The relationship between educational institutions and students Essay Example

The relationship between educational institutions and students Essay The three scholarly articles on the relationship between educational institutions and students are very insightful. The centre of their attention is the influence of student’s economic class on the quality and content of education received. But more importantly, class continues to influence and determine the quality and nature of an individual’s life beyond and after schooling years. In other words, the three authors posit in three different ways that economic class that an American is born into predetermines their course of life. The rest of this essay will flesh out this thesis. The essay titled The Educated Global Citizen or Student Global Consumer? raises several important questions about the culture of education that has come to be accepted. Far from the ideal notions of education that the founding fathers of the nation envisioned, what we have today is the corporate takeover of schools and academies. The concept of advertising and sponsored programs have become so entrenched in the system that they no longer elicit a response of shock. Parents and educators have become desensitized to instructional video programs that contain embedded advertisements. The legitimacy of the classroom, with the authoritative figure of the teacher overseeing the program, students come to believe the content of the advertisement as truth. They are prone to believe that what they learn about science, mathematics and literature is on par with the content of the advertisement that is presented to them. Even common spaces within the premises of a school – such as a canteen – are not spared the blight of intrusive commercialization. For example, most school and college administrations have a deal with either Coca-Cola or Pepsi to be the official soft-drink provider within the campus. The same applies to the presence of McDonalds, StarBucks, Subway, etc in school canteens. Brand monopolies are thus allowed to exist in what is supposed to be a place for enlightenment. What business corporations are trying to achieve is to indoctrinate young minds into accepting certain brand loyalties. ‘If you catch them young they stay with you forever’ seems to be the motto of the major brands. While business interests profit and secure themselves of a young, loyal consumer base, the social consequences are disastrous. Instead of illuminating and stimulating young impressionable minds for creative thought and experimentation, our schools have turned into assembly lines for producing the next generation of passive obedient consumers. Hence, I totall y agree with the views presented in Benjamin Barber’s essay. We will write a custom essay sample on The relationship between educational institutions and students specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The relationship between educational institutions and students specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The relationship between educational institutions and students specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The analytical essay by Gregory Mantsios takes up the manifestation of class differentials in the education system. The author goes on to demystify some prevalent myths and denials surrounding educational opportunities. One of the chief denials blighting American culture is its refusal to accept class divisions in society. As he notes wryly, America has turned into a nation of middle-class people. It then begs the question what are the two ends of the spectrum that this great middle-class is placed in between? There are political reasons behind the propaganda of the ‘middle-class nation’. But evidence from the ground suggests that class is a significant determinant of several indicators of life. Primary among them are opportunity to education and quality of education. Upon these two factors impinge several social, economic and health consequences. To illustrate, those who were fortunate enough to graduate from Ivy League institutions have higher life expectancy, lesser i nstances of accidents, better rates of recovery from illnesses, live a more luxurious lifestyle, lesser chances of incarceration or prison terms, etc. So what Mantsios makes abundantly clear is that entry into prestigious educational institutions ensures a decidedly superior subsequent life experience for those fortunate students. For the rest, or the great majority of the nation’s children, the future is not as rosy. What we are witnessing here is an antagonistic relationship between education providers (in this case Ivy League institutions) and the vast majority of the population who are denied entry to them. In the third article perused for this essay, Social Class and the Hidden Curriculum of Work, author Jean Anyon talks about the variation in educational content across different schools. While Mantsios and Barber talk about the differentials in ‘quality’ of education, it is Anyon who expounds on what it entails. The common understanding is that schools in low socio-economic localities have poor amenities and facilities. While this is true, the most troubling aspect of these schools is how their curricula are markedly different to prestigious schools. It seems that poor students who are enrolled here are prepared for a career in clerical or other blue-collar jobs. This is in contrast with posh schools where the curricula are designed to prepare the next generation of doctors, lawyers and business leaders. Hence the very precept upon which the founding fathers emphasized the role of education in society stands defeated. Jean Anyon’s illustration of this ‘vocati onal’ imperative in curricular design strengthens the deep fissures along class lines in American society. In sum, all the three essays underscore the problematic or dysfunctional relationship between educators and students in American schools. References: Benjamin R. Barber, The Education Global Citizen or Student Global Consumer? Liberal Education, Spring 2002, p.22+ Gregory Mantsios, Class in America – 2003, Money and Success, p.307+ Jean Anyon, Social Class and the Hidden Curriculum of Work, Journal of Education, Vol. 162, no. 1, Fall 1980.

