothesis – The plant will grow at a faster rate per day when it is placed on a window sill as opposed to being placed on a coffee table in the middle of a living room. †¢ Null Hypothesis – The location of the plant has no bearing on the growth rate per day. †¢ Experimental Approach – I would gather four identical plants, two of which I would I would rotate between the living room and window sill daily, and the other two would remain static in their locations for the entire duration of the experiment. I would treat and care for all plants in an identical manner, ensure that their respective locations remained precisely the same, as well as measure and record the growth of each plant daily. After a sufficient period of time had elapsed, I would record the final relevant data in Excel, and insert a line graph with all four plants incorporated into a single chart, which would also demonstrate the growth rate over time. Subsequently, based on the information contained within the data points, and the line graph comparison, I would draw a final conclusion and present my data to interested parties in the form of a brief Microsoft PowerPoint presentation. I would include a brief summary of the intent of the experiment, a detailed explanation of the tools and exact process in which I used to conduct my tests, and all of the raw data statistics relative to the daily growth rate of all four plants. †¢ Dependent Variable – The location of the plants. †¢ Independent Variable – The growth rate of the plants. †¢ Control – The 2 static plants. 2. The teller at the bank with brown hair and brown eyes and is taller than the other tellers. – NOT TESTABLE 3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats unhealthy foods. – TESTABLE †¢ Hypothesis – Sally’s blood pressure will be lower when she eats healthy foods and exercises regularly. †¢ Null Hypothesis – The fact that Sally eats healthy foods and excercises regularly will have no effect on Sally’s blood pressure. †¢ Experimental Approach – I would first observe and record, for a sufficient period of time, Sally’s eating habits, exercise regimen, and blood pressure, when she is not eating as healthy or exercising as regularly to accurately gauge a reliable average of the range of her blood pressure in this phase of the experiment. Then, I would ensure that Sally was placed on a healthy eating plan, approved by a nutritionist, and prescribe an exercise routine. Sally’s eating habits and exercise regimen would again be recorded daily, along with her blood pressure statistics and other relevant information. I would track and record the daily relevant statistics in Excel, and I would also use a line graph to illustrate the comparison of her blood pressure over time under the two different scenarios. Subsequently, based on the information contained within the data points, and the line graph comparison, I would draw final conclusion and present my data to interested parties in the form of a brief Microsoft PowerPoint presentation. I would include a brief summary of the intent of the experiment, a detailed explanation of the tools and exact process in which I used to conduct my tests, and all of the raw data statistics relative to the changes in Sally’s blood pressure as well as her diet and exercise habits throughout the experiment process. †¢ Dependent Variable – Sally’s eating and exercise plan. †¢ Independent Variable – Sally’s blood pressure reduction. †¢ Control – the phase of the experiment when Sally’s blood pressure is observed and recorded when she is not eating healthy or exercising regularly. 4. The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm. – NOT TESTABLE 5. For the past two days the clouds have come out at 3 pm and it has started raining at 3:15 pm. – NOT TESTABLE 6. George did not sleep at all the night following the start of daylight savings. – NOT TESTABLE Exercise 3: Conversion For each of the following, convert each value into the designated units. 1. 46,756,790 mg = _46.7568 kg 2. 5.6 hours = _20160 seconds 3. 13.5 cm = _5.31496_ inches 4. 47  °C = 116.6  °F Exercise 4: Accuracy and Precision During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67. 2. The average score for the 5th grade math test is 89.5. The top 4th graders took the test and scored 89, 93, 91 and 87. – Both Yesterday the temperature was 89  °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees! – Precision Four friends decided to go out and play horseshoes. They took a picture of their results shown to the right: – Neither A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies. – Neither Exercise 5: Significant Digits and Scientific Notation Part 1: Determine the number of significant digits in each number and write out the specific significant digits. 405000 – 3 (405) 0.0098 – 2 (98) 39.999999 – 8 (39999999) 13.00 – 4 (1300) 80,000,089 – 8 (80000089) 55,430.00 – 7 (5543000) 0.000033 – 2 (33) 620.03080 – 8 (62003080) Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits. 70,000,000,000 = 7 X 1010 0.000000048 = 4.8 X 10-8 67,890,000 = 6.789 X 107 70,500 = 7.05 X 104 450,900,800 = 4.509008 X 108 0.009045 = 9.045 X 10-3 0.023 = 2.3 X 10-2 ———————– TYPE YOUR FULL NAME:

Why Secondary Kids Act in a Laddish Behaviour

