Ryan Roof Essays - Miracles, Of Miracles, David Hume, The Miracles

Ryan Roof In David Humes paper Of Miracles, Hume presents a different number of contentions concerning why individuals should not to have confidence in any wonders. Hume doesn't feel that marvels don't exist it is only that we ought not trust in them since they have no levelheaded foundation. One of his contentions is simply by definition supernatural occurrences are unimaginable. What's more, have no balanced methods in accepting wonders. Another contention is that most wonders will in general originate from graceless nations and the observers normally have irreconcilable situations and counterdict every others encounters. Both of these contentions are substantial anyway they will in general be frail. I believe that Humes most grounded contention is that he asserts there is no validity to the declaration behind the supernatural occurrences. In Humes contention he says that there is no declaration for any, even those which have not been explicitly recognized, that isn't contradicted by a vast number of witnesses; so that not just the marvel demolishes the credit of the declaration, yet the declaration obliterates itself. To make this understood Hume utilizes strict issues. Numerous religions use supernatural occurrences as an establishment. Each wonder, therefor, claimed to have been fashioned in any of these religions as its immediate degree is to set up the specific framework to which it is ascribed; so has it a similar power, however bore by implication, to topple each other framework. On the off chance that the marvels attempt to annihilate a framework, a religion, it crushes the credit of the supernatural occurrences themselves, and the framework where they were built up. Since most religions depend on supernatural occurrences and attempt to crush each other with opposite wonders and afterward we as people have no t hinking on which marvel to trust in. Along these lines what I feel that Hume is attempting to state is that for a religion to be believable it must not be founded on marvels. This contention is seen by society to be implausible, on the grounds that a great many people have a specific confidence in a specific religion and have fairly faith in wonders, however Hume has a decent contention. He says that individuals ought not have faith in religions that depend on supernatural occurrences since they have no validity. Marvels themselves are thought to have powerless validity in light of the fact that most of the individuals in the general public imagine that they are bogus. Anyway there are numerous individuals that have confidence in supernatural occurrences somehow. Either straightforwardly or in a roundabout way. In the event that you member yourself with a religion that depends on marvels, at that point you are by implication a devotee to wonders. This is the thing that Hume would th ink and furthermore he would state that you ought not have confidence in the marvels since they are the premise of your religion and have no believability because of the way that the religion is attempting to pulverize another religion and their supernatural occurrences. Despite the fact that Hume has a decent contention, one could make a contention that Hume is wrongly saying that we should not to have faith in religions dependent on supernatural occurrences. Religion is a significant piece of society. Most of the world has confidence in a religion and it thought to trust in supernatural occurrences. Additionally religion has helped the world develop to where it is today and on the off chance that Hume says that we ought not have even had confidence in religion, at that point society would not have developed and formed into different civic establishments. Religion brings mass measure of individuals together, and more often than not they put stock in a similar supernatural occurrence. In history the congregation was the fundamental government and furthermore responsible for the training. Presently if the wonder that united every one of these individuals never were put stock in we could never have had any reason for government or any reason for instru ction. Because of the congregation teaching the individuals, eventhough it was not many from the start, there would not have been numerous sciences created or possibly theory would not have happened. Since the congregation joined the individuals and instructed them, at that point in a roundabout way the supernatural occurrences on which they all had faith in helped the training procedure. David Hume says that we should not put stock in wonders, however on the off chance that individuals didn't have confidence in them, similar to Hume says to do, at that point the world would not have developed