Use Adobe Acrobat (PDF) Files in a Delphi Application

Use Adobe Acrobat (PDF) Files in a Delphi Application Delphi supports the display of Adobe PDF files from within an application. As long as youve got Adobe Reader installed, your PC will automatically have the relevant ActiveX control youll need to create a component you can drop into a Delphi form. Difficulty: Easy Time Required: 5 minutes Heres How: Start Delphi and select Component | Import ActiveX Control...Look for the Acrobat Control for ActiveX (Version x.x) control and click Install.Select the Component palette location into which the selected library will appear. Click Install.Select a package where the new component must be installed or create a new package for the new TPdf control.Click OK.Delphi will ask you whether you want to rebuild the modified/new package. Click Yes.After the package is compiled, Delphi will show you a message saying that the new TPdf component was registered and already available as part of the VCL.Close the package detail window, allowing Delphi to save the changes to it.The component is now available in the ActiveX tab (if you didnt change this setting in step 4).Drop the TPdf component onto a form and then select it.Using the object inspector, set the src property to the name of an existing PDF file on your system. Now all you have to do is resize the component and read the PDF file from your Delphi application. Tips: The Adobe ActiveX control installs automatically when you install Adobe Reader.  Step 11 can be completed during runtime, so you can open and close files programmatically as well as resize the control.

Identifying the Most Common North American Conifers

Identifying the Most Common North American Conifers Conifers are commonly thought to be synonymous with evergreen trees, which stay green through the year. However, not all conifers- also known as softwoods- remain green and with needles year-round. They are actually scientifically classed by how they fruit. They are gymnosperms or plants with naked seeds not enclosed in an ovary; these seed fruits called cones are considered more primitive than hardwood fruiting parts. General Guidelines for Broad Identification Though conifers may or may not lose their needles annually, most are indeed evergreen. Trees of this classification have needle-like or scale-like foliage and usually renew many leaves annually but  dont renew all of their leaves every year. The foliage is usually narrow and manifests in either sharp-pointed needles or small and scale-like leaves. Although  studying the needle is the best way to identify a conifer, conifers as a class are defined not by their leaves but by their seeds, so its only important to note the shape and size of leaves after determining whether it is a conifer by the shape, size, and type of seed the tree produces. Softwood trees  include pine, spruces, firs, and cedars, but dont let that alternative name for conifers fool you. Wood hardness varies among the conifer species, and some softwoods are actually harder than some hardwoods. The Many Types of Coniferous Leaves While all trees that bear cones are coniferous, and many of these cones are remarkably different from other species cones, often times the best way to identify the specific genus of a tree is by observing its leaves. Coniferous trees can produce two types of leaves with a variety of slight alterations that further define the tree type. If a tree has needle-like (as opposed to scale-like) leaves, it can then be further defined by how those needles are grouped (singularly or alone), how they are shaped (flattened or four-sided and sharp), the types of stems these leaves are attached to (brown or green), and if the leaves invert or not. Other Ways to Identify Conifers From there, the way the cone or seed is shaped and the way it hangs on the tree (sticking up or handing down), the smell and largeness of individual needles, and the erectness of branches in the tree can also help determine what specific type of conifer a tree is. Chances are ​if a tree has any of these features at all it is a conifer, especially if the tree also bears cone-like seeds. The Most Common Conifer Trees in North America Three of the most common conifers that grow in North America are pine, fir, and spruce trees. The Latin word conifer means to bear cones, and most but not all conifers have cones; junipers and yews, though, produce berry-like fruit. Conifers are among the smallest, largest, and oldest living woody plants known in the world. The more than 500 conifer species are distributed worldwide and are invaluable for their timber but also adapt well to the landscape; there are 200 conifer species in North America, but the most common are listed here: Bald cypress- Genus  TaxodiumCedar- Genus CedrusDouglas fir- Genus  PseudotsugaTrue fir- Genus AbiesHemlock- Genus TsugaLarch- Genus LarixPine- Genus  PinusRedwood- Genus SequoiaSpruce- Genus Picea

Research Methods Dissertation Example | Topics and Well Written Essays - 3750 words

