Kindred in 3rd Person essays

Related in third Person articles In the novel Kindred by Octavia Butler we see the direct occasions of an African American lady from California during the 1970s travel to the prior to the war south in the nineteenth century. This tale at that point can be known as a slave story witch is a direct record of a slaves life. These are done in a first individual point of view for the explanation that the slave is only telling their life. However what might befall the force, which is placed in this novel if the point of view was change from the person who encountered the occasions to somebody who saw the situations develop? To transform from the main individual to the third individual. This could just have one of two out come one would be that it would just improve the novel by permitting the peruser to see all that the writer needs them to see the other is that it could aggravate the novel by confounding the peruser. Both of these results could happen but it would likewise crease that niter could occur and that it would n ot change the adequacy of the novel to show the creators point. However what is the creators point? It is easy to see that the creator is attempting to show that individuals can do things that today are viewed as ethically off-base and malicious but these individuals fell that they are doing taking note of wrong. This is effectively appear with the main individual point of view of Dana by her experience with her progenitors of Tom and Rufus Weylin. She is dealt with gravely like a slave but then both of proposals men find that they are still acceptable men despite the fact that they do what they do to their slaves. This is a third individual point of view for Dana saw everything that were done to these slaves but then it was additionally a first individual viewpoint for it was Dana who saw these occasions and it is her memory. Dana herself additionally needs to bear the repulsions of subjugation in the time that she spends in the prior to the war south. However consider the possibility that the entirety of this was to be as an outsider looking in it would have a vastly different effect on the peruser .... <!

Commercial Management Essay Example | Topics and Well Written Essays - 1500 words

Business Management - Essay Example Harmony Gardens were the first to open in 1998. The Millennium Galleries features social topics including visual expressions, specialty and structure. The Peace plants and lit up wellsprings put on a breathtaking act during the night. Exceptional engineering as upscale curves, winding pathways, glasshouses and tropical plants mix in to create a staggering sight. The Peace Gardens, Millennium Square and Winter Gardens are a piece of the Gold Network of alluring open spaces. They structure an incredible center and are where the significant course to the downtown area from the station and the person on foot interface between the two colleges converge. The award granted to this task added up to ?22,700,279 and the all out expense brought about in this undertaking has been ?45,221,155. Points and Objectives: The essential target of the venture was to help the city of Sheffield recapture its status as one of the top regions in Europe by making it increasingly appealing to occupants, outsid e financial specialists and guests. The point was to do this by making an energetic, top notch, protected and maintainable downtown area exuberant downtown area for living, relaxation, learning and retail. This was a key site which had been under-used as far as business and open utilization. The task was likewise planned for extending the Economy of the City so as to make new openings and permit development. Great workplaces were to be structured in the downtown area from where prominent elements of organizations could be performed. A clamoring center point of money related and proficient administrations would likewise advance a speculator neighborly picture important to support the nearby economy. In the long run all the financial development would have permitted work open doors for the nearby network. So as to help the anticipated business and visitor movement, foundation was required. Activities like ‘Station Gateway’ and ‘New Retail Quarter’ were intend ed to improve openness, development and linkages in the city. How fruitful has the venture been? One of the inquiries the OGC 5 Gateway pose is whether the venture is a triumph or not. Aside from a couple of shortages the undertaking has to a great extent been a triumph. The advanced plan of the City Center has to a great extent been effective in drawing in neighborhood and remote organizations. Visitors and understudies have likewise been attracted to the city giving a lift to the neighborhood economy. The Gateway is additionally keen on knowing in climate the business case in which speculation is made is even legitimate. The business case for this endeavor despite everything holds incredible incentive as it a productive endeavor. City structures and foundation were old and an improvement was required. A lot of the income was produced from this piece of the city so it was important to build up this prime area. After the opening of the Millennium Galleries, 90% of Sheffield Museums and Galleries Trust salary was created by only it, preceding the re-opening of the Weston Park Museum. 66% of condos were at that point sold despite the fact that a block had not been laid, however 40% have gone to institutional speculators. Financial action has expanded and progressively business outlets have set up their workplaces at St. Paul’

Policies and Prime Ministership of Gough Whitlam Free Essays

Approaches and Prime Ministership of Gough Whitlam Question (a): Write a diagram of the progressions made by Gough Whitlam when he was Australia’s Prime Minister. Diagram oWide-going change plan oAimed to rapidly change the social parts of society, as opposed to tackling Australia’s financial issues oWhitlam’s key standards were: ?Equality of chance ?Promotion of the Australian personality oPost-Vietnam War approaches oWhitlam’s strategies tended to numerous social equity issues oForeign arrangement oHuman rights (ladies + Indigenous) oMulticulturalism oPublic advantage National Identity Post-war strategies ?Abolition of induction for national help ?Immediate withdrawal from Vietnam ?Release of draft dodgers from jail Foreign Policy oChina ?Official acknowledgment of China inside a fortnight of Whitlam’s Prime ministership. ?Consulates were either reestablished or built in every nation ? Australian help of China in the United Nations oPapua New Guin ea conceded self-administration (1973) and freedom (1975) oDistancing Australia from American international strategy oSouth Africa ?Banning of racially-based wearing groups from South Africa ? Judgment of politically-sanctioned racial segregation strategy in South Africa oWhitlam upheld 13 global human rights activities Human Rights oWomen ?Office of Women’s Affairs ?Promoted arrangements that would assist ladies with accomplishing fairness ? Wages ?Creation of the ‘adult wage’ to supplant thoughts of isolated male and female wages ? Urged more ladies to work and appreciate working ?Divorce ?The ‘no-fault’ separate from standard, as a major aspect of the Family Law Act (1975) ? Expelled the ‘guilty label’ which had recently sabotaged rights in guardianship questions and property settlements ? Separation without reasons Maternity Leave ?Extended maternity leave for single parents to help the expenses while as yet holding their unique occupation. We will compose a custom paper test on Approaches and Prime Ministership of Gough Whitlam or on the other hand any comparative point just for you Request Now ?Evacuation of deals charge on preventative pills oIndigenous Australians ?Self-assurance arrangement ?The privilege of a gathering to pick and control its own predetermination ? Land rights ?Established the Royal Commission on Aboriginal Land Rights (1973) ? Some land (that was denied in the 1971 Gove land rights choice) was come back to the Gurindji individuals. ?Annulment of the Migration Acts ?Australian Aborigines not, at this point expected authorization to travel abroad ? We all Australians are reduced while the Aborigines are denied their legitimate spot in this country. † Gough Whitlam (1972). ?In 4 years, the spending plan for Aboriginal undertakings expanded from $23 million to $141 million Multiculturalism oAl Grassby turned into the new Minister for Immigration oWhite Australia Policy ?Abolition of this strategy improved relations with close by Asian nations ? Racial Discrimination Act (1975) advanced comprehension of different races and ethnic gatherings ? â€Å" I was significantly humiliated by it [the White Australia policy] and did everything I could to transform it. Gough Whitlam (2001). oChanges to the Citizenship Act ?Immigrants from the United Kingdom no longer outweighed different Europeans and Asians oCommunity activities ?radio projects in network dialects ?vagrant training habitats ?instructor trade program with Italian government ?mediators for crisis calls Public Benefit oEducation ?Establishment of the Australian Schools Commission ?Disadvantaged Schools Program ?‘needs-based’ financing ?Expand the assets of poor schools ?Abolition of tertiary instruction school expenses Government subsidizing of tertiary training ?Increase from 9% (1960) to 42% (1975) oMedibank ?System of national medical coverage ?Time-based installments versus expense for administration ?Break association among social insurance and cash ?Originally payed 85% of the hospital expense oIncreased benefits ?25% of normal grown-up week after week wag e oPromotion of ‘the Arts’ ?Improved offices and pay for specialists (artists, craftsmen, artists, entertainers and so forth ) ? Australian Film Commission ?National Film and Television School ?Australian National Gallery oA program to carry sewerage to every single urban zone National Identity oNew Australian international IDs; no longer alluded to as ‘British subjects’ oAustralian national hymn oAustralian Heritage Commission Question (b): Evaluate (make own judgment + realities) how significant ONE of these progressions has been to Australia’s advancement. Political Relations with China ?Whitlam accepted that Australia were following the international strategies of our partners for a really long time ? The virus war mindset was not, at this point important ?He saw the potential financial gains and focal points of a drawn out relationship with China ? Socialist gathering took over China Guomindang restored itself in Taiwan ?Many nations (counting Australia) perceived the legislature in Taiwan as the official administration of China ? Gough Whitlam needed to shape a relationship with socialist China, as he accepted that socialism was not a danger ? The McMahon government would not perceive the People’s Republic of China ? In 197 1, Whitlam (as Leader of the Opposition) visited China and guaranteed Mao Zedong (the Chinese head) that he would build up strategic relations with China, on the off chance that he won the political race the next year ? China became individuals from the United Nations in 1971, and all through Whitlam’s prime ministership, Australia bolstered their portrayal. ?Australia’s acknowledgment of China was an essential crossroads in our history. ?Financial †?Australia had bonds with the biggest economy of the world ? It gives us the blast in our asset industry ?Two-way exchange was $113 million out of 1972 ?In 1973, a Trade Agreement was marked, allowing common ‘most supported country status’ ? It is currently surpassing $105 billion (2011) ?Benefits for the two nations ?Three basic standards in the relationship: Mutual regard ?Recognition of contrasts ?Strong purpose to expand on the interests we share ?Education †?1972 †no Chinese understudies in Australia ?Present †150 000 + Chinese understudies; greatest wellspring of remote understudies oPossible end †In 1949, Australia and China were separated by political contrasts, anyway Gough’s Whitlam ack nowledgment of China in 1972 had brought about 40 years of financial and social success. Despite the fact that it included the end of the relationship with Taiwan, this significant move in international strategy is lauded for its drawn out victories. Step by step instructions to refer to Policies and Prime Ministership of Gough Whitlam, Essay models