Context and concepts Paul Willis conducted a study called â€Å"Learning to labour† in 1977 in which he studied 12 working class students in their last 18 months at a school in the West-Midlands, the methods he used were observation and participant observation. The boys he studied were known as the â€Å"lads†. These boys knew what they needed to do in order to achieve and get qualifications but instead they chose to reject school and developed laddish behaviour, because they believed that education was unmasculine and uncool and that they would get a job even if they didn’t have any qualifications. They thought that manual labour was more worthy than work at a desk or an office. This is where my first concept â€Å"laddism† stems from. This is a male script of toughness which is characterised by negative feelings towards school. Willis found that there were two types of pupils in the class, the â€Å"earoles† who commit themselves to their education and the lads who took little notice of school rules, teachers and work, instead they thought school was all about having a â€Å"laff†. These are all coping strategies the boys had developed in order to cope and minimize the boredom of school and the future routine based jobs they would ultimately end up in. The boys thought that manual labour was more worthy than work at a desk or office. Mitsos and Brown also looked at why boys underachieve in education and thought it was mainly due to what teachers expected of them, which leads me to my second concept â€Å"teacher expectations†. They found that teachers tend to be less strict with boys, expecting low standards of work from them, leading them to underachieve as they failed to push them to achieve their full potential. This also means that the boys started to become overconfident and also started to overestimate their abilities to do something and so making themselves believe that they don’t need to work as hard in order to gain qualifications. Boys were also more likely to be sent out of the classroom or get expelled (80% are boys) from school than girls, which means they lose valuable school time. Another reason for their underachieve could be due to the decline in manual labour, which has resulted in them losing their motivation as they see little point ion education as it wont lead them to the type of job they seek. The lack of opportunities for these young men has given them a low self-esteem. It is these problems which have lead to an â€Å"identity crisis for menâ€Å". As there is a rise in the more â€Å"female† jobs and a decline in the more traditional â€Å"male† jobs, the future of some males look bleak as they lack a clear purpose. On the other hand according to Hargreaves et al the underachievement of boys in education may be due to the way the pupils are perceived by the teachers. Hargreaves at al analysed the processes that led to pupils being classified, and they put forward three stages which are: ? Speculation- this is where the teachers make presumptions about the type of pupils they are dealing with, this leads to the formation of a hypothesis. ? Elaboration- It is here that the established hypothesis is either gradually confirmed or rejected. ? Stabilisation- when this stage is reached the teacher will feel like that they are familiar with the type of pupil they are dealing with. It is this third stage of stabilisation, where the behaviour of the pupil is compared against the type of pupil they are thought to be. If some pupils are regarded as being badly behaved, then it will be hard for their good behaviour to be seen, which is the â€Å"labelling theory†. Nevertheless it is the predictions made by the teacher that has lead to the â€Å"self-fulfilling prophecy†, where the pupils start to live up to the predictions that the teacher have made about them, which is my fourth concept. So if a teacher labels pupils as being bright and expects a higher standard of work from them then these pupils will start to believe they are indeed bright and as a result work hard and obtain good examination results. Thus the actions of pupils are partly a refection of what teacher expect from them. Sociologists Rosenthal and Jacobson decided to carry out an experiment which lasted over a year, which was designed to test the â€Å"labelling† and â€Å"self-fulfilling prophecy† theories and how they affected educational achievement . They conducted their study in an elementary school were they selected 20% of the students, whom they expected to show rapid academic growth. In order to prove this they tested the IQ of the pupils before and one year after the experiment started and the selected pupils had gained IQ. Rosenthal and Jacobson explained that this was due to the teacher conveying the message that the selected sample had more potential than the rest. This led to the sample believing that they were capable of achieving highly and live up to the label they were given and subsequently led to the self-fulfilling prophecy. Main research methods and reasons The main method of research that would be most suited to my topic is non-participant observation in a classroom. Paul Willis also used non-participant observation when he was conducting his research in order to see boys behave in a â€Å"laddish† way. I will take up an iinterpretivist approach like Willis, where I will collect my qualitative data rather than quantitive data. This type of research method could help me explore the concepts of â€Å"teacher’s expectations†, as teachers can show different attitudes to the two opposite sexes which could lead to underachievement and form â€Å"laddish† behaviour. While observing I will be looking out for signs of â€Å"laddish† behaviour and levels of standards that are set by the teacher and if this affects the amount of work that is produced by the pupils. For example teachers tend to be less strict with boys and they tolerate low standards of work from them, which leads to them overestimating their abilities and they become overconfident and not work hard enough in order to achieve highly, which links to my second concept of â€Å"teacher’s expectations† Before I operationalise my research method I will need to design an observational framework that meets the needs of my research and that corresponds to my contextual studies. It