Estonia Gender Problems Essay Example for Free

Estonia Gender Problems Essay From the beginning of time, ladies have continually battled for equivalent rights. Be that as it may, significantly after ladies have increased expanded balance in numerous nations, sex disparity despite everything exists on a universal scale. The European nation Estonia, specifically, faces a perceptibly more prominent hole among men’s and women’s rights in examination with its European neighbors. Regardless of the Estonian Gender Equality Law went in 2004, sexism and sexual orientation generalizations are still to a great extent common in Estonia’s government and society. The issue of sex disparity has adversely affected Estonian ladies in financial, social, and political parts of life in Estonia. One significant consequence of sex disparity is the constraining of financial open doors for ladies. On account of customary sex generalizations, Estonian ladies are accepted to be less important in the working environment than men. This type of sexism has vigorously affected the capacity of ladies to acquire and keep up business and pay: â€Å"in the 1990s women’s joblessness surpassed that of men (38.3% of ladies and 24.7% of men)† (Erickson 278). Notwithstanding the high joblessness rate for ladies, Estonia’s pay hole (the distinction among men and women’s compensation for a similar activity) is as of now the most elevated in Europe: â€Å"women are paid over 30% not as much as men for the equivalent profession† (Domsch 73). Since Estonian ladies are monetarily hindered by out of line work and pay, numerous ladies are compelled to turn out to be financially reliant on their spouses or fathers. By and large, Estonia’s huge compensation hole mirrors its financial sexism and the hindering impacts of sexual orientation disparity on ladies. Sex imbalance in Estonia has additionally prompted social preference against ladies. Since Estonia’s fuse into the Soviet Union, sexual orientation jobs have been profoundly settled into Estonian culture. These sexual orientation jobs direct what ladies are permitted to do and what little ranges of authority they have on financial aspects, government, and legislative issues. Sexual orientation jobs have additionally definitely prompted sexism: â€Å"The connection among people on a cultural level speaks to relationship with inconsistent force conveyance, where men command and ladies are subjected or under-spoke to in many circles of life.† (Morten para. 6). The social strength of men originates from Estonia’s joining into the Soviet Union in 1940. During this period, Estonia’s once Western perspectives and perspectives on sex equity moved to Soviet-focused convictions, which stressed the significance of accommodating ladies who served men. Despite the fact that the Soviet Union regularly utilized women's activist publicity to urge ladies to work, ladies were often treated unjustifiably at home and in the public arena. The sexual orientation jobs set up during the Soviet Union period keep on assuming a significant job in Estonia’s society today. Sexual orientation imbalance is predominant in both the family, where men are relied upon to apply strength over their spouses, and in get-togethers, where women’s sentiments are held in lower regard (Domsch 148). In synopsis, sex imbalance in Estonia has prompted social oppression ladies. Another significant aftereffect of sex disparity is the political preference that Estonian ladies face. After World War II, a period wherein Estonia was strategically and monetarily run by ladies because of an absence of men, the Communist Party restored men in the decision assortments of Estonia. During this period, Estonian ladies were expelled from legislative issues and their political force was subverted. Recently, a few endeavors have been made to take care of the political sexual orientation disparity issue. In 2004, the administration passed the Gender Equality Act to guarantee that ladies had equivalent political force and monetary dependability (Domsch 127). Nonetheless, a large number of the rights ensured in the Gender Equality Act were previous in the Constitution of Estonia. By and by, ladies still can't seem to see genuine correspondence in political or monetary angles. For instance, an ongoing report demonstrated that â€Å"roughly 8% of Estonian government positions are held by ladies, while just 20% of parliament individuals are women† (Morten para. 4). The little level of ladies in Estonia’s government straightforwardly thinks about the sexism in Estonian legislative issues. Estonia’s male and female populaces, however equivalent in size, are not similarly politically spoken to, as appeared by the obviously imbalanced sex proportion in their administration. Generally, albeit little advances have been made toward sex value, sexism and sex disparity are still broadly surviving, and have prompted relatively less political strengthening for Estonian ladies. Despite the fact that women’s rights have been improved universally, numerous nations despite everything face difficulties in building up obvious sex equity. Estonia at present faces critical issues for ladies in many significant parts of society. Starting from Estonia’s consolidation into the Soviet Union after World War II, sexual orientation generalizations have contrarily influenced Estonian ladies right up 'til the present time. With one of the biggest compensation holes among people in Europe, Estonia has an altogether imbalanced sexual orientation proportion for work. Besides, sexism has additionally prompted the reduced social and political intensity of ladies in Estonian culture. In spite of the ongoing enhancements that have been made by the Estonian government in the previous decade, the financial, social, and political chances of Estonian ladies are still seriously restricted by sexual orientation disparity.