Nursing Care in Patients with Brittle Asthma Essay

Nursing Care in Patients with Brittle Asthma - Essay Example These conditions impacted the making of this paper where the creator will talk about interminable asthma, developing issues comparative with the sickness, and nursing way to deal with the recognized issues to encourage nursing care. Asthma assaults end the life of more than 1,100 patients consistently (Anderson 2007) and 0.05% of this populace involves patients who experienced weak asthma (Ayres 1998). Weak asthma is a phenotype characterization of asthma instituted by Turner-Warwick in 1977 as an asthmatic condition with kept up wide variety in top expiratory stream (PEF) in spite of high portions of breathed in steroids. After Turner-Warwick’s disclosure sprung a few more definition from creators who intends to give the condition an increasingly exact personality. Nursery and Ayres (1993) guarantee that a progressively brief way to characterize it would be â€Å"patients with a characterized and persevering stamped diurnal variety in PEF regardless of various medication tre atment.† Nevertheless, this suggests an incessant sickness with no viable treatment accessible leaving the patient loaded up with torment and experiencing dyspnoea. Ayres (1998, p.315) arranged weak asthma into two. The first is Type 1 fragile asthma, which is portrayed by a continued wide PEF changeability over a time of in any event 150 days paying little mind to broad clinical treatment. The other one is Type 2 weak asthma considered as sudden intense assaults occurring in under three hours. This sort may happen even on an apparently typical aviation route work or a very much controlled asthma. Between the two, Type 1 patients are bound to be on crisis and conceded on medical clinics because of its extreme intense assaults and its requirement for an increasingly concentrated treatment. This gathering of patients with weak asthma requires more noteworthy measures of drugs contrasted with different types of asthma. Most needs drawn out oxygen treatment and higher portions for steroids and bronchodilators. Biomedical administration generally include steroids, subcutaneous ?2 foe, long acting breathed in ?2 rival, and adrenaline, which are largely exorbitant whenever given in a more drawn out period and higher portions. On the course of treatment, the patients regularly experience the ill effects of the impacts of delayed medication presentation, for example, osteoporosis, weight gain, and oesophageal reflux to give some examples (Ayres 316). Physical horribleness is equivalent to all incessant sickness and its psychosocial partner is consistently present as well. Nursery and Ayres (1993, p.503) talked about the psychosocial impacts of weak asthma to an individual. They recommended that delayed ceaseless disease create attributes, for example, tension, apprehension, affectability, forswearing, lower confidence and fixation. These attribute changes acclaimed to be because of amazingly troublesome administration. A significant number of them have come up sh ort on helpful choices and persistence and in the end quit looking for clinical counsel from their doctors. Poor consistence and declining condition follows from these activities of sadness. Studies discovered that these patients needs self-assurance in overseeing assaults, accepts their primary care physicians less, and has an expanded sentiment of disfavor. Another affirmed that patients with most noteworthy dreariness from asthma regularly time waver in looking for help from clinicians during intense assaults while others don't carefully agree on utilization of bronchodilators or still keep on doing denied propensities, for example, smoking or presentation to allergens (Smith, et al. 2005). â€Å"

Richard Miller Free Essays

Brittany Scott February 22, 2013 Prof. Brittany Scott February 22, 2013 Prof. â€Å"The Stereotypes of Freire, Miller, Rodriguez, and Bordo† Having to peruse four stories from four accomplished creators can leave you confounded, yet it can likewise open your brain to different types of learning. We will compose a custom paper test on Richard Miller or on the other hand any comparative subject just for you Request Now The accounts â€Å"The ‘Banking’ Concept of Education by Paulo Freire, â€Å"The Dark Knight of the Soul† by Richard Miller, â€Å"The Achievement of Desire† by Richard Rodriguez, and â€Å"Beauty (Re)Discovers the Males Body† by Susan Bordo all interpretation of various parts of learning. In any case, while investigating my readings I saw that each writer made a generalization for their perspective on learning. Paulo Freire’s, said to be one of the most compelling radical instructors of our reality viewings of writing depended on understudies and educators. Freire made a framework for instructors and understudies to have an equivalent force, yet while doing his examination him started to look at understudy educator learning relations. Freire generalized understudies as takers (vaults) and teacher’s suppliers (investors), however he additionally made it realized that on occasion an understudy can be the provider. By understudies getting their training from a higher force, Freire feels as though it is denying understudies of their imagination. In an entry from Freire states â€Å"Oppression †overpowering control †is necrophilic; it is fed by adoration for death, not life. The financial idea of training, which serves the enthusiasm of mistreatment, is additionally necrophilic. In light of a robotic, static, naturalistic, spatialized, perspective on awareness, it changes understudies into accepting articles. It endeavors to control thinking and activity, drives ladies and men to change in accordance with the world, and restrains their imaginative forces. † I accept that Freire utilize his ideas as models. From the statement from the book, he made it referred to that we as understudies are persecuted by the more significant position authority, the instructor. Through his clarifications he made it realized that we get and the more that we simply get, we are just going to disgorge. Which leave you to having no imagination. In Richard E. Miller†s â€Å"The Dark Knight of the Soul† he contrasted writing with slaughters. In Millers first story He utilized the occasions that occurred at Columbine High School. Expressing that the two youthful fellas Eric Harris and Dylan Klebold were every one of these things, for example, working class, supporter and pioneer, savvy kid and a failure, and the even had liquor energized dreams however yet Miller felt as though more training and religion would have kept the two in line. The youthful mama Harris was said to have applied to various of schools yet was dismissed and he was likewise dismissed from the Marine Corps from having some medication in his framework, the entirety of this being a long time before the huge slaughter. They were splendid understudies and splendid when it came to PCs and math however just one of them had something going for themself and that was Klebold. Klebold was notable in school, had a date for prom and even visited a school small we would have been going to in the up and coming semester, however soon the two young men universes would meet and impact. Mill operator essentially said that in the event that we read, compose, and talk more that we are less inclined to focus on abnormality demonstrations of viciousness. Richard Rodriguez utilized himself as an individual picture yet utilized his family as intelligent picture for the forthcoming achievement he was taking a stab at in â€Å"The Achievement of Desire. † Although Rodriguez is Latino and his family is viewed as white collar class, as he got more established and his insight started to extend he started to look down on of those little or less information on what he knew. He was far off from his family as a result of the adoration he promotion from his books and the little collaboration he would give them since he felt unique; he sensed that he could/ought to be superior to them. As he got more established his family snickered at him and called him names since he to some degree viewed himself as superior to them. As he got more established he started to scrutinize himself for the separation, looking down on his family, and needing to be such a large amount of a researcher that he at last acknowledged he was fundamentally without anyone else. Being in a school in another nation, watching others and how they mingle made understand that he was without anyone else and that as opposed to putting such a great amount of time into books, attempting to resemble that instructor he ought to have put his time into a family promotion in any event, having companions. In Susan Bordo’s â€Å"Beauty (Re) finds the Male Body† she eases the heat off of us lady lastly puts it on the man by looking at the judgment of the males’ picture and the females’ picture. Bordo removed the fire from us females lastly put it of the male by contrasting the probability of a female dressed a specific path in a photograph on an announcement or in a magazine some place to a male dressed with pretty much attire. I can review Bordo saying â€Å"Woman may fear being overviewed harshly†¦ men shouldn't appreciate being studied period. † She feels that men are getting increasingly happy with wearing practically no dress, being taken a gander at as meat, or possibly a sex image. In a business notice that Bordo seen read â€Å"men act and lady show up. A man can lounge around and accomplish work however not focus on any consideration that is coming his direction while a lady will flaunt her legs and her cleavage just to understand that consideration she is searching for. As time changes men are turning out to be increasingly unsure about their appearance and what others may consider them. They are all the more ready to present stripped and take on spec ific jobs in motion pictures that they would not have in sometime in the distant past. Regardless of whether it is their size, their looks, their shape, or even their manliness both mean and lady are animals of appearances and activities. Each creator has their own impression of imaging. Regardless of whether it is visual, hands on, or something that they really may have been a piece of. During their periods of training they all started to conjecture or generalization a human been in some shape or type of an item. They despite everything adhere to their thought and they proceed to portray how and why they feel that we as individuals are what they are describing. Freire, Miller, Rodrigues, and Bordo were all accomplished in their general vicinity of works. They likewise made it simple for me as an understudy to comprehend learning through their eyes. Instructions to refer to Richard Miller, Essay models