will also help me to be consistent in what I observe. The things that I will need to look out for are: they way that the pupils are seated, the amount of times that the lesson has been stopped due to disturbance and if this was mostly from boys, and how the badly behaved pupils react to the good kids, do they bully them? Also I will be looking at the way that the boys contribute to the lessons, are they keen to learn? This will show that the boys are behaving in a â€Å"laddish† way, which operationalises my first concept. However before I officially observe the classes I will conduct a pilot study in which I will test the efficiency of my observational framework. In this research I will be observing four English classes all in year 11. all four classes will be observed in the second period of the morning through the week, as pupils tend to be more focused in the morning on a Monday compare to a morning on a Friday. Before I can observe a class I will need to gain permission from the subject teacher. Then I will enter the classroom before the pupils get there and sit somewhere unobtrusive where hopefully students will not pay too much attention to me, which would also improve my data. Whilst observing the class I might also come across situations where issues of confidentiality are raised. Potential problems Potential problems that could be met while conducting my research are that the behaviour of some pupils and teachers might change as the sense the presence of a stranger in the classroom. This could mean that I will not be obtaining accurate or valid data to show why boys are underachieving in education. The data obtained will be qualitative which means that I will not be able generalise the findings to the wider society, which means that my study will lack ecological validity. Another problem could be getting the permission to observe these classes, the teacher might not be comfortable with the fact that I will be observing their class while they are teaching and so refuse me access, leaving me with no data. Also there might be timetabling issues, which means that I may not be able to observe the class I intended to, because my timetable might not let me, as I can also have lessons at that particular period of the day. While observing the class I will record my findings on an observational framework and as I am doing this I might miss some crucial events that have taken place while I was recording my data. Due to this I might also end up being biased and focus only on certain events or even add my own interpretations to actions, which means that I will be selective as I am trying to prove a point. During the time I am in the classroom observing I may come across an event that has taken place in my presence which is serious and so automatically I am put in a position where I have to take a certain action which can be: do I report what has happened, or do I keep it to myself as the teacher has allowed into their classroom, do they expect me to be trustworthy? So issues of confidentiality may arise.

Advertising and Integrated Communication

The purpose of this report is to critically discuss and analyse the use of virtual and augmented reality and its application and uses in educational tourism. The report takes a systematic approach to discuss background to virtual reality, augmented reality, and educational tourism. Further, the report discusses the use of virtual reality and augmented reality in educational tourism followed by critical discussion. Lastly, the report discusses areas for future research in the field followed by a conclusion. Virtual reality can be defined as computer-stimulated reality that uses technology to replicate some real world or imaginary environment, and allows users to interact with the environment (Huang et al., 2016). It involves exact replication of elements of real world elements with synthesized 3D materials and proper collaboration of all the sensory inputs to initiate user engagement. First hint of virtual reality had come from the world of science fiction. In the year 1935, Stanley G. Weinbaum wrote a short story named "Pygmalion's Spectacles". This was the first book, where the concept of virtual reality was first explored. It explored a goggle-based virtual reality system along with holographic record of fictional experience. It included touch and smell. The use of virtual reality concept can be seen in training perspective. It allows the professionals to conduct training in regards to a virtual environment. Virtual reality can also be used in video game for creating graphics and sou nds. Augmented reality is the use of computer generated sensory inputs that is used to augment or supplement the real world elements of the environment for better user experience (Fino et al., 2013). It uses visualization techniques that superimpose computer-generated data such as text, graphics, video, audio, GPS data and other multi-media formats over the real worldview. Therefore, it enhances the user’s perception of the reality and the surrounding environment (Han et al., 2013). In the year, 1968, Ivan Southerland had developed first the system of head mounted display. In this system, augmented display was used by the mean of generated graphic for demonstrating simple wireframe drawing. Augmented reality is effectively used in architecture for visualizing building project. It can also be used in visual art and education and video games.   Educational tourism is carefully planned in combination with site visit and hands-on learning opportunities, which provide clear learning objectives for students.  