Research Methods - Dissertation Example The philosophy adhered to by the research methodology employed in this study is Social Constructivism-Interpretivism. It gathers information from people’s viewpoints and their various perspectives to get a picture of the social environment they move in (Gay et al., 2009). The researcher chose this philosophy because it is the most fitting in helping the study answer the research questions since it goes directly to the people concerned in this study for their own inputs.Exploring teachers’ views on inclusion takes more than just extracting what they know about it. Probing deeper into the matter, one would be able to derive their thoughts, feelings and personal insights on how inclusion affects them. In doing so, teachers may be introspective and assess their own attitudes, behaviors, and performance as teachers in inclusive educational settings. This is the outcome envisioned by this study. In order to achieve that, the methodology of questionnaire and focus group interv iew will be undertaken.Questionnaires are effective means of collecting data from the research participants, with the aim of obtaining their personal views on various issues. Participants may feel more secure and confident in answering them due to their anonymous nature since filling out their names is optional. Campbell et al. (2004) describe questionnaires as: â€Å"†¦a very versatile data-gathering method; they are cheap, easy to administer no matter how many participants are expected to fill them out.... Merriam (1998) defines qualitative research as â€Å"an umbrella concept covering several forms of inquiry that help us understand and explain the meaning of social phenomena with as little disruption of the natural setting as possible†(p.5). The qualitative approach is selected because it is the most suited in eliciting the needed information regarding the insights teachers have about inclusion in their own context. Such approach can delve deeper beneath the surface as the researcher may ask probing questions that the participants may answer, and this is not possible with quantitative methods which may limit the responses to only measurable choices. Philosophy The philosophy adhered to by the research methodology employed in this study is Social Constructivism-Interpretivism. It gathers information from people’s viewpoints and their various perspectives to get a picture of the social environment they move in (Gay et al., 2009). Their opinions and insights will then be interpreted in accordance to the concepts discussed in the review of literature. The researcher chose this philosophy because it is the most fitting in helping the study answer the research questions since it goes directly to the people concerned in this study for their own inputs. Research Methods Exploring teachers’ views on inclusion takes more than just extracting what they know about it. Probing deeper into the matter, one would be able to derive their thoughts, feelings and personal insights on how inclusion affects them. In doing so, teachers may be introspective and assess their own attitudes, behaviors and performance as teachers in inclusive educational settings. This is the outcome envisioned by this study. In order to achieve that, the methodology of questionnaire and focus group

Discuss the main features of Austrian government, politics and Essay

Discuss the main features of Austrian government, politics and parliamentary democracy today - Essay Example Shortly thereafter, Austria passed a law "declaring perpetual neutrality and a ban on entering any military alliances or allowing foreign military bases on Austrian territory." In its role as a neutral state, Austria viewed itself as a bridge between the East and West during the Cold War and hosted a number of United Nations agencies and international organizations in Vienna. Despite its political neutrality, however, Austria remained closely aligned with western democracies both culturally and ideologically. In a June, 1994 referendum, 66% of Austrians demonstrated their favor for EU membership, which led to the signing of the Treaty of Accession of Austria to the EU on June 24, 1994. This Treaty subsequently entered into force, and Austria became a member of the EU on January 1, 1995. Presently, Austria is one of the wealthiest EU Members. Over 60% of the nation's imports and exports come from or go to other EU countries, rendering the nation's economy largely dependent on the EU. Currently, Austria is one of eleven EU Member States that has adopted the Euro and, consequently, it has implemented an economic plan in accordance with European Monetary Union requirements. Traditionally, Austria's economy operated as "a corporatist system of 'social partnership' between government, industry, labor, and agriculture." In the 1980s, however, the government's role began to wane as a result of the privatization of many enterprises formerly under state ownership. The services sector dominates the economy, and tourism generates approximately 15% of the nation's capital. Over 9% of Austria's population is considered "foreign," with communities of ethnic Magyars and Croats living in the province of Burgenland and Slovenes in Carinthia. Nevertheless, 98% percent of Austrians speak German.30 In 1996, more than 700,000 immigrant workers were registered in Austria, and an unknown number of illegal immigrants and refugees presently reside there. AUSTRIA'S POLITICAL SYSTEM has been a model of stability since democracy was restored in 1945. In contrast to the interwar period, when domestic political rivalries and foreign intervention brought the system of government set out by the constitution of 1920 to a standstill, after World War II this reestablished parliamentary democracy functioned smoothly in what came to be termed the Second Republic. At times, Austria's political system seemed impervious to change, but by the middle of the 1980s, it had become clear that far-reaching social and economic trends were beginning to affect the country's politics. Austria is a parliamentary represented democracy comprising nine federal states and is one of six European countries that have declared permanent neutrality (A neutral country takes no side in a war between other parties, and in return hopes to avoid being attacked by either of them. A neutralist policy aims at neutrality in case of an armed conflict that could involve the party in question. A neutralist is an advocate of neutrality in international affairs) and one of the few countries that includes the concept of everlasting neutrality in its constitution. Austria has been a member of the United Nations since 1955 and joined the European Union in 1995. When Austria joined the EU in 1995 a referendum had to be held because the accession was qualified as a fundamental change