How to Schedule and Hold Meetings with Investors

How to Schedule and Hold Meetings with Investors Meeting with investors can be an anxious moment for any business owner. Whether you are a new business looking for investment or you are obliged to discuss your business strategy with your existing investors, the situation can seem scary and difficult. © Shutterstock.com | Rawpixel.comIf you wish to guarantee your investor meetings are a success, the below tips will help you approach investor meetings from the right angle. You’ll understand 1) the importance of meeting investors, 2) the way to schedule these meetings, and 3) the dos and don’ts of holding investor meetings.WHY MEET WITH INVESTORS?The best strategies for scheduling meetings with investors depend on the reasons you have for meeting them in the first place. Investor meetings aren’t alike and you need to have your agenda cleared beforehand.There are essentially two different stages for meeting investors. These are:The first stage â€" meeting with potential investorsThe second stage â€" meeting with investors who invested in your businessAs you’ll witness in the later sections, the first stage can be a bit more difficult when it comes to scheduling. You aren’t yet in an established relationship with the investor and therefore, a few of them might not be intere sted in giving you a chance. Essentially the meetings are all about selling your business idea to the investor and to attain them on board with your business venture. You’ll need to prepare well for these meetings, as you are hoping the first meeting you obtain won’t be the last.The second stage involves meetings, which can have different agendas. You can use the meeting to talk about potential issues relating the business, share strategic information about the business with the investor, and talk about the future direction your business should take. Since the investor is now a member of the business, these investor meetings can occasionally be mandatory board meetings, for instance.Why are these meetings important?Scheduling and holding meetings with investors might not sound like a topic worth writing about at first glance. But in fact, investor meetings can be a crucial aspect of business success and you don’t want to consider them as unimportant.Firstly, the importance of successful first stage meetings is rather obvious. If your business needs financing, being able to schedule and hold meetings with investors can be the difference between a successful and a failing business.Indeed, meetings at both of the above stages can clarify your business position. You will be able to attract financing, envisage the value of the company in the eyes of the investors and clear hurdles out of the way.The second stage meetings are also essential in order to prevent problems within the company. Regular meetings with investors can ensure you don’t run into problems too late. Since you now share the ownership of the business, you must consult investors over business decisions. It is often more desirable to discuss these before you finalize your actions, instead of consulting them afterwards.Furthermore, investor meetings are an important aspect of due diligence during both stages. You are able to share vital and necessary information about the business to potential and existing investors to guarantee transparency.In essence, investor meetings are an important part of improving your relationship with investors â€" be it a potential investor or an existing one. These meetings are not just a formal occasion to share business information, but an informal opportunity to build trust. You’ll get to know the investor better, which is a crucial function of a good working relationship.In addition, these meetings can also act as another networking opportunity. Your investor might be able to, in both stages, introduce you to people who are better suited to aide you in certain occasions.HOW TO SCHEDULE INVESTOR MEETINGSOnce you understand the importance, as well as the benefits, of organizing successful investor meetings, you’ll be able to prepare your meetings well. The first function of a successful meeting deals with scheduling the meetings.There’s more to scheduling meetings than picking a date on the calendar. Since the nature of the meetings ch anges whether you are scheduling a first or second stage meeting, here is a glance at both of them separately.Scheduling a first stage meetingSucceeding in scheduling the initial meeting is not an easy task. Professional investors can be a busy lot and they are approached by businesses on a regular basis. In fact, the most successful investors receive a number of pitches a day and knowing the proportion of these investors don’t even read could depress you.This means cold calling and e-mailing investors can be difficult. But this doesn’t mean that it is impossible; so don’t lose hope. But instead of barging in and asking for money in your first e-mail or phone call, start slowly by building a relationship with the investor.In fact, start networking with investors as soon as you get into business. Attend events where you can meet investors and generate these essential connections. When you approach an investor to schedule a meeting, the ability to mention how you’ve met at a c ertain occasion can be a huge advantage.Don’t be afraid to name drop either. If someone close to the investor told you to contact him or her, mention this! Above all, remember that face-to-face contact often works more effectively than simple e-mails.The YouTube video below will highlight some channels for getting to know investors before actual meeting: Once you do get in touch with an investor to schedule a meeting, whether by e-mail or face-to-face, keep these guidelines in mind:Assert your point about scheduling the meeting immediately â€" don’t waste the investor’s time when scheduling. If the investor is already aware of your business, don’t go into too much detail. Simply remind the investor who you are and suggest a further meeting. When you are scheduling a meeting, never give the impression it is about obtaining an investment! Don’t say, “I thought we could meet to discuss your possible investment”. But rather, “I’d love to meet up and continue our discus sion over our business” or “As you are established in the technology sector, it would be great to hear what you think of our new business X”.Provide alternative dates and times â€" For example, instead of asking “Would you like to meet on Thursday at 3pm to discuss further?” you can tell the investor, “I’d be free this Thursday afternoon around 3pm, if you are free or we could chat over lunch on Monday or Tuesday”.  If there are dates, you simply can’t catch, clear these in advance and give reasoning for why you are not free. For example, “I’ll be in New York on Monday for the X marketing seminar, but if you are there or in town we could meet. I’ll be back from the event by Tuesday, so are you free for a lunch?”Propose a date that is relatively close to present time â€" You don’t want to propose a vague “Let’s meet next month” for the investor. This compels them to wonder about your motives for the meeting, “Why not now?”Always allow the investo r to suggest an appropriate alternative â€" While proposing exact dates and times is crucial, you also want to ensure the investor can give his or her own input, instead of simply picking from a list.Scheduling a second stage meetingScheduling second stage meetings can be a bit more straightforward, since you already have an established working relationship with the investor. Nonetheless, it is still crucial to schedule the meetings with the following guidelines in mind.First, you must meet with your investor regularly. If they are members of the board, these meetings can, in fact, be mandatory according to the board rules. However, you don’t want to consider these meetings a mandatory evil, as they are a significant aspect of building a solid relationship with the investor and ensuring your business succeeds.In addition to meeting your investor regularly, make sure you also talk to them on the phone. This is especially important if the investor operates in a different city or reg ion.Furthermore, if you have a number of investors investing in your company, you want to meet them both in-group, as well as individually. Instead of simply having board meetings or other such events for all investors, ensure you also schedule one-to-one meetings.Make sure these meetings are organized regularly and both parties agree to the schedule from the get-go.Second, if you are making changes or scheduling an extra meeting, inform the parties well in advance. Unlike with the first stage meetings, you don’t want to surprise your investors the previous day by calling, “Let’s meet tomorrow at 2pm”. You’d ideally want to give the investor at least a week to schedule and plan the meeting.Furthermore, try to avoid last minute changes. If something unexpected comes up, always inform the investor immediately and apologize for the situation. You don’t want to cancel without a reason and remember to propose another date and time for the meeting.DO’S AND DON’TS OF MEETIN G WITH INVESTORSOnce you have the meeting scheduled, it is time to start thinking the details of the actual meeting. Just as you can’t simply pick up the phone and say, “Hey, let’s meet”, you also can’t just arrive at the meeting and start talking.So, what does a successful investor meeting look like? The best way to understand it is by focusing on these simple do’s and don’ts of a successful meeting.Do’s of meetings with investorsPlan your agenda in advanceAs mentioned above, you can’t just arrive at your investor meeting and discover what might happen. Whether you are approaching a new investor or dealing with existing investors, your meeting should always have an objective you are trying to achieve.In the case of the first stage meetings, this could be to start communicating with the investor and to introduce your business to them. Later meetings with potential investors will move on to building this relationship and eventually to ask for investment.On the secon d stage, you might want to discuss matters, such as problems in sales figures or consider hiring additional staff. Whatever the issue, you must have it defined beforehand and have a desired outcome in mind.In both instances, you want to share this objective with the investor prior to the meeting. This can ensure the investor can prepare for the meeting appropriately, to guarantee the issues you raise don’t come as a surprise. Naturally, especially in stage two meetings, you also want to ask the investor for their objectives.Provide materials beforehandIn a number of cases, the issues you wish to discuss will involve other materials to view over. These could be:First stage meetings â€" Business plan, financial information, background information of the board/ownership of businessSecond stage meetings â€" Company records, financial analysis and other such board materialYou want to send this information to the investor prior to the meeting, besides having extra copies available at th e meeting. For example, you could send a shorter version of your business plan, as you arrange the meeting â€" in fact, investors are unlikely to read a full blown business plan, so don’t bother e-mailing them this. At the meeting, you can have a longer version with you and hand it out to the investor.Follow up the meetingFinally, you always should follow up the meeting, either with a short phone call or e-mail. This is significant in both stages and could ensure the meetings leave a salutary impression to the investor.In the follow up message, you want to:Thank the investor for the meeting â€" This is crucial in the case of potential investors, but also polite conduct with existing investors.Readdress the essence of the meeting â€" In the first stage meetings, this is to recap the main points you discussed and perhaps thank the investor for a specific tip they gave you. On the second stage meetings, this involves the formal requirement of sending minutes of the meeting for the in vestor.Arrange the next meeting â€" You also must add a call to action for the follow-up. If you met a potential investor, you want to say something along the lines, “It was a fruitful discussion, hopefully we could continue it soon. How about next week on Thursday?” In the second stage, you might simply want to remind the investor the pre-agreed meeting is coming up in two weeks, for instance.Don’t of meetings with investorsHide or lieThe biggest mistake you can utter when meeting with an investor is to lie or hide facts. Whether you are nervous about meeting a potential investor or anxious about pleasing your existing investors, lying about facts is never the answer.While majority of business owners might understand the dangers of purposely lying, some might not consider how dangerous it is to hide facts. But you don’t want to keep indispensable information away from the investor â€" eventually, the facts and figures will come out.The investor-owner relationship has much t o do with trust. You can’t build trust if you can’t be transparent over your business.RushYou should also avoid rushing through the meeting. Try to ensure there’s enough time to discuss your objectives. If time is limited, rethink your objective and recognize opportunities for narrowing it for now.Furthermore, there are some specific points about rushing for both first and second stage investor meetings. You should:Never talk money in the first meeting. Don’t set this as your first meeting objective, even though you are ultimately looking for the investment.Don’t rush into your talking points when meeting with investors at the second stage. Small talk is an essential element of fostering fruitful investor relations and you should always leave a bit of time for pleasantries.Pressure the investorFinally, your investor meetings shouldn’t be about convincing the investor to do what you want. You should be excited over your business, the opportunities it could offer for the i nvestor and the strategies you want to implement, but you don’t want to stuff them down the throat of the investor.A salubrious meeting will mean you present your argument, with strong facts supporting your ideas and claims, and the investor provides his opinion and side to the argument. It’s supposed to be a change of ideas and views, not you making a point until the investor agrees with you.CONCLUSIONThe above has hopefully provided you guidelines for scheduling and meeting with investors. It is paramount to prepare, not just the meeting itself, but the way you schedule it and to be firm, yet flexible with the investors.You should always present the investor with a clear opportunity for the meeting, in terms of suggesting an exact date and time, but also be clear about the objectives you want to achieve. At the same time, you want to listen to your investor and provide them the keys to present their own ideas, in terms of date and time, but also the approach they take during t he meeting.Remember that a successful investor meeting doesn’t always mean you achieve all of your objectives. If you don’t receive the investment or your investors don’t agree with your strategy, try to take something positive out of the meeting.