A proper guide in educational tourism can assist students in gaining leisure activities as well as different learning objectives. Virtual reality is gaining huge popularity in the tourism sector, especially in the field of educational tourism. Virtual reality is being used for destination promotion and for educational purposes. It allows users to experience various conditions that no longer exist now such as pre-historic earth; moreover, it can also be used to experience space travel or walking through the museum, fort or any other simulated reality from the home. It has also made it possible to experience and learn through culture, environment and local community of various destinations across the world in a time efficient and economical manner (Tussyadiah et al., 2016). Augmented reality is used in educational tourism to enhance the experience of the users by providing sensory inputs of the real world. In educational tourism, it can be used to enhance user’s experience by providing real time information about the location and its features. This technology is being extensively used in educational tourism by providing tourists simulations of historical events, places and objects. Further, with the use of audio and video sensory inputs, users can live and experience the history that once existed. It also helps stimulate experiences such as viewing extinct animals, fragmented artefacts, and cultural experiences from history (Guerra et al., 2015). Tourism has always been regarded as means of gaining knowledge and new experiences. The learning gained through the virtual and augmented reality improves learning retention. Virtual reality enables the users to explore and experience various locations such as beaches, museums, or places of historic importance with a persuasive and interactive purview that can be viewed on a computer at home (Buhalis & Yovcheva, 2013). Both virtual and augmented reality provides compelling educational environment. These technologies have revolutionized the educational tourism as it provides a means to stimulate both mental and physical activities with the help of stimulated interactions with the unfamiliar contents. It is used to impart knowledge about the various subjects such as history, aerospace and the likes by providing firsthand experience to the users (Yovcheva et al., 2012). One such application of augmented reality is the use of interactive digital storytelling techniques that has been applied in various museums in order to enhance their educational potential. Further, it has been observed that both virtual reality and augmented reality techniques aids tourist organization and professionals to reach a wider audience and deliver more informed knowledge through better multi-media contents. Therefore, it helps the tourists to access valuable information, thereby increasing their knowledge regarding a tourist attraction or destination in an entertaining manner (Kounavis et al., 2012). Although, it has been established that virtual and augmented reality techniques plays an important role in educational tourism, however, it is still in the development stages and requires better infrastructures such as inter platform operability of virtual reality and augmented reality applications and better internet facilities. Moreover, future researches also need to explore the influence of advance technologies on the overall experience and learning outcomes of users. The researchers are to find more scope to apply these concepts on user’s overall experience and learning outcomes (Chung et al., 2015). From the above discussion, it can be concluded that virtual reality and augmented reality technologies provides one of the most powerful and effective means for participative learning. In the educational tourism sector, these technologies can be employed to recreate history or project future world in a digital format. This can be used in the educational tourism to provide simulated and interactive learning experiences. Buhalis, D., & Yovcheva, Z. (2013). Augmented Reality in Tourism: 10 Unique Applications Explained.  Digital Tourism Think Tank Reports and Best Practice. Retrieved May,  13, 2013. Chung, N., Han, H., & Joun, Y. (2015). Tourists’ intention to visit a destination: The role of augmented reality (AR) application for a heritage site.Computers in Human Behavior,  50, 588-599. Fino, E. R., Martà ­n-Gutià ©rrez, J., Fernà ¡ndez, M. D. M., & Davara, E. A. (2013). Interactive tourist guide: connecting web 2.0, augmented reality and QR codes.  Procedia Computer Science,  25, 338-344. Guerra, J. P., Pinto, M. M., & Beato, C. (2015). Virtual reality-shows a new vision for tourism and heritage.  European Scientific Journal. Han, D. I., Jung, T., & Gibson, A. (2013). Dublin AR: implementing augmented reality in tourism. In  Information and Communication Technologies in Tourism 2014  (pp. 511-523). Springer International Publishing. Huang, Y. C., Backman, K. F., Backman, S. J., & Chang, L. L. (2016). Exploring the Implications of Virtual Reality Technology in Tourism Marketing: An Integrated Research Framework.  International Journal of Tourism Research,  18(2), 116-128. Kounavis, C. D., Kasimati, A. E., & Zamani, E. D. (2012). Enhancing the tourism experience through mobile augmented reality: Challenges and prospects.  International Journal of Engineering Business Management,  4. Sie, L., & Patterson, I. (2015). Understanding the relationship between motivations and experiences of older Australian travellers through educational tourism.  CAUTHE 2015: Rising Tides and Sea Changes: Adaptation and Innovation in Tourism and Hospitality, 708. Tussyadiah, I., Wang, D., & Jia, C. H. (2016). Exploring the Persuasive Power of Virtual Reality Imagery for Destination Marketing. Yovcheva, Z., Buhalis, D., & Gatzidis, C. (2012). Smartphone augmented reality applications for tourism.  e-Review of Tourism Research (eRTR),  10(2), 63-66.