An introduction to European cuisine

A prologue to European cooking Europe is a mainland which is flanked by the Arctic sea toward the north, toward the west lies the Atlantic Ocean, the Caucasus mountains and the Caspian ocean and Black ocean frames the southeast boarders,the Ural mountains and the Ural River is situated in east of Europe and toward the south lies the Mediterranean Sea. Europe remains as the universes second littlest mainland according to its size .Population savvy Europe is the second greatest landmass after Asia. European history is huge which starts from the Bronze Age with gigantic social and monetary accomplishments. Antiquated Greeks denotes the beginning of western culture and the Roman Empire spread over the whole mainland for a few centuries. With the decrease of the Roman Empire Europe entered a significant stretch of balance known as the Dark Ages, which arrived at end with the ascent of Renaissance and New Monarchs, which started the time of investigation, revelation and increment in the logical information. A huge provi ncial domain was worked by the European country at the fifteenth century, especially France, Britain, Spain and Portugal with huge holding in Asia, Africa and the Americas. With the ascent of the Industrial Revolution in Europe at the eighteenth century, made more prominent general success and proportionate increment in the populace. With the finish of World war two and till the finish of cold war two significant political and affordable squares isolated the Europe which was the Capitalistic nations in the Western Europe and the Communist countries in the Eastern Europe. By and by geographic Europe involves 45 nations. The European atmosphere stays calm and gentle, with cool summers and cold winters. For the most part, on the off chance that we think about better places on a similar scope with places on a similar scope in Europe, we would see that places in Europe have a more positive atmosphere than places somewhere else in America, Asia or Africa. On the off chance that we think about the normal January temperatures of Berlin, Calgary and Irkutusk-lying in the Asian area of Russia, we would see that the temperature in Berlin is around 8 and 22 degrees Celsius higher than temperatures in Calgary and Irkutusk individually. The primary purpose behind this atmosphere twists from the Atlantic Ocean. Warm breezes clear the entire landmass and keep the mainland somewhat warm. Sea flows conveying warm waters from the Gulf of Mã ©xico have a significant job in this common wonder. Since there isn't mountain obstruction in Europe, which is sufficiently huge to prevent these breezes from clearing over the m ainland, and since a large portion of the landmass is inside the scope of 300 miles from the Atlantic Ocean, these flows influence the climatic states of the entire mainland. In this way, Europe atmosphere is an incredible same all through the mainland. Northern Europe atmosphere, normally, has longer and cooler winters contrasted with the southern piece of the landmass. Winters are colder and longer in the East when contrasted with the west. Summers are shorter, yet more sultry in the East as we move towards the west. Undoubtedly, most pieces of Europe get a yearly precipitation of 20-60 inches, with its limit occurring towards the West of the mountains (around 80 creeps when all is said in done). The territories accepting lighter precipitation incorporate the Southern piece of Spain, Kazakhstan and northern piece of Scandinavia. It is for an explanation that Europe gets the most extreme number of voyagers in a year-its warm individuals and incredible regular magnificence, combined with tasteful advancement. Almost every single nation that goes under the European district has significant visitor center points, which draw in clients from everywhere throughout the world. People from different mainlands, however individuals from inside Europe likewise travel to the different vacationer goals in Europe. The travel industry additionally assumes a significant job in the financial strength of the European countries, and this is the sole explanation with regards to why the legislatures have invested an enormous measure of energy and cash in keeping different traveler puts in Europe clean and refreshed. The climatic conditions and the astoundingly very much associated aircraft administrations make going in Europe, a bit of cake. The antiquated medieval history, combined with some incredible memorable landmarks, castles, houses of worship and rear entryways have made traveler puts in Europe a hot most loved among visitors of all age gatherings, foundations and nationalities. France draws in the majority of the traveler flood in Europe. From the Louver and the Eiffel tower to the Notre dam Cathedral and the Champs ET Lysã ©e, pretty much every place of interest in France, particularly in Paris, has gotten an emblematic of the most visited spots of the world. The Arc of Triumph, the Garnier Opera and the Gallo-Roman amphitheater are a portion of different spots that can be named as the absolute best visitor puts in Europe. Germany and Rome follow France intently with regards to the absolute most visited visitor puts in Europe. Berlin, Frankfurt, Munich and Dã ¼sseldorf draw in voyagers from everywhere throughout the world. Business explorers and instructive vacationers additionally visit these spots. The Colloseum and the Palazzo Barberini are two of the most acclaimed traveler puts in Europe, having a place with Rome. Aside from noteworthy visitor puts in Europe, extraordinary normal spots are additionally hot top choices among travelers. Locales around the Alps, the Mediterranean Sea and the Pacific top the rundown of such places. Be it the open scenes of Hungary, the extraordinary mountains in Switzerland or the wonderful sea shores of Spain-Europe has everything to sooth an admirer of nature. Aside from some extraordinary traveler puts, the individuals, food, culture and the celebration of Europe allure the whole gang to this land, offering an ideal blend of conventions and defiance. Europe has an extraordinary assorted variety of food mirroring its etymological social mosaic. In this time of globalization we are brought to eat food from an ever increasing number of nations.