2014 Ten-year Top Performing Direct Plans Q3

Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of September 30, 2014 for Direct-sold 529 plans. Ten-year performance ranking (click here for one-year performance table, three-year performance table, and five-year performance table,) : Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) 22.47 Plan Details 2 Alaska University of Alaska College Savings Plan 32.38 Plan Details 3 Alaska T. Rowe Price College Savings Plan 34.28 4 New York New York's 529 College Savings Program -- Direct Plan 35.37 5 Louisiana START Saving Program 38.09 Plan Details 6 Maryland College Savings Plans of Maryland -- College Investment Plan 41.02 Plan Details 7 Ohio Ohio CollegeAdvantage 529 Savings Plan 41.54 Enroll Now 8 Nevada USAA 529 College Savings Plan 42.44 Plan Details 9 Virginia Virginia529 inVEST 43.16 Enroll Now 10 Nevada The Vanguard 529 Savings Plan 44.15 Plan Details 11 New Jersey NJBEST 529 College Savings Plan 45.82 12 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 46.81 Enroll Now 13 Kansas Schwab 529 College Savings Plan 47.16 Plan Details 14 Iowa College Savings Iowa 47.29 Enroll Now 15 Florida Florida 529 Savings Plan 50.15 Plan Details 16 West Virginia SMART529 WV Direct College Savings Plan 53.17 Plan Details 17 District of Columbia DC 529 College Savings Program (Direct-sold) 53.97 Enroll Now 18 Oklahoma Oklahoma College Savings Plan 58.82 Plan Details 19 South Dakota CollegeAccess 529 (Direct-sold) 61.49 Plan Details 20 West Virginia SMART529 Select 63.67 Plan Details 21 Kentucky Kentucky Education Savings Plan Trust 65.05 Plan Details 22 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 75.13 Enroll Now 23 Delaware Delaware College Investment Plan 80.17 Enroll Now 24 New Hampshire UNIQUE College Investing Plan 81.15 Enroll Now 25 Massachusetts U.Fund College Investing Plan 82.21 Enroll Now - Alabama CollegeCounts 529 Fund NA Enroll Now - Arizona Fidelity Arizona College Savings Plan NA Enroll Now - Arkansas GIFT College Investing Plan NA Plan Details - California The ScholarShare College Savings Plan NA Plan Details - Colorado Direct Portfolio College Savings Plan NA Enroll Now - Connecticut Connecticut Higher Education Trust (CHET) NA Plan Details - Georgia Path2College 529 Plan NA Enroll Now - Hawaii Hawaii's College Savings Program NA Enroll Now - Idaho Idaho College Savings Program (IDeal) NA Enroll Now - Illinois Bright Start College Savings Program -- Direct-sold Plan NA Enroll Now - Indiana CollegeChoice 529 Direct Savings Plan NA Enroll Now - Kansas Learning Quest 529 Education Savings Program (Direct-sold) NA Plan Details - Maine NextGen College Investing Plan -- Client Direct Series NA Enroll Now - Michigan Michigan Education Savings Program NA Plan Details - Minnesota Minnesota College Savings Plan NA Plan Details - Mississippi Mississippi Affordable College Savings (MACS) Program NA Plan Details - Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) NA - Montana Montana Family Education Savings Program -- Investment Plan NA Plan Details - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA Enroll Now - Nebraska TD Ameritrade 529 College Savings Plan NA Plan Details - Nevada SSgA Upromise 529 Plan NA Plan Details - New Mexico The Education Plan's College Savings Program NA Enroll Now - North Carolina National College Savings Program NA Enroll Now - North Dakota College SAVE NA Enroll Now - Oregon Oregon College Savings Plan NA Plan Details - Pennsylvania Pennsylvania 529 Investment Plan NA Plan Details - Tennessee TNStars College Savings 529 Program NA Plan Details - Texas Texas College Savings Plan NA Enroll Now - Vermont Vermont Higher Education Investment Plan NA Plan Details - Wisconsin Edvest NA Plan Details NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here. Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of September 30, 2014 for Direct-sold 529 plans. Ten-year performance ranking (click here for one-year performance table, three-year performance table, and five-year performance table,) : Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) 22.47 Plan Details 2 Alaska University of Alaska College Savings Plan 32.38 Plan Details 3 Alaska T. Rowe Price College Savings Plan 34.28 4 New York New York's 529 College Savings Program -- Direct Plan 35.37 5 Louisiana START Saving Program 38.09 Plan Details 6 Maryland College Savings Plans of Maryland -- College Investment Plan 41.02 Plan Details 7 Ohio Ohio CollegeAdvantage 529 Savings Plan 41.54 Enroll Now 8 Nevada USAA 529 College Savings Plan 42.44 Plan Details 9 Virginia Virginia529 inVEST 43.16 Enroll Now 10 Nevada The Vanguard 529 Savings Plan 44.15 Plan Details 11 New Jersey NJBEST 529 College Savings Plan 45.82 12 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 46.81 Enroll Now 13 Kansas Schwab 529 College Savings Plan 47.16 Plan Details 14 Iowa College Savings Iowa 47.29 Enroll Now 15 Florida Florida 529 Savings Plan 50.15 Plan Details 16 West Virginia SMART529 WV Direct College Savings Plan 53.17 Plan Details 17 District of Columbia DC 529 College Savings Program (Direct-sold) 53.97 Enroll Now 18 Oklahoma Oklahoma College Savings Plan 58.82 Plan Details 19 South Dakota CollegeAccess 529 (Direct-sold) 61.49 Plan Details 20 West Virginia SMART529 Select 63.67 Plan Details 21 Kentucky Kentucky Education Savings Plan Trust 65.05 Plan Details 22 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 75.13 Enroll Now 23 Delaware Delaware College Investment Plan 80.17 Enroll Now 24 New Hampshire UNIQUE College Investing Plan 81.15 Enroll Now 25 Massachusetts U.Fund College Investing Plan 82.21 Enroll Now - Alabama CollegeCounts 529 Fund NA Enroll Now - Arizona Fidelity Arizona College Savings Plan NA Enroll Now - Arkansas GIFT College Investing Plan NA Plan Details - California The ScholarShare College Savings Plan NA Plan Details - Colorado Direct Portfolio College Savings Plan NA Enroll Now - Connecticut Connecticut Higher Education Trust (CHET) NA Plan Details - Georgia Path2College 529 Plan NA Enroll Now - Hawaii Hawaii's College Savings Program NA Enroll Now - Idaho Idaho College Savings Program (IDeal) NA Enroll Now - Illinois Bright Start College Savings Program -- Direct-sold Plan NA Enroll Now - Indiana CollegeChoice 529 Direct Savings Plan NA Enroll Now - Kansas Learning Quest 529 Education Savings Program (Direct-sold) NA Plan Details - Maine NextGen College Investing Plan -- Client Direct Series NA Enroll Now - Michigan Michigan Education Savings Program NA Plan Details - Minnesota Minnesota College Savings Plan NA Plan Details - Mississippi Mississippi Affordable College Savings (MACS) Program NA Plan Details - Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) NA - Montana Montana Family Education Savings Program -- Investment Plan NA Plan Details - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA Enroll Now - Nebraska TD Ameritrade 529 College Savings Plan NA Plan Details - Nevada SSgA Upromise 529 Plan NA Plan Details - New Mexico The Education Plan's College Savings Program NA Enroll Now - North Carolina National College Savings Program NA Enroll Now - North Dakota College SAVE NA Enroll Now - Oregon Oregon College Savings Plan NA Plan Details - Pennsylvania Pennsylvania 529 Investment Plan NA Plan Details - Tennessee TNStars College Savings 529 Program NA Plan Details - Texas Texas College Savings Plan NA Enroll Now - Vermont Vermont Higher Education Investment Plan NA Plan Details - Wisconsin Edvest NA Plan Details NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here.

Hacking Identity Theft and Information Essay - 1538 Words

Hacking the AIS By Helen Tewolde ACC 564 Thomas Wood Introduction This paper will discuss accounting information system attacks and failures: who to blame. I am also going to discuss the following related topics in the following order: Firstly, I will take a position on whether a company and its management team should or should not be held liable for losses sustained in a successful attack made on their AIS by outside source. Secondly, I will suggest who should pay for the losses, to whom, and state why. Thirdly, I will give my opinion regarding the role, if any; the federal government should have deciding and enforcing remedies and punishment. Finally, I will evaluate how AIS can contribute or not to contribute to the†¦show more content†¦Therefore, as the above analysis shows, a company and its management team should be held liable for losses sustained in a successful attack made on their AIS by outside sources. The Organization should Pay for the Losses As it was mentioned above, a company and its management team should be accountable for the losses sustained in a successful attack made on their AIS by outside sources. All employees and management team belong to the company they work for. Therefore any failure by the management team or employee is the failure the company or the organization as whole. Particularly, the breach of security and violation of privacy has always very serious consequences on organizations. The two major privacy related concerns are spam and identity theft. Spam is unsolicited e-mail that contains either advertizing or offensive content. Spam not only reduces the efficiency benefits of email but also is a source of many viruses, worms, spyware programs, and other types of malware. To deal with this problem, the US Congress passed the Controlling the Assault of Non-Solicited Pornography and Marketing (CAN-SPAM) Act in 2003. According to Federal Trade Commission (FTC), each separate email in violation of the CAN-SPAM Act is subject to penalties of up to $16,000. Identity Theft is the unauthorized use of someone’s personalShow MoreRelatedCyber Crime: Preventing the Horrific Crimes on the Inernet1649 Words   |  7 PagesInternet Cyber Crime, including fraud, identity theft, stalking, and hacking is a growing problem which can be prevented by taking the proper precautions. I. Background II. Cyber fraud A. Fraud sites 1. Free trials sites 2. Craigslist B. Preventing fraud 1. Personal information 2. Credit cards III. Identity theft A. Identity theft sites 1. Stealing information 2. Craigslist B. Preventing Identity theft 1. Who to give information to IV. Cyber Stalking A. StalkingRead MoreHow ATM Hacking Affects Business in the U.S Essay878 Words   |  4 PagesATM hacking has become more and more prevalent in society today. The more technology improves the more fraud is done. The U.S alone, has fallen victim to ATM hacking over the last decade. There has been countless numbers of ATM hacking taking place, having billions of dollars loss and innocent people now in debt. ATM hacking has really proved to be effective and has become a major success for criminals. In the article, â€Å"Hackers Devise Wireless Methods for Stealing ATM Users PINs†, author JordanRead MoreCyber Criminals: Cyber-Crime and Cyberstalking Essay1422 Words   |  6 Pagesa different level, stalkers can leave long term effects on their targets and get away with it effortlessly. Additionally, identity theft is causing people millions of dollars and there are very few ways to track people down. All of these crimes can be done by any person in almost any location. Cyber-crimes negatively affect society due to hacking, stalking, and identity theft. Criminals develop along with technology. Once the Internet came out, people found ways to exploit it. For example, a manRead MoreThe Importance of Cyber Security1093 Words   |  4 PagesInternet is a growing source for communication. With so many people online, many have figured out ways to steal from others. Whether it be their Identity, money, or self a-steam, many are ripped of their belongings through the internet. Email and instant messaging are an easy way to not only communicate but send along important Information to one another. The newest and one of the most used, is social media websites, or a website that a profile is created and one can share pictures, thoughts, andRead MoreTechnology and Identity Theft1176 Words   |  5 Pagesinternet to allow for an accurate and safe resource for information. But to their dismay they are wrong the internet does not always allow for safe access to information. It can also be capable of harming society greatly. Everyday society ente rs personal data into the internet for example credit card information, Social Security information, and other personal information, which are all traveling through the entire internet. All this information is traveling through the internet capable of travelingRead MoreSecurity And Risks Of Information Systems Essay1268 Words   |  6 Pages Most significant IS security and risk issues Information systems have developed rapidly over time and are being relied by more people. With the increasing reliability of Information Systems, businesses have adopted them a lot. Companies or businesses using Information System have an advantage in competitiveness and efficiency (Hilton, 2013). AIC uses an IS in its activities to enhance communication and collaboration. Due to the wide use, Information Systems have become an important part of everydayRead MoreThe Assembly Bill 32 : Computer Crimes Introduced By Assembly Member Waldron1339 Words   |  6 Pagespenalties for any violation and those are subjected to fines and imprisonment. This bill has been created by the advanced number of high tech computer criminals that have increased their capabilities to attack large retail stores, steal people’s identity, hacked the White House website, and even the California Department of Motor Vehicles computer system. As technology continues to advance over the years, people, busi nesses, and even governmental agencies have been affected by computer criminalsRead MoreTechnology And Its Effect On Society1234 Words   |  5 PagesIn today’s day, technology has literally evolved into everyone daily lives. The vast amount of information and capabilities now are endless in almost every aspect of life. More and more we are becoming dependent on it and it functioning for us. People now basically lose their minds if their internet connection goes down or they cannot access their Facebook account. Our daily errands from paying bills or going to the bank to depositing checks can now all be done by a snap of a picture or a click ofRead MorePotential Risk to an Organisation of Committing to an E-Commerce System.717 Words   |  3 Pagesorganisation of committing to an E-commerce system. E-commerce has many drawbacks. I will be going through these drawbacks that risk an organisation of committing to an E-commerce system. * Advertising and maintaining website * Hackers * Identity theft * Website not being recognised * Viruses * Profit * Delivery Advertising and maintaining website A drawback of an Ecommerce is the advertising. If no-one knows it exists it will not generate any revenue. Of course the mostRead MoreEthics in Technology Essay1555 Words   |  7 Pagesto invade people’s privacy, and steal people’s identity. We know that computers have no moral compass; they cannot make moral decisions for themselves. Essentially, people make moral decisions that affect others positively or negatively depending on how they use computer technology. Some of the biggest ethical issues facing people in the computing environment include privacy concerns on the web and identity theft. Privacy concerns and identity theft are two ethical issues that increase with the rapid