Tensions in Colonial Society Essay Example for Free

Tensions in Colonial Society Essay Both the Bacon Rebellion and the Pueblo revolt were ignited by the mounting apprehension of preserving safety and a way of life as white settlers and Native Americans come together on the same land. Because European settlers were trying to settle on land already occupied by Indians, many conflicts arose. For many white settlers, as was the case in the Bacon Rebellion, the clash of the two races caused an uneasy apprehension. The white settlers felt threatened by the Native Americans, and, as a result, resorted to unnecessary violence. In the Bacon Rebellion, this ongoing tension caused farmers to kill many Indians, even friendly ones. For many Native Americans the clash of the two races resulted in tension as the white settlers tried to change the Indian way of life. This was true of the Pueblo Indians in present day New Mexico who felt threatened by the Spanish because they were trying to impose an unfamiliar, Christian life on the Indians. With both groups we see a common tension: people are feeling threatened as a result of Native Americans and hite settler interaction. As with these uprisings, tension created by Indian/colonist interaction in colonial America often erupted into violence and rebellions. While the Pueblo revolt was mainly the result of Indian/Colonist conflict, the Bacon rebellion had many more aspects to it. The Bacon rebellion was inpart fueled by the strain between the most elite Americans and everyone else. For Bacon and his friends, who were upper-class Englishmen who came to America, the tension came rom resentment toward the Virginia elite for not including them. For the farmers, it was the belief that the elite government did not understand or sympathize with the danger Indians posed to farmers. When the two groups teamed up to fight out the tension against the elite, many Indians and innocent colonists were killed and injured. The deaths occurred when colonists vented their frustrations by taking matters into their own hands against the Indians and, later, fighting against the litists. The Bacon rebellion started because of uneasiness about the Indian situation, but it ended as a full on war with the elites. It was this end that reflects the growing tension between the elite and the common people of American colonial society. Colonial society in America was a new frontier for those that settled there. As with anything new, problems and tensions arose and these growing tensions were reflected in uprisings, such as Bacons Rebellion and the Pueblo Revolt. One of the ain tensions of colonial America was the result of two very different cultures, the Indians and the Colonists, wing for survival in this new situation. Other tensions arose when tight knit elitist groups excluded and disregarded the well being of others. Tensions between races and different social classes werent new to history. Nevertheless, their ubiquitous quality does not make them any less significant, nor did it help the colonists when the tensions exploded into Bacons Rebellion and the Pueblo revolt.

Himmler?s Reign of Terror and Ingenious :: essays research papers

One man’s sick mind led to the extermination of an entire generation of people. These ideas came at the worst possible time, during World War II. The ideas were horrific and evil and today they would be viewed as satanic but at the time they were thought to be glorious and wonderful. This gave Hienrich Himmler a place as one of the most devious persons ever. Himmler went to grade school at the Cathedral where he was an excellent student. It was during this time that Himmler became interested in Germany’s history and war (Shrirer 130-131). After he finished grade school he went to Technical High school. He once again resumed the role of a good student. At this time Himmler felt he had no rules or discipline so he dropped out of high school and enlisted in the Army. While in the Army Himmler got special tutoring to finish high school (Shrirer 137-138). Himmler attended a small college outside of Munich. While there he did not fit in very well and did poorly in his studies. After a short time Himmler left college and rejoined the military (Stewart 97). Himmler joined a paramilitary unit outside of Bayer-Munich. He was in a class of 200 and was the best soldier. His commanding officer said, â€Å"He’s the best natural soldier I’ve ever seen† (Goralski 103-104). Himmler did not do much in World War I. He was rumored to have killed Gihi Rhambal. People are not one hundred percent sure if he did, but many believed it was he (Jarmon 132). During this time he was mainly taking care of his family. He married a lady Miller 2 named Marga Stoenbauer. Himmler also had a daughter named Gudren. Gudren was Himmler’s daughter but not Marga’s. He had Gudren with a mistress. The mistress left the baby with Himmler right after she was born and she was never heard from again (Bauer 84-85). Shortly after World War II broke out, Himmler was chosen for a special assignment. He received the assignment because he was probably the best soldier in the German Army. He was appointed the head of the Gestapo, the most feared people in Germany. The Gestapo was formed in 1933 and the massive killings began in 1934 (Rogaski 187-188). Himmler and his men dressed in all black, so that people would recognize and respect them (Stewart 131). Himmler was respected for two main reasons. The first was that many people thought he was next in command to Hitler. People figured that they probably should not get involved with the boss. The other reason people liked Himmler was that Hitler liked him and if he found out anyone was saying anything about him that