25+ of the Best Discounts for College Students

For many students, money is tight. Even if they can pay for much of their education with federal grants and scholarships, eliminating the need for student loans, scoring some of the best discounts for college students can make it easier to stretch a tight budget.Luckily, there are plenty of discounts for college students, including at some of the nations leading retailers. Heres a look at what your student may be able to use.Contents1 Best Discounts for College Students2 Apple College Discount3 Best Buy College Discount4 Microsoft College Discount5 HP College Discount6 Dell College Discount7 Adobe College Student Discount8 Corel College Discount9 Verizon College Student Discount10 Amazon Prime Student Discount11 Internet Discounts for College Students12 Museum, Zoo, and Aquarium Student Discounts13 Movie Ticket College Discounts14 Clothing and Shoe College Discounts15 Student Advantage Savings CardBest Discounts for College StudentsIf you are looking for the best discounts for colleg e students, finding price reductions for products and services that will support your students educational goals is the way to go. By finding options like college student laptop discounts, software deals, and lower cost basics, your student can reduce their expenses across the board, making school more affordable.However, that doesnt mean your student shouldnt explore other categories as well. For example, if they can score discounts on entertainment, then they can relieve stress without busting their budget.With that in mind, here are some of the best discounts for college students.For many students, money is tight. By scoring the best discounts for college students, managing your finances is easier. Here are some to check out.Apple College DiscountThe Apple college student discount is part of the companys Apple Education Pricing program. Students, their parents, faculty, and staff can all use the program, allowing them to save big on leading electronics.Apples MacBook college disc ount is one of the most popular options, including a range of products including the classic MacBook, MacBook Air, and MacBook Pro.The Apple store college student discount also applies to iPads, which is useful if your student prefers a tablet to a traditional laptop.Best Buy College DiscountAnother great option to help your student save on electronics is the Best Buy college student discount program. While exactly what is available through the program can vary, college student computer discounts are usually featured in the mix of deals. Plus, your student may be able to save on televisions, keyboards, mice, Bluetooth speakers, and even headphones.Microsoft College DiscountBoth students and parents can save up to 10 percent on select PCs, including some of the Microsoft Surface line, through the Microsoft college student discount program. Plus, college students can also use Office 365 Education for free with a valid school email address.HP College DiscountThrough the HP UNiDAYS prog ram, your student may be eligible for the HP student college discount. Like the Best Buy program, precisely what is offered can vary. However, an HP laptop college student discount is almost always available while the program is active, though the eligible models may change over time.Dell College DiscountThere are college discount laptops to be found at Dell as well. Along with some of the best prices available at the Dell website, college students also get a 30-day price match guarantee, up to 6 percent back in rewards, access to exclusive offers, and free expedited shipping.Adobe College Student DiscountCollege students can save 60 percent on Adobes Creative Cloud service. This comes with access to over 20 apps, including Photoshop, Illustrator, and InDesign.To get the Adobe student discount, your student needs a school email address and the ability to provide documentation for verification, like a school ID card, transcript, report card, or tuition statement.Corel College Discoun tIf your student needs to use Corel software in school, they may be eligible for up to 96 percent off the retail price. Thats one of the best discounts for college students around.Verizon College Student DiscountVerizon doesnt technically offer a student discount. However, if your student is part of a work-study program at their school and their college is a participating employer, they may be able to leverage that into a discount.Its a bit of a workaround, and it wont work for all students or through all schools. However, if your student uses Verizon, it is certainly worth a try.Amazon Prime Student DiscountCollege students can access Amazon Prime for less thanks to the Amazon Prime Student discount program. This doesnt just give your student access to free shipping. There are actually tons of other money-saving benefits rolled into the Amazon Prime Student Memberships too, including access to Prime Video and Prime Music.Internet Discounts for College StudentsIf your student isnt l iving in a dorm, subscribing to an internet service is a necessity. Luckily, there are some amazing internet discounts for college students available.Xfinity, Dish, and Frontier all have student rates. Other internet providers may as well, so your student may want to call providers that are local to their area and see what is available before they settle on a company.Museum, Zoo, and Aquarium Student DiscountsMuseums, zoos, and aquariums are as fun as they are educational. As a result, many offer discounts to college students.In some cases, your student may save a few bucks on a one-day admission. In others, they can get annual passes for much less than everyone else pays. Each location sets its own discount, and not all museums, zoos, and aquariums have a discount program. But, if your student enjoys a location near their school, they should ask if they qualify for a price reduction when they get to the gate.Movie Ticket College DiscountsAMC Theatres, Cinemark, and Regal Cinemas al l offer discounts to college students. The amount your student can save does vary by location. However, if they need to de-stress with a new movie, these options are some of the best discounts for college students who are movie buffs.Clothing and Shoe College DiscountsA surprising number of retailers offer discounts for college students. Since every college student needs to have a decent wardrobe and may need to refresh it during the year as the seasons change, heading to these stores can help them save.Here are just some of the stores that commonly offer college student discounts:Banana RepublicClub MonacoEddie BauerExpressForever 21GoodwillJ CrewKenneth ColeLevisNikeReebokIf your student usually shops elsewhere, then it never hurts to ask about discounts for college students at the register. Stores that have them available usually only need to see a student ID to give the discount, so it only takes a second but could help your student save a ton.Student Advantage Savings CardIf yo ur student wants to access a whole range of discounts for college students, signing up for the Student Advantage Card might be a smart move. The card makes it easy to save in a bunch of places, including at retailers, restaurants, hotels, transportation companies, and more.Its important to note that these discounts for college students do change over time. Companies can opt in and out of the program at their discretion, so your student should review the participating businesses online or use the mobile app before they complete a purchase.Ultimately, by securing as many college student discounts as possible, your student can make sure they can go to school and stick to a budget. While it may be scary to ask for discounts at the register, make sure your student understands that the worst thing that will happen is the cashier says one isnt available. Considering the simple question can help them save 5, 10, 20 percent or more, its worth them putting themselves out there.Pin23RedditShar eLeave a Comment

The Truth of Obama Care - 1133 Words

Obama care 1 The Truth of â€Å"Obama Care† American National Government/ POL201 Nicole Emery Instructor: David Williams Obama Care†¦show more content†¦I am sure you are asking yourself what does this mean, when does this come to affect and how does this affect you? Here are the changes that happened in 2010. Medicare beneficiaries who fell into the Medicare Part D Prescription Drug donut hole received a $250 rebate. They received a 50% discount on brand name drugs in 2011 and the doughnut hole are eliminated in 2020. Children were allowed to stay on their parents health insurance until they turn 26. New private plans were required to cover preventive services with no co-payments, and they are exempt from deductibles. Consumers who applied to new plans have access to an external appeals process if coverage is denied. Insurance companies were prohibited from dropping coverage if someone got really sick. They couldn t create lifetime coverage limits. They could no longer deny coverage to children with pre-existing conditions. The same will apply to adults in 2014. Until then, adults with pre-existing conditions who have been denied coverage will get access to temporary health insurance coverage until the exchanges is set up. These are the changes that happened in 2011Medicare-covered preventative services were Obama Care 4 exemptedShow MoreRelatedObamas Leadership During the Hurricane Sandy Disaster785 Words   |  3 Pagesbeen a significant scale of damage to property and in some cases even to life itself. As the President of the United States of America, President Barack Obama took it upon himself to personally visit the states that were hardest hit, and to offer support where he could. This in itself may not be extremely unusual for a current president. 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Unintended Pregnancy Among Adolescents An Important...