New Schools New Education New People

High school education system in the United States is considered inefficient by just about everybody – explanations why it is so may differ from person to person, but the idea is that our schools don’t do their job right. Yet despite doom and gloom in most predictions, there are patches of sunlight – primarily in the form of so-called charter schools. Charter schools come as a result of two-decade-long experiment aimed at further reformation of education system nationwide. So far their number is limited, but in some places, like Washington, D.C., they account for almost half of total number of students – quite enough to tell how this entire thing is doing. And it is doing extremely well. In Washington D.C. charter school students consistently show higher test scores than students in other city schools. They are more likely to successfully finish school, get admitted into college and graduate from it. So what’s so special about charter schools? What are they? Charter schools were created nationwide in 1991 as an alternative to the failing public education system, with a special emphasis on helping children coming from the poorest, especially Black and Hispanic, neighborhoods. The idea is to give low income parents opportunities, very similar to those, open to their more affluent counterparts who often move to a better neighborhood or send their children to a private school to ensure better education. Instead of being forced to go to a school in their own district, charter school students may attend a school of their choice, irrespectively of its location. The main difference a charter school has from a public one is that it doesn’t have an overarching authority looking over its shoulder and dictating its every move. They are still publicly funded, but in most respects are run independently from the local public school system. They make their own decisions concerning hiring and dismissing staff, greater freedom in organizing their curricula and, what’s probably most important – they are much more likely to be shut down completely if students fail to enroll in them or don’t show considerable results after studying there for a while. In other words, despite being publicly funded, they operate to a much greater extent on the free market basis. They have motivation to compete and succeed; they have a relatively free hand in choosing ways to do so and are not stifled by regulations. As a result, they show a great and diverse choice of specializations. Hands-on learning, language immersion learning, specializations in foster and juvenile care – if there is demand for it, you are likely to find a charter school catering for the needs of this particular group of students. It is, in other words, a direct opposite of the overarching unification we see in American educational system in general. It is hard to say if the rest of the system is going to follow suit, or if charter schools remain an interesting but localized experiment in schooling. However, if it is accepted on a larger scale, we will probably see something fascinating happening in our high school system in the years to come.

The Word Critical Comes From The Greek Word - 1490 Words

The word critical comes from the Greek word, krinein, which means to separate and to choose. Being critical requires a person to draw intelligent conclusions by being somewhat skeptical and employing conscious, deliberate questioning. Goign back to the words used in the definition, being critical requires a thinker to separate the ideas, assumptions, experiences, or facts that are presented, and to choose, or decide, what he/she believes. In order to think critically, a person must be able to be be skeptical of his/her own ideas, own assumptions (things assumed to be true or things not necessarily recognized as assumed but that form the basis for beliefs), and the evidence he/she can offer for their ideas. It is certainly easier for us to be skeptical of the ideas of others, to be skeptical of ideas that are different from our own or that are new to us; it is generally more difficult for us to look open-mindedly at our own long-held beliefs, particularly those we have accepted as tr ue. In order to think critically, you have to do two things: 1) analyze - find the parts of the problem, separate them, and then try to see how the things fit together, and 2) evaluate - judge the merit or value of the claims and assumptions and judge the strength of the evidence. These processes - analyzing and evaluating - require analytic, evaluative, and imaginative thinking. Whenever we learn or are presented with something new, we use these processes to some degree. Often, when we learnShow MoreRelatedThe Distinction Of Ethics And Morality1307 Words   |  6 PagesThe Distinction Of Ethics And Morality: The use of the words ethics and morality are often confused with each other especially these are commonly used in Philosophy and other related fields. This paper will discuss the distinction between these two concepts. According to Gammel (2007), the difference between the terms morality and ethics has a very thin line particularly in the daily language. Adding to this confusion is that other philosophical resources and materials use the terms interchangeablyRead MoreAccording To Aristotle : The Three Modes Of Persuasion1483 Words   |  6 PagesOne of the most critical skills required to be successful in life is the ability to persuade others. The art of persuasion is a talent that is often overlooked. However, if one is unable to persuade others effectively, they will never be taken seriously in a professional environment. In his book, Rhetoric, Aristotle spends quite a bit of time on the subject of persuasion. In fact, he defines rhetoric as, â€Å" the faculty of observing in a ny given case the available means of persuasion (Rhetoric). AccordingRead MoreEssay about Technology and Literacy1668 Words   |  7 PagesTechnology and Literacy According to Eric Havelock, â€Å"Greek literacy changed not only the means of communication, but also the shape of the Greek consciousness. The Greek story is self-contained, yet the crisis in the communication which it describes as taking place in antiquity acquires a larger dimension when measured against what appears to be a similar crisis in modernity† (17). In developing his conviction, Havelock focuses on the works of Homer and Hesiod: As written,Read MoreThe Iliad And The Odyssey1498 Words   |  6 Pagesboth the winners and losers† (Homer 222). In addition to its influence on Greek poetry, the Iliad is a great Homeric epic that has long helped shape critical schools of thought. It is not exactly clear who the originator of the Iliad is, or whether it was composed by more than one person. However, it is suggested that Homer wrote the poem down while motivated by a singular poetic vision. â€Å"Homer is the name that has come through the centuries as the author of the two earliest surviving poeticRead MoreAmazing Historical Knowledge And Facts1468 Words   |  6 Pagesthe period the Greeks and Roman lived in. Back in the Greco Roman World there was plenty of interesting facts to learn about them. Including the way they lived life. The economic system, shelter, and weapons they had created. The Greek and Romans were extremely creative and artistic. The Greeks made an enormous jump. It was the rebirth of Ancient learning, the Renaissance, which provided the base of today’s science and technology. It was the rediscovery of Hellenic thought, from Aquinas to theRead MoreSimilarities between Oral and Literary Traditions663 Words   |  3 Pagessimilarities. Oral tradition is information that is passed down from generations by words that is not written down. On the hand literary tradition would be a language that is written and well spoken. It also makes whatever is written down permanent. Both are similar but slightly different from another. Before the literary tradition of written texts, oral tradition passed tales of gods, heroes, and other memorable mortals and their lives from generation to generation. These tales were then transcribedRead MoreWilliam Shakespeare s Oedipus, A Play Written By Sophocles1553 Words   |  7 Pagescontains numerous accounts where the author uses words to convey a deeper truth about characte rs and their experiences. Sight, light, blindness, and darkness all have a literal meaning, but when placed into this play, with its intricate plot, they express the dramatic ironies that unfold between Oedipus and his past. Greek tragedies are known to use language that expresses the deeper truths about the to the audiences. Sight, the most common word used by play writers, brings about a whole new meaningRead MoreCritical Thinking Essay examples1293 Words   |  6 PagesThinking about Critical Thinking in Todays World Session 16 Assignment Name: Final Essay Questions Student Name: Michelle Kauffman Date you submit your work: May 4, 2012 The Assignment: In essay form, address the following questions: 1. What is critical thinking? First the word critical comes from two Greek roots, Kriticos which means discerning judgment and the other Greek root is kriterion which means standards. The text book from this classRead More Boundaries of Destiny, Fate, Free Will and Free Choice in Oedipus the King1282 Words   |  6 PagesBoundaries of Fate and Free Will in Oedipus the King    The ancient Greeks firmly believed that the universe was guided strictly by order and fate. In Oedipus the King, Sophocles has examined the relationship between free will and fate, suggesting that free will paradoxically exists inside the boundaries of fate. It may be concluded, however, that man has free will and is ultimately held responsible for his own actions.    Oedipus destruction was brought about by a combination of fateRead MoreStages of Spelling Development1564 Words   |  7 Pagesone letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b) The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound

The Antic Disposition in Hamlet - 1645 Words

The character of Hamlet in William Shakespeare’s play of the same name is one of the more complex and interesting characters in the western canon – in attempting to take revenge on his uncle Claudius for his alleged murder of Hamlet’s father, the young prince feigns insanity in order to get the man’s guard down and keep him off balance until finding the right time to strike. However, the question remains – by the end of the play, just how much is Hamlet pretending to be insane? Is it really an act, or has Hamlet really taken on an â€Å"antic disposition† as Hamlet vows to put on (I.v.172)? While it can be confirmed that Hamlet’s insanity is more or less a ruse, his own dedication to his task, as well as the uncertainty he has about following†¦show more content†¦The distracted and uncertain nature of Hamlet at this time seems to suggest at least a moment of madness immediately following the appearance of the ghost (Simon 714) . The insanity of Hamlet can be discerned partly in his indecisiveness; the constant worrying and waffling over whether or not to take his revenge and when is a clear sign of his mental instability. Hamlet makes many attempts to kill Claudius, but is always stopped by his own indecisiveness, finding all manner of excuses to not go through with it. In one instance, he finds Claudius praying and finds his perfect chance, but he does not go through with it. He refrains because, if Claudius is slain while praying, he will end up in heaven, and that is not what Hamlet wants. In the end, Hamlet’s own search for vengeance is his undoing, and also spells doom for many around him. He accidentally kills Polonius because he thinks he is a spy, while causes his love Ophelia to drown herself in grief. This perpetuates the cycle of revenge, as her suitor Laertes seeks a duel against Hamlet, which leads to the deaths of the both of them, in addition to Claudius and Gertrude. Laertes even seems to accept that his own actions led to his death - I am justly killd with mine own treachery (V.ii.12). To that end, Hamlet’s insanity andShow MoreRelatedAn Analysis Of The Film Hamlets Antic Disposition Essay1290 Words   |  6 PagesAn Analysis of Hamlet s antic disposition In the film†Hamlets antic disposition† the author Alexander W Crawford, describe hamlet as mad, but a close reveal of the play shows that Hamlet is straightforward and sane. His actions and thoughts are a logical response to the situation in which he finds himself. However, he assumes antic-disposition to undercover the truth of his father s death. After the Ghost tells Hamlet that Claudius has murdered his father, Hamlet begins to plan his next steps.Read MoreEssay on Hamlets Antic Disposition1487 Words   |  6 PagesHamlets Antic Disposition      Ã‚  Ã‚  Ã‚   In William Shakespeares famous tragedy Hamlet, the main character of the story is one majestically elaborated, aside from being quite complex. There are infinite volumes written about this character because Shakespeare leaves no firm proof of many of his character traits. Yet on Hamlets antic disposition, meaning his obviously absurd temperament or madness, Shakespeare leaves plenty of reason to believe that it is feigned, meaning that it is simply a ployRead More The Flaw of Hamlets Antic Disposition Essay743 Words   |  3 PagesHamlets antic disposition of pretending to become crazy so that he can take revenge of his fathers death was a bad plan. The situations in the play that prove that Hamlets antic disposition was a bad plan are the death of his friend Ophelia, his fighting with his mother, trying to fool the King and Polonius, his own downfall and finally his death. All this situations illustrate why Hamlet?s antic disposition was a bad plan. Hamlet?s antic disposition was the main reason why Ophelia committedRead More Madness and Insanity in Shakespeares Hamlet Essay793 Words   |  4 PagesShakespeares Hamlet         Ã‚   Shakespeares Hamlet is a master of deception. Hamlet decides to make Claudius believe that he is insane, but the scheme backfires when everyone, except Claudius, falls for it. Ophelia is one of those who believes Hamlet lost his mind, and when he does not return her love, she is so brokenhearted that she commits suicide. Near the end of the tragedy, Hamlet plays the part so well, that he convinces himself he is insane. Clearly, Hamlets plan to put on an antic dispositionRead MoreHamlet And Antic Morality In William Shakespeares Hamlet1110 Words   |  5 Pages Hamlet was a book written in the in the 14th century of 1559 by a famous writer named William Shakespeare. In the story Prince Hamlet was chasing after a ghost that looked like his father and when he finally caught up with the ghost (King Hamlet), King Hamlet told Hamlet that his brother Claudius killed him with ear poison, while he was resting. So when King Hamlet told Hamlet this, Hamlet told his father that he would get revenge and avenge his father’s death. So Hamlet told himself thatRead MoreHonesty and Integrity Are Not Found in the Play Hamlet734 Words   |  3 PagesENG 3U Honesty and integrity are never found in Hamlet Honesty and integrity can both be described as good qualities, but they are interpreted in different ways, honesty is quality of truthfulness and sincerity. While integrity can be described as the possession of a strong moral principles, and the righteous acts committed by a character. William Shakespeare uses multiple forms of deception and immoral acts in almost every scene in the play Hamlet. Proving that there is neither honesty, nor integrityRead MoreThe Importance of Maintaining Moral Order as it Relates to Hamlet by William Shakespeares765 Words   |  4 PagesImportance of Maintaining Moral Order as it Relates to Hamlet by William Shakespeares Something is rotten in the state of Denmark. (Hamlet. 1.4, l.90) In every society a distinctive hierarchy or organization of power exists. In the Shakespearean world, life is kept constant through the maintenance of the Great Chain of Being or moral order. Any disruption in this chain is believed to cause chaos in society. In William Shakespeares Hamlet, Denmark is thrown into chaos by the reckless actionsRead MoreHamlet, By Alexander W Crawford Essay1213 Words   |  5 Pages In the film†Hamlets antic disposition† the author Alexander W Crawford, describe hamlet as mad, but a close reveal of the play shows that Hamlet is straightforward and sane. His actions and thoughts are a logical response to the situation in which he finds himself. However, he assumes antic-disposition to undercover the truth of his father s death. After the Ghost tells Hamlet that Claudius has murdered his father, Hamlet begins to plan his next steps. After all, revenge is a dish best served coldRead MoreHamlet Character Analysis918 Words   |  4 PagesIn the play Hamlet, Shakespeare raises the question regarding deception and the differences between â€Å"seeming† and â€Å"being†. Each character is trying to decipher what each other are truly thinking, contrary to what they are pretending to think. Shakespeare sets Hamlet up to illustrate the complexity of how one must deceive others to reveal the truth.  ¬Ã‚ ¬The coexistence of appearances and reality develops as the Danish court gets engulfed in a web of corruption, lies and deception. Through how ShakespeareRead MoreThe Profound Impact Of Female Characters Of Shakespeare s Hamlet930 Words   |  4 PagesThe Profound Impact of Female Characters in Hamlet How much of an impact can the women in a man’s life have on his thoughts and actions? A mother is the first woman her son will come into contact with, and can skew her son’s image of women through her actions. A man’s significant other also has the ability to bring out the best in him, but can also become the target for his anger and stray emotions. In William Shakespeare s Hamlet, although there are only two main female characters, both women†¯possess