Unintended pregnancy among adolescents represent an important health challenge that requires additional teaching. An unintended pregnancy is considered to be a pregnancy that is unwanted or mistimed for any reason. Among the adolescent populations, more than 4 out of 5 pregnancies were reported as unintended (Finer, 2010). The high percentage of unintended pregnancies in adolescent females involve improper maintenance or lack of education. Approximately half of unintended pregnancies are due to contraceptive failure, largely owing to inconsistent or incorrect use (Winner, Peipert, Zhao, Buckel, Madden, 2012). An adolescent mother who conceives an unintended pregnancy can cause negative effects including performing poorly in school, resulting in poverty, and having a decreased success in the future (Postlethwaite, Armstrong, Hung, Shaber 2010). The best way to prevent these negative effects on an adolescents future is to teach them about correct contraception use. Contraception enab les people to control their fertility according to their desires and circumstances (Luke, Herbert, Loxton, Weisberg, 2011). This will help the teens build the specific skills they need to protect themselves and potentially reduce the rate of unintended pregnancies in adolescents. 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According

Conflict Management Disputes Within Organization

Question: Discuss about the Conflict Management for Disputes Within Organization. Answer: Introduction The conflict management is an important process, where all the matters of disputes are settled that exist within an organization. This can help to bring good coordination within the employees of an organization and thereby increase the effectiveness and business performance (Zhang et al., 2016). In this assignment, the theories and concepts related to the conflict management have been discussed. The conflict and dispute within an organization can be of many types and can have huge impact within the organization. The different type of organizational conflicts and their impact on Emaar properties, which is a company from Dubai, is mentioned in details. Recommendations to neutralize the organizational conflicts are also given. Theories and Concepts of Conflict management The individuals, who are working within an organization, can have different perceptions and opinions about their own and hence, it is very likely that they might face conflict with other employees within the organization (Safi Kolahi, 2016). Therefore, conflict is a process of opposition that occurs between the groups and individuals within an organization. The local culture of Dubai will have huge impact in the conflict management of Emaar properties. In case of collectivistic culture, people try to help others within n the same community. Individuals are also dependent on others to get the support to with the help of improved communication techniques. In UAE people follow this collectivistic culture and thus it is easily possible to resolve the conflicts that can occur in a local organization. On the other hand, in individualistic culture people do not believe in the effectiveness of teamwork. A business organization, where there is individualistic culture has greater possibility of having a conflict. The conflict within an organization can have both positive and negative effects depending on the nature of the conflict. Wolff Yakinthou (2013) believes that the conflict can promote the individual performance and also the performance of the team within a company. It can also help the company to gain competitive advantage. Types of Conflict and their Impact The interpersonal conflict is one of the major kinds of dispute that occurs within an organization, which arise due to the difference in the attitude and behavior between individuals. According to Prenzel Vanclay (2013), poor communication and understandings within the employees are one of the main causes for interpersonal conflict within an organization. Inter personal conflict is one of the major area of concern for the project manager of Emaar properties and due to this performance level has been compromised. The management of the company can be biased towards certain employed and can adopt unfair ways to reward promotion for the company. This is also one of the major causes of interpersonal conflict within Emaar properties. de Wit et al., (2012), stated that some types of conflict can yield positive result for a company as it helps in the making of better decision process. Additionally, it can also help to improve the responsiveness of the in the external environment. The constructive conflicts are the ones, which helps to improve the productivity of an organization. With the help of constructive conflict, it is possible to improve the communication between the workers of a company. On the other hand, the destructive conflict can lower the performance level of a company. In this case, one group or individual within an organization tries to dominate over the other. The lack of coordination within different departments of the organisation is mainly responsible for the destructive conflict. The inter-group conflict is also one the major type of organizational conflict, which occurs due to the disputes between two different groups or departments of the organization (Goetsch Davis, 2014). In Emaar properties, there is a dispute between the human resource department and the software department of the company. On the other hand, conflict can also arise within members of the same group and department, which is called the intra-group conflict. The disagreements and different attitude or behavior of various individuals within a group are one of the prime reasons for inter-group conflict. According to Di Pietro Di Virgilio (2013), intragroup conflict can have negative effect on the performance of the organization. Task conflict is highly associated with intra-group conflict in a workplace. This happens, when two or more parties within an organization are unable to reach a definite solution for a problem. Nevertheless, the intra-group task conflict can also have positive effects on the individual and group level performance as it opens up the chance of exchanging ideas. It is the duty of the manager and also the team members to make the best use of the intra-group meetings and discussions that are done to resolve the conflict. Suggestions to avoid Organizational conflicts Qian, Cao Takeuchi (2013), suggested that it is important to understand the root cause of conflict so that it is possible to make strategic plan to avoid conflict. Hence, the project manager of Emaar properties needs to understand the issues that are lowering the internal performance of the company. The target setting is an important part of strategy planning. In order to minimize the conflicts, it is crucial for Emaar proprieties to make realistic goals so that all the employees can have good level of coordination among themselves. The project manager of the company also needs to have good level of interpersonal relation with every employee. This will help to avoid all types of conflicts and confusion among the workers in the workplace. Hence, it is important for the manger to have good communication and effective decision-making skills. Regular meetings and group discussion sessions can also help in exchange of ideas among the individuals in the company. This will help to increase the coordination and all the workers can provide full potential in their workplace and minimize the level of dispute. Conclusion The conflict and disputes with a business organisation is one of the prime reasons for the poor performance. It can lower the reputation of a company. Nevertheless, there are few conflicts that can have positive impact. It is the duty of the project manager of Emaar properties to make effective planning for conflict management avoid all unfavorable internal environment of the company and make the best use of every situation. Reference de Wit, F. R., Greer, L. L., Jehn, K. A. (2012). The paradox of intragroup conflict: a meta-analysis.Journal of Applied Psychology,97(2), 360. Di Pietro, L., Di Virgilio, F. (2013). The role of organizational culture on informal conflict management.International Journal of Public Administration,36(13), 910-921. Goetsch, D. L., Davis, S. B. (2014).Quality management for organizational excellence. pearson. Prenzel, P. V., Vanclay, F. (2014). How social impact assessment can contribute to conflict management.Environmental Impact Assessment Review,45, 30-37. Qian, C., Cao, Q., Takeuchi, R. (2013). Top management team functional diversity and organizational innovation in China: The moderating effects of environment.Strategic Management Journal,34(1), 110-120. Safi, M. H., Kolahi, A. A. (2016). The Relationship between Job Satisfaction with Burnout and Conflict Management Styles in Employees.Community Health,2(4), 266-274. Wolff, S., Yakinthou, C. (Eds.). (2013).Conflict management in divided societies: theories and practice. Routledge. Zhang, J., Li, H., Luo, X., Warkentin, M. (2016). Exploring the Effects of the Privacy?Handling Management Styles of Social Networking Sites on User Satisfaction: A Conflict Management Perspective.Decision Sciences.