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Integration of ICT in Education: Pedagogical Issues Dr. Anjali Khirwadkar Center of Advanced Study in Education Faculty of Education The M. S. We will write a custom essay sample on Falsafah Pendidikan or any similar topic only for you Order Now University of Baroda India. Abstract The progress of any country depends upon the quality of education offered and its practices. Indian education was well known for its Gurukul system of education in the Vedic age. Education in India has undergone various phases and stages of development starting in the Vedic age to the post-independent period. At all stages of development there was a concern for bringing in quality education reflecting on the practical aspects in education. The great Indian thinkers had emphasized on developing the inner potential of individuals by reflecting on unique potential of individuals. Getting educated is solely dependent upon the individual teacher’s role to set conditions and generate environments for learning. The recent curriculum framework 2005 as proposed by NCERT (National Council of Educational Research and Training), India focuses on the issues of; Connecting knowledge to life outside Shifting from rote learning to constructing knowledge Providing a wide range experiences for the overall development of a child Bringing flexibility in the examinations The recent developments in technology have changed the world outside the classroom; it is more eye-catching and interesting for a student then the classroom setting. As a result, students find classroom instructions as dull and devoid of life and do not interest them for learning. The information technology has made learner WWW-afflicted. This is because technological developments have brought developments in two ways: First, by enhancing human capabilities by helping people to participate actively in social, 85 economic, and political life in a society at large. Second, by giving advantage to technological innovation as a means for human development due to economic progress and increased productivity. The power of information is such that almost all decisions made in different sectors like science, technology, economics, and business development will be based on information that has been generated electronically. Information has become a key asset of the organization for its progress. Therefore, access to information is a key factor in the generation of wealth and there is a strong link between a nation’s level of development and its level of technological development. Educators and policymakers believe that information and communication technologies are of supreme importance to the future of education and, in turn, for the country at large. As ICT is becoming an integral element for educational reforms and innovations at secondary schools, this situation calls for an enhancement of pre-service education on ICT for prospective teachers. There is a growing importance for ICT within the school curriculum. Not only it is used to support teaching and learning within other curriculum subjects, but it is also a subject in its own right as a separate discipline. The major objective is that developing skills, knowledge, and understanding in the use of ICT prepares pupils to use such technologies in their everyday lives. ICT tools enable pupils to access, share, analyze, and present information gained from a variety of sources and in many different ways. The use of ICT provides opportunities for pupils to work both collaboratively and independently. As such, the role of ICT within the curriculum is not only to enhance the learning experiences of pupils but also to help them develop the skills essential to participate effectively in the world of affairs. It generates avenues for working in groups developing team spirit, cohesion, and social values. Here, a teacher plays a pivotal role in the process of teaching learning. Hence, knowledge of ICT and skills to use ICT in teaching/learning has gained enormous importance for today’s teachers. Teachers are expected to know to successfully integrate ICT into his/her subject areas to make learning more meaningful. This knowledge development during pre-service training has gained much importance with the notion that exposure to ICT during this time is helpful in increasing student teachers’ willingness to integrate 86 technology with classroom teaching. This paper focuses on issues relating to ICT in education as a core component in pre-service teacher education and the different models to be adopted for its integration. Review of studies conducted in the area of attitude, anxiety, and efficacy of teachers and development of computer skills Pre-service teachers need to plan to use computers in their classrooms. Vision is needed to motivate and direct their teaching and learning with the help of technology and using related instructional methods. There are various strategies used to make teachers understand and implement the integration of ICT in various curricula. They should serve as a basis for understanding computer operations and programming along with assisting pre- service teachers to learn computer concepts in developing a vision, value, and use of computers in learning. Many studies have been conducted on teachers’ attitude and their use of ICT skills. It has been found that teachers’ attitudes play an important role in the teaching learning process. It has generally been found that pre-service teachers have demonstrated their ability for integrating technology into their teaching, but do not have clarity about how far technology can be beneficial for students. They will probably avoid teaching with technology once the requirement for the demonstration lesson is over. Hence, a negative attitude about teaching with and about technology in a subject matter area could work against well-planned instruction in teacher preparation programs. While, on the other hand, those teacher candidates who believe in the potential and utility of technology in the classroom and continue facing many challenges become the models for student teachers to emulate. Many studies have been conducted with regard to the attitude of teachers towards use and interations of technology have revealed the importance of attitudes for learning to use technologies (Cox, Rhodes Hall, 1988; Davidson Ritchie, 1994; Hannaford, 1988; Kay, 1990). These findings were further supported by Bandalos Benson, 1990; Dupagne Krendl, 1992; Francis-Pelton Pelton, 1996; Loyd Gressard, 1984a; Mowrer-Popiel, Pollard, Pollard, 1994; Office of Technology Assessment, 1995. ) Several studies have found that individuals’ attitudes toward computers may improve as a result of well-planned instruction (Kluever, Lam, 87 Hoffman, Green Swearingen, 1994; Madsen Sebastiani, 1987; Woodrow, 1992). Like other individual characteristics that are hypothesized o play a role in the continued growth of technology proficiency, attitudes and beliefs can’t be easily taught and must be developed by an individual over a period of time. Another factor that is noted to have a profound effect on the student teacher’s learning technology and its integration is computer anxiety. Computer anxiety, as defined by Rohmer and Simonson (1981), is â€Å"the mixture of fear, apprehension, and hope that people feel while planning to interact or whi le actually interacting with a computer† (p. 151). Research has shown that there is often a negative relationship between the amount of prior computing experience and the level of computer anxiety exhibited by individuals. Reed and Overbought (1993) and Hackney (1994) found significantly reduced levels of computer anxiety following instruction whereas Chu and Spires (1991) observed a significant reduction in computer anxiety for only the most anxious quartile of subjects. McKiernan et al. (1994) reported that some students experienced reduced levels of computer anxiety at the end of a computer training class while other students experienced continuing anxiety. The level of anxiety could be reduced with increased experience in using and working with computers and thereby succeeding in reaching goals. Over and above the attitude of teachers, self-efficacy is also an important aspect to consider. Researchers have indicated that although teachers may have positive attitudes toward technology (Duane Kernel, 1992; Office of Technology Assessment, 1995), they may still not consider themselves qualified to teach with it or comfortable using it. If teachers are to integrate technology into their teaching, they must feel self-efficacious about using it (Decorum Kingie, 1993; Remer et. l. , 1993; Office of Technology Assessment, 1995). Bandera (1986) defined perceived self-efficacy as â€Å"people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possess es† (p. 391). According to Bandura (1982), people acquire information about efficacy from four sources: performance attainments, vicarious experiences of observing the performances of others, 88 erbal persuasion, and physiological states from which people partly judge their capability, strength, and vulnerability (p. 126). This information would help an individual assess his/her performance and then generate self-appraisals of his/her ability. When the concept of computer-efficacy is applied to the domain of learning to use computers in teaching, hands-on computer experience becomes an important component in effective instruction at the pre-service level. Research has shown a high correlation between efficacy judgments and subsequent performance (Bandura Adams, 1977; Bandura, Adams Beyer, 1977; Schunk, 1981). This particular link between self-efficacy and subsequent actions is significant in developing an idea for a teacher who continues to learn to teach with technology apart from instruction in teacher preparation (Ashton, 1985). Self-efficacy was originally conceived as having a high domain-specific component rather than one with high generalizability (Lennings, 1994), and this has led to recent research interest in the area of computer self-efficacy (Delcourt Kinzie, 1993; Ertmer, Evenbeck, Cennamo, Lehman, 1994). Computer self-efficacy represents the essential elements of self-efficacy as applied to the domain of computer learning. Several studies have found the positive effects of instruction on computer self-efficacy (Ertmer, Evenbeck, Cennamo Lehman, 1994; Gist, Schwoerer Rosen, 1989; Russon, Josefowitz Edmonds, 1994; Torkzdeh Koufteros, 1994). There is little doubt that today’s prospective teachers will be expected to teach with technology in the classrooms of tomorrow. However, the resources available to teachers in terms of hardware, software, networking, and professional development vary greatly at the school level. Hence, it is imperative that teachers become directors of their own learning with regard to using information technologies in the classroom. Through learning to teach with technology, teacher preparation programs have a unique place at the beginning of this challenging process. The development of a pedagogically-based framework of constructs that are related to learning to use computers and an approach for its application in teacher preparation shows promise for meeting these challenges as discussed above. 89 Another challenge for pre-service education is finding classrooms where pre-service teachers could observe teacher educators using technology appropriately and to understand where and how to include technology in their lessons. The computer has moved from an object to be studied to a teaching and learning tool for teachers and students. Hence, teacher preparation programs could no longer rely on an introductory course. We can’t just bolt on the technology in teacher education curriculum; we need to take proactive steps for its integration in teaching learning. Teacher education and technological competence should involve all aspects of the preparation of teachers, i. e. , introductory competencies, use of technology in methods classes, school placements, and student teaching. Pre-service teachers need to develop a vision from the very beginning of their careers for using computers in their classrooms. For this, student teachers must understand computer operations and programming–leading them to develop a vision of the value and use of computers in learning. Therefore, it is crucial that teacher preparation programs should develop the cognitive, social, and physical environments that will help teachers feel efficacious and in control of learning to teach with technology, a domain that is often overwhelming even for experienced teachers. Another challenge of preparing teachers to teach with technology is that as a result of knowledge generation, our knowledge about computer technology is constantly changing. In addition to this factor, there are various other dimensions like attitude, motivation, computer anxiety, and computer self-efficacy which play an important role in developing skills and competencies among prospective teachers. Pedagogy is primarily associated with formal school education. There are significant differences between the two concepts of pedagogy and â€Å"webogogy†, especially in terms of independence/dependence of the learners, resources for learning, motivation, and the role of the teacher. The context of learning is significant because learning is contextually and situationally specific. The teacher’s role in web-based teaching has already been identified as being very different from the teacher’s role in formal education, with terms like facilitator referring to the person who is on-line and interacting with students in various ways. It may be the same person who produces the course materials. Also, the on- 90 line teacher will need to arrange a range of activities in which he or she will engage students, and a range of roles that he or she will fulfill. In web-based teaching, the teacher would be engaged in preparation and organization of instructional materials based on the same kind of assumptions about learners that are held by textbook authors. The Internet provides a wide range of scope for integrating varied learning experiences and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans. The various skills and competencies to be developed on the part of student teachers would be: Surfing the Internet and locating useful information from the Internet for the development of lesson plans. Developing lessons plans incorporating student use of technology in the learning process. Evaluating and selecting appropriate software for a particular subject and per student needs. Generating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing. Managing student data ; using data management tools for efficiently managing learning. Using technology to gather, organize, and report information about student performance like Excel and Access for database management. Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications. 91 Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops nd seminars. Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among students. Computer Education at The Secondary Level Recognizing the growing importance of ICT in the education area, policy makers in the school education sector have taken proper care to integrate computer education at the school level. The Curriculum Guide and Syllabus for Information Technology in Schools developed by NCERT, India, has the following objectives for the secondary school level: 1. Selecting appropriate IT devices for a given task; making his/her own informed choice of browser and search engines; trouble-shooting for peripherals. 2. Identifying specific strengths and weaknesses of technology resources; demonstrating legal and ethical behavior regarding the use of technology and information. 