Looking At Migrant Mother English Literature Essay Essay Example

Looking At Migrant Mother English Literature Essay Paper Photographs can assist people maintain the of import minutes in their lives. Particularly in history, exposure aid research workers understand more about our history. At a cantonment for seasonal agricultural workers of Los Angeles, Dorothea Lange took Migrant Mother in 1936. Firenze Owens, the adult female in the image, neer gave permission to Lange to utilize her image or the image of her childs ( 100 exposure ) . Dorothea Lange besides promised with Owens that those images would neer be published. However, the really following forenoon, Lange s image was published on the front page of all the newspapers along with an article about the hungriness of these American people who were working these Fieldss for small no wage, and this exposure has become a photographic icon of the Great Depression in America. Migrant Mother is important to society because it reminds us of economic crisis in 1936, the troubles of American people at that clip, and the love of a female parent for her kids. We will write a custom essay sample on Looking At Migrant Mother English Literature Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Looking At Migrant Mother English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Looking At Migrant Mother English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer First, when I look at the exposure, the focal point of this exposure will be the adult female s face. The constructions of her face such as eyes, nose, oral cavity, eyebrows, mentum, and eyelashes show that she is worried, worn out and merely obviously dog-tired. Besides that, the imperfectnesss of her hair, hair line, cheeks, weaponries, fingers tell us that she is soiled and hapless. She wears a shirt covered with a jacket that is on the left arm. In the background of exposure, we observe the kids concealing their faces behind their female parent. The kid on the left has a dirty jacket and it does nt suit, while the kid on the right has a snug shirt. The 3rd kid in the female parent s weaponries is worn down and hungry while covered with a dirty cover. Beside, this exposure is black and white colourss. Even though this image contains no colour, visible radiation and angle are more of import. The kids in the image are darker than the adult female, so it makes her face is brighter an d more emotional. In the image, the adult female s face is the merely seeable to viewing audiences, so it makes her facial is more interesting. Through her face, we can understand more about her life. She looks tired and concern for her and her kids s hereafter. She can non happen a occupation after her hubby died due to illness ( Migrant Mother ) . She moves topographic point to topographic point to happen a occupation that helps her can take attention of her kids. This adult female needs nutrient, H2O, vesture, and even a bath. On the other manus, the manner the kids lean to her shoulder make us experience like their female parent is a beginning of hope and peace. Those kids feel peacefully after their female parent s protection. The kids rely on their female parent, while the female parent relies upon herself merely the same. The lensman took the exposure at the perfect angle, so the adult female appears clearly and emotional. The absence of colour is what makes the exposure so intense. Looking at the picture taking, it reminds us the Great Depression from 1929 to early 1940s. At that clip, the economic system in America, Europe and other industry of the universe collapsed. It was the longest and most terrible depression of all time experienced. By 1933, 11000 of the United States 25000 Bankss had failed. By 1932, United States fabrication end product had fallen to 54 per centum of its 1929 degree, and unemployment had risen to between 12 and 15 million workers, or 25-30 per centum of the work force. ( Modern American Poetry ) . The Great Depression leads to the troubles and the concerns of American people. Work force lost their occupations, and adult female began to recognize that they had to work to keep their suited life conditions. Everyone had to happen the manner that they could last in that period. Workers got 35 cents for three hebdomads work in the Fieldss ( Uys ) . It is a awful manner to populate, and it was unsmooth and awful at that clip. However, the love of female parent will neer alter even in the hardest clip. Owens, the adult females in the exposure, has seven kids and her hubby past off. Her sisters and brothers wanted to raise her kids, but she did nt desire to. She said she wanted to see her kids turn up by her ain eyes. She can make everything for her kids. She did nt eat sometimes, but she made certain her kids Ate. She neer had a batch, but she ever made certain her kids had something ( Migrant Mother ) . Migrant Mother is one of the most touched images in the Great Depression. This picture taking helps people retrieve how difficult American people had to face during the Great Depression, and the female parent s love ever present in every clip and at everyplace. Absence of colour, focal point and background make the exposure becomes astonishing. The exposure is perfect the manner it is. No affair what person may see as the most of import facet of Migrant Mother , it is undeniable that it is genuinely an unbelievable icon from the epoch of the Depression, and still is an icon to this twenty-four hours. Work Cited Uys, Errol. What Life Was Like During the Great Depression. A What Life Was Like During the Great Depression. N.p. , n.d. Web. 14 Oct. 2012. lt ; hypertext transfer protocol: //www.erroluys.com/WhatLifeWasLikeintheGreatDepression.htm gt ; . 100 Photographs That Changed the World by Life The Digital Journalist. 100 Photographs That Changed the World by Life The Digital Journalist. N.p. , n.d. Web. 02 Oct. 2012. lt ; hypertext transfer protocol: //digitaljournalist.org/issue0309/lm19.html gt ; About the Great Depression. About the Great Depression. N.p. , n.d. Web. 09 Oct. 2012. lt ; hypertext transfer protocol: //www.english.illinois.edu/maps/depression/about.htm gt ; Migrant Mother. A Migrant Mother. N.p. , n.d. Web. 8 Oct. 2012. lt ; hypertext transfer protocol: //www.picture- america.com/LuceB/Migrant-Mother-Project/migrant-mother-main.htm gt ; . Migrant Mother. Migrant Mother. N.p. , n.d. Web. 02 Oct. 2012. lt ; hypertext transfer protocol: //www.picture america.com/LuceB/Migrant- Mother- Project/migrant- mother- main.htm gt ; .