3. Communicating to a variety of audiences using IT tools; using a variety of technology tools for data collection and analysis; using tools to present and publish information with interactive multi media features; using tools to make models and simulations; manipulating images. . Using on-line information resources for collaboration and communication; collaborating with others to build content-related knowledge bases. 5. Developing strategies to find relevant and appropriate electronic information sources. 6. Investigating technology-based options for lifelong learning; using productivity tools, communication tools and research skills. 92 IT competency standards at the end of Class X to be developed in students are: †¢ †¢ †¢ †¢ Ability in and understanding of fundamental computer operations and concepts. Using a variety of programs to accomplish learning tasks. Exhibiting skills in the use of communication networks. Exhibiting skills in the selection and use of technology to gather, process, and analyze data and preparation of reports. The expectations from the school sector in terms of established student objectives and expected skills to be developed demonstrate the need to develop necessary knowledge and skills among teachers with positive attitudes and the right inclination. Techno-Pedagogy a Skill The aim of teacher education is to develop skills and appropriate knowledge among teacher trainees for using and integrating the correct technology in an appropriate manner. Every teacher should know how to use technology, pedagogy and subject area content effectively in their daily classroom teaching. It is clear that merely introducing technology to the educational process is not enough. One must ensure technological integration since technology by itself will not lead to change. Rather, it is the way in which teachers integrate technology that has the potential to bring change in the education process. Hence, attitude and self-efficacy towards technology play an important role. For teachers to become fluent in the usage of educational technology means going beyond mere competence with the latest tools to developing an understanding of the complex web of relationships among users, technologies, practices, and tools. Teachers must understand their role in technologically-oriented classrooms. Thus, knowledge about technology is important in itself, but not as a separate and unrelated body of knowledge divorced from the context of teaching–it is not only about what technology can do, but perhaps what technology can do for them as teachers. 3 In techno-pedagogy, there are three areas of knowledge, namely: content, pedagogy, and technology. Content (C) is the subject matter that is to be taught. Technology (T) encompasses modern technologies such as computer, Internet, digital video and commonplace technologies including overhead projectors, blackboards, and books. Pedagogy (P) describes the collected practices, processes, strategies, procedures, and metho ds of teaching and learning. It also includes knowledge about the aims of instruction, assessment, and student learning. Speaking truthfully, technology integration entails the understanding and negotiating of the relationships among the aforementioned three components. Good teaching is not simply adding technology to the existing teaching and content domain. Rather, the introduction of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship between all three components suggested by the TPCK framework. (Koehler, M. J. and Mishap, P. 2005) Technological Content Knowledge C P Pedagogical Content Technological, Pedagogical knowledge (TPCK) T Technological Pedagogical Knowledge Depending upon the nature of content, scope of content, and level of students, appropriate technology integration must be sought. Technology as an aid enhances the process of learning and helps in achieving higher level objectives. 94 Approaches to ICT integration in Teacher Education Use of ICT within teacher training programs around the world is being approached in a number of different ways with varying degrees of success. These approaches were subsequently described, refined and merged into following approaches: 1. ICT skills development approach: Here importance is given to providing training in use of ICT in general. Student teachers are expected to be skilled users of ICT for their daily activities. Knowledge about various software, hardware and their use in educational process is provided. 2. ICT pedagogy approach: Emphasis is on integrating ICT skills in a respective subject. Drawing on the principles of constructivism, pre-service teachers design lessons and activities that center on the use of ICT tools that will foster the attainment of learning outcomes. This approach is useful to the extent that the skills enhance ICT literacy skills and the underlying pedagogy allows students to further develop and maintain these skills in the context of designing classroombased resources. 3. Subject-specific approach: Here ICT is embedded into one’s own subject area. By this method, teachers/subject experts are not only exposing students to new and innovative ways of learning but are providing them with a practical understanding of what learning and teaching with ICT looks and feels like. In this way, ICT is not an ‘add on’ but an integral tool that is accessed by teachers and students across a wide range of the curricula. 4. Practice driven approach: Here emphasis is on providing exposure to the use of ICT in practical aspects of teacher training. Focus is on developing lessons and assignments. Using ICT and implementing it in their work experience at various levels provides students an opportunity to assess the facilities available at their school and effectively use their own skills. Thus, ICT in teacher training can take many forms. Teachers can be trained to learn how to use ICT tools. ICT can be used as a core or a complementary means to the teacher 95 training process (Collis Jung, 2003). The various ways in which ICT teacher training efforts could be classified into four categories are shown below in Figure 1. ICT AS PART OF CONTENT ICT AS A CORE COMPONENT IN TEACHER EDUCATION AND ITS APPLICATION ICT AS CORE CONTENT ICT AS FACILITATOR ICT AS CORE DELIVERY From the above suggested approaches, regarding ICT as a core component at the preservice level, integration of all approaches would help in developing proper attributes among prospective teachers. There should be joint efforts of educators and prospective teachers in implementing and sharpening ICT skills. Whatever approach is followed in educational institutions to develop knowledge about ICT, it has inherent limitations. Coupled with other reasons, we are not making student teachers fully confident in using ICT in their daily classroom activities. As reported by Larose F. in their study, the level of computer literacy of the teaching staff is satisfactory but there is little transfer of these competencies to teaching practices (Larose F. et al. 1999). Efforts are required on the part of teachers to make use of the available facilities for the best use in teaching /learning. ICT in Education Course Scenario at the Pre-Service Level The syllabi for ICT in education courses offered by some of the universities in India were analyzed in terms of the objective of the course, weight given to theory and practice, and other syllabus components. The Curriculum Guide and Syllabus for I nformation Technology in Schools developed by NCERT, India, has the following expectations 96 bout basic competencies of teachers to achieve the objectives of ICT education at the secondary level: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Understanding the role of technology in change and the implications of technology-mediated changes for education. Creating interest in learning among students through unique utilities like animation, simulation, the Internet, etc. Demonstrating a sound understanding of basic IT concepts and operations. Planning and designing effective learning environments with necessary technology support. Making the best use of technology-enhanced lessons to enrich student learning. Adopting assessment strategies to evaluate (a) student competencies in IT skills and (b) student learning in the new environment. Using technology to enhance our own creativity and professional practices. Demonstrating understanding of social, ethical, legal, and human issues surrounding the use of technology in schools. Fashioning a climate of values that encourage questioning, exploration, problemsolving, decision-making, and group co-operation. Striving for education to emerge from its disciplinary narrowness. Identifying useful learning material from various sources. The teacher has to take an active part in developing his own checklist for evaluation of learning materials and use it in the context of (a) the learner profile, (b) the learning environment, and (c) the technical strength of the computer laboratory of the school. Moreover, the tasks of the teacher are: 1. Design one’s own checklist. 2. Review software to be procured or on the World Wide Web 3. Report his/her assessment of courseware to the principal so a purchase decision can be made. 97 ICT is introduced in secondary teacher training courses at various levels as a compulsory subject or a special field subject. Sometimes, it is also introduced as one of the subjects to be studied under a course titled ‘Educational Technology’. Various objectives/rationales for introducing the course are as follows: 1. Understanding the scope and importance of ICT in contemporary society. 2. Developing effective perspectives and attitude towards emerging technologies. 3. Developing skills in handling, maintaining and protecting different types of hardware and equipment in the institutions of learning. 4. Acquiring a theoretical basis of ICT and to develop an awareness about recent developments in the area of ICT. 5. Acquiring adequate knowledge bout the fundamentals of computers and operating systems. 6. Acquiring the necessary skills of handling software packages for the purpose of education in the institutions of learning. 7. Acquiring knowledge about new Internet technologies and their place in the field of education. Regarding the weight given to the subject, different approaches are followe d. Overall the weight given to theory and practice is 60/40 (60% for theory and 40% for practice). Broadly the content areas regarding theory/practice include: a. Introduction to Computers b. Introduction to Operating Systems c. Application of Computers in Teaching d. Functions of Computers – Knowledge of M. S. Office and other related packages and Computer languages e. Application of computers in Education f. New Trends and Techniques in Computer education (EDUSAT etc. ) g. Knowledge of Internet, World Wide Web, etc. 98 In the majority of teacher education institutions, the syllabi exhibit less weight to practical than theoretical aspects. Since the nature of ICT subjects is more practical and application-oriented, there needs to be more practical than theoretical input. This aspect seems to be neglected in designing and framing curricular objectives. The present approach for ICT integration is dismal as an â€Å"add on† approach for ICT course is adopted : ICT basics are taught to teacher trainers focusing on technical issues, but little emphasis is given to the pedagogical aspects Educational technology courses are taught in a rather traditional way and show little evidence of using new technology to support instructional innovations Students don’t know how to use new technology in their classroom instruction when they go to schools Technology input is not integrated in the curriculum courses, especially method courses. These are certain basic problems associated with the integration aspects of technology. These are major hurdles in the integration of ICT in the teaching/learning process. This scenario shows that the objectives of introducing ICT at the pre-service level are developing technological know-how and awareness regarding various other technologies and software packages. Further, the time spent for practical sessions is less, as more time is spent for theory sessions. The total approach of introducing ICT at the pre-service level is not very serious. It is very clear that student teachers will not get much scope in order to integrate ICT in curriculum or the teaching/learning process. In teacher training programs at the secondary level, the ICT education scenario is struggling with the following problems: †¢ †¢ Only at the awareness development level are objectives being achieved, but higher order thinking skills regarding the use of ICT tend not to be occurring. Technology, pedagogy and content area integration is a rare feature. components are dealt with separately which creates confusion for students. All 99 †¢ There is a serious discrepancy among syllabi of teacher training institutions and secondary schools. Syllabi at various institutions are not on a par with school level curriculum. †¢ Time duration of the courses related to ICT education is too short to develop knowledge and necessary skills among students to achieve higher order thinking skills. †¢ †¢ †¢ There is a lack of availability of proper infrastructural facilities at most of the institutions. There is a mismatch between available hardware and software to develop required learning resources. Support from technical taff for maintenance is dismal. The objective at the pre-service level is not to prepare technocrats, but to develop technopedagogues. Teachers should be in a position to integrate technology into teaching / learning as well as develop the art and skill of â€Å"webogogy† (i. e. , to make use of Internet technology, exploring it, accessing information from it to use in teaching learning, et c. ). So, objectives must be set at the attainment of application and skill levels rather than just at the knowledge and understanding levels. The professional development of teachers needs to be given importance. There must be congruence between the school curriculum and teacher training curriculum at the secondary level. Otherwise, teachers are not ready to utilize their knowledge to effectively design teaching/learning processes, project work, and assignments. In addition to offering ICT as a compulsory and special course, integrated approaches need to be studied along with methods courses. This will help student teachers to develop the concept of ‘techno pedagogy’ to a greater extent. Thus, management of change in teacher education is a complex and demanding task involving comprehension, concern, caution, and contemplation. Planners and administrators of teacher education have to provide academic leadership to prepare reflective teachers who can manage the educational system efficiently at various stages of education at the pre-primary, primary, elementary, secondary, and higher secondary levels. Effective change in schools is possible only when there are corresponding changes in the management of teacher education programs. 100 References: Ashton, P. (1985). Motivation and the teacher’s sense of efficacy. In C. Ames, R. Ames (Eds. ), Research on motivation in education, 2 ,141-171. Orlando, FL: Academic Press Inc. Bandalos, D. and Benson, J. (1990). â€Å"Testing the factor structure invariance of a computer attitude scale over two grouping conditions†, Educational Psychology Measurement, 50,49-60. Bandura, A. (1982). â€Å"Self-efficacy mechanisms in human agency. American Psychologis†t, 37, 122-147. Bandura, A. (1986). Social foundations of thought and action: A social-cognitive view. 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