The Gloved Wonder essays

The Gloved Wonder essays I'm starting with the man in the mirror, I'm asking him to change his ways, and no message could have been any clearer If you wanna make the world a better place. Take a look at yourself, and then make a change (Man in the Mirror). Michael Jackson took his own advice from his single Man in the Mirror and made a change, not only to his appearance, but to the world. He is one of the greatest selling artists and is admired by most as the King of Pop. His status, however, has not halted the overwhelming rumors and controversy surrounding his life. Media targets his fixation with plastic surgery, affection for small children, and his countless controversies. Michael Jackson was born August 29, 1958, to a musically inclined family in the Gary, Indiana (Pokutlowicz). From day one, his destiny was set in stone. He had a devout interest in music, as did his four brothers, and he began performing with them at an early age. Their father, Joseph was controlling and he forced his sons to form the musical group the Jackson Five, signing with Motown Records. This group would become one of the most influential RThe Prisoner). Jackson recalls, When I was five, I was touring, singing, and dancing. Always gone, always out of school (The Prisoner). Today, Jackson is in search of that childhood experience, never letting himself grow up. He relates closely to the lost boys in Peter Pan, stranded between childhood and adulthood, living physically behind tall gates and mentally in a Disney landscape on his Neverland Ranch. The 44-year-old star surrounds himself with children to make up for his friendless, workaholic childhood. This behavior, how ever, has caused speculation of child molestation. In the fall of 1993, Jackso...

Women's rights Essay Example | Topics and Well Written Essays - 1250 words - 1

Women's rights - Essay Example American Slavery. American women."( Fuller, 123). The previous year has seen movement in the Rhode Island council, to secure wedded ladies rights over their own particular property, where men demonstrated that a next to no examination of the subject could show them. To a great extent acknowledged, composed by a lady, instigated, it is said, by glaring wrong to a recognized companion, having indicated the imperfections in the existing laws, and the state of estimation from which they spring; and a reply from the loved old man, J. Q. Adams, in a few regards the Phocion of his time, to a location made him by a few women. These indications of the times have gone under perspective inadvertently: one who looks for, may, every month or week, gather more. The various gatherings, whose slants are now marked and balanced an excessive amount to their brain to concede to any new light, strive, by addresses on some model lady of spouse like magnificence and tenderness, by composing and loaning little arrangements, expected to check out with exactness the breaking points of Womans circle, and Womans mission, to anticipate other than the legitimate shepherd from climbing the divider, or the group from utilizing any opportunity to wander off. A high apex, or in any event a cathedral spire, might be attractive. It may well be an abolitionism party that argues for Woman, on the off chance that we think about only that she doesnt hold property on equivalent terms with men; so that, if a spouse bites the dust without making a will, the wife, as opposed to taking immediately his spot as leader of the family, inherits just a piece of his fortune, regularly brought him independent from anyone else, as though she were a tyke, or ward just, not an equivalent accomplice. The degenerate and unmoving men live upon the profit of enterprising wives; or if the wives abandon them, and bring with them the youngsters, to

Personal Strength Assignment Example | Topics and Well Written Essays - 500 words

Personal Strength - Assignment Example I remained quiet. I tried to bring a smile on my face to keep mum but everybody could tell that was fake. Soon, Bob joined in. â€Å"Kidco (he made an unsuccessful attempt to add the effects by calling me a child name), show them you’re a child not! Show them you’re a boy hot! Here, come light this cigarette. Blow the smoke and along, this girl away!† Everybody was like, â€Å"Ooooo Bobby gotta poet maaaan!† I said, â€Å"Sorry, if I smoke now, I would smoke my whole life! This girl wants a man living an inorganic lifestyle. I am happy I’m not her choice! And for you Bob, who said smoking turns you into a man from a child? It never does!† Bob said, â€Å"Kidco, I meant you don’ have balls to try this out!† I said, â€Å"I don’ have balls to carry it along for the rest of my life. It’s not a one time show. Once a smoker, always a smoker!† Pub, Jem and Bibby exclaimed, â€Å"And that’s the ultimate per spective!† When I asked Tina about my personal strength, she said it was frugality. She mentioned several of my habits that reflected my frugality and impressed her. She said, â€Å"See, you update the to-do list for the next day every night before sleeping, don’t you? You are always ahead of others in your studies, aren’t you? Whenever we start a new project, it’s you who assesses the risks and you do that job pretty well. You make sure everybody has carried everything along before we leave for partying. You always keep an extra pair of shoes, trousers and shirt with you in your car when you go out. When someone gets a wound, one person that everybody knows would be carrying the bandage in his pocket is you. When we go crazy teasing one another in our group, it is you who remains somewhat reserved. We can always tell that you think much before you speak something. You take extreme care to ensure that you don’t break anybody’s heart.† I said, â€Å"It s all general habits. Tell me of some particular incident that made you believe I’m

Alternative Assessment Assignment Example | Topics and Well Written Essays - 1000 words

Alternative Assessment - Assignment Example Research has demonstrated that both the curriculum and performance based assessments played key roles in the development of individual skills among learners with the latter use, known to create awareness among the students and teachers thereby offering an avenue for more lessons. This also creates a system of consistent follow-ups as a track tool for the performance and academic development (Shinn, 1989). Performance assessment is a system in which students demonstrate that they have acquired mastery of specific skills and that they have competencies in a specified field by way of performing certain tasks (Espin, 2012). In view of this, students are gauged based on their achievements on a rather unconstrained response to a significantly rich stimulus resource material. This kind of assessment gained favor from a number of high profile individuals in the united state in the late 1980s with some advocating for a replacement of the traditional multiple choice assessments (Espin, 2012). Despite the extensive campaigns to have the system adopted by institutions of learning, it dealt a blow as efforts to have it installed were marred as it failed to capture an imminent role in so far as achievements of tests in schools is concerned. This was attributed to the fact that it failed to meet the threshold of standard-based accountability. Curriculum- based assessments on the other hand is a system of continuous monitoring of students’ daily progress in an academic setting through direct evaluation of their academic skills. This can be used to measure the student’s progress and achievements in written expression, spelling, reading and arithmetic (Lee & Owens, 2004). While conducting this kind of assessment, the instructor administers certain timed samples and academic materials that are taken from the curriculum based measurement. When such probes are given to students, they are subject

deatharms Comparison of Death in Farewell to Arms and The Outsider (Th

Death in Farewell to Arms and The Outsider  Ã‚      Hemingway once said that "all stories...end in death." Certainly, each living person's "story" ends that way. The interrelationship of a narrative to a life, of the "boundary situation" of an ending, is of vital importance to the existence of these two fictional narratives, A Farewell to Arms and The Outsider. Death plays an important, one might say necessary, part in both novels, too: Frederic Henry is, of course, in war and witness to death many times, wounded himself, and loses Catherine; Meursault's story begins with his mother's death, he later kills an Arab, and then is himself tried and sentenced to death. In fact, the defining death-confrontations (Frederic's loss of Catherine, Meursault's death sentence) transform the characters into narrators; that is to say, the stories are told because of the confrontations with death. We must recognize that the fictive characters are attempting to provide or create an order or meaning where it appears there is none. Or, there are pre-exi sting versions, meta-narratives, which prove inadequate or unsatisfying, and which must be replaced by the narrative each character produces. Meursault responds directly and violently to the priest who represents one such meta-narrative for Meursault's life. In the crescendo of the final scene of that novel when Meursault confronts the priest and finally re- leases the pent up anger and frustration repressed for so long, he does experience an epiphany: As if this great outburst of anger had purged all of my ills, killed all my hopes, I looked up at the mass of signs and stars in the night sky and laid myself open for the first time to the benign indifference of the world. And finding it so much... ...s of The Myth of Sisyphus in The Outsider, and particularly to the discussion of the search for truth. In the Myth Camus goes through an inventory of accepted sources for truth and finds them all lacking: first he tries religion, but surprisingly it is too relative, for which god is god; second he tries science, but finds that it offers not precision but metaphor (the world is like...); third he tries logic, but finds that paradoxically it leads to contradiction (for if "all statements are true" is true then "no statements are true" must be one of the true statements). He is left with the "I" - not the Cartesian "I" - but the Humean "I" (a bundle of perceptions) as the foundation for a meaning system. That changing, evolving, non-static "I" is at the heart of both of these works. Works Cited: Hemingway, Ernest. A Farewell to Arms. New York: Simon, 1957.

Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).