Market Imperative and Popular culture Essay Example | Topics and Well Written Essays - 500 words

Market Imperative and Popular culture - Essay Example So how is it connected with market imperative And what really is market imperative Market imperative is basically an economic concept that states that the consistent need of producers to seek new markets forces them to cross national boundaries and exploit foreign markets. In other words, the need to seek new frontiers might push national boundaries to the extent that there is little difference left in national and foreign markets. When a country's producers push their own boundaries, they create new boundaries and thus embrace foreign land into their own scope of influence. This is a logical concept but due to rapid globalization, this concept has become a curse for the world. America stands at the very center of this heated debate about national boundaries extension. If a country that seeks to extend its control to other countries chooses to market its products and services to foreign lands, it automatically gains access to their social and moral fabric. And while it may be trying to only sell its products but it intentionally or unintentionally also manages to sell its values and norms to other countries thus triggering a process of homogenous culture.

Use of Visual Aides in the Modern Classroom Essay Example for Free

Use of Visual Aides in the Modern Classroom Essay Visual aides have become important to the learning processes of children in all grades of school. From simple skits to enhanced computer calculations and comparisons, teachers everywhere are learning the power of having their students visualize and take part in what they are expected to learn. This process is a great departure from the classic learning model of reading along and taking notes, so it takes some teachers and faculty a while to accept and learn new styles of teaching. The three articles that I have chosen show the value of visual aides in the classroom, but also note the difficulties of changing long held educational beliefs. â€Å"You Gotta Have Art! †, by Roger Glass and Priscilla Nemeth, describes the impact of visual learning in classes around the United States. For example, in order to visualize â€Å"natural environments found in Florida†, students were prompted to paint a mural on a school wall showing what they had learned in their science class. The mural was a way to learn as well as a point of pride to the children who helped create it (Glass Nemeth, 2003, para. 5). Other schools use â€Å"a print of the city† to teach local history and geography, instead of simply using a plain map. The print allows children to see the buildings and sites that they discuss in class, rather than just have the areas pointed out to them on a basic city map that includes only streets and symbols (Glass Nemeth, 2003, para. 3). The results have been more than anyone could have expected. Attendance and discipline have improved in the schools that promote visuals in the classroom, and scores on standardized tests have risen dramatically (Glass and Nemeth, 2003, para. 2). It is apparent from this article that allowing children to see what is special about a subject, and also take part in projects that they can be proud of, encourages them to come to school interested and ready to learn. â€Å"Talking Science, Modeling Scientists†, by Elizabeth Edmondson, William H. Leonard, Chris Peters, and Anna O. Baldwin, describes a program in place in South Carolina schools that lets the students learn visually in class and then share the knowledge with students in other schools who are learning the same lesson. Students were taught a science unit on electric circuits by such means as â€Å"lighting a bulb with a battery, bulb, and wire, constructing a flashlight using a series or parallel circuit and switch, and designing and wiring a simple cardboard house† (Edmondson, et al. , 2006, p. 29). The learning did not stop there. Students learned to write about what they had visually learned, and then shared the information with student partners over a special system. (Edmondson, et al. , 2006, p. 30). This system allowed students from each school to post questions and answers to each other by means of a dedicated message board (Edmondson, et al, 2006, p. 30). Students were encouraged to â€Å"buddy up† and work on projects together (Edmondson, et al, 2006, p. 30). Also, those having trouble learning were paired with those who had a mastery of the subject, so long distance peer tutoring occurred as well (Edmondson, et al, 2006, pg. 31). Teachers reported that this system of visual and hands on learning much improved the students’ comprehension levels and incidently improved their writing skills due to the reports that they posted (Edmondson, et al. , 2006, p. 31-32). This project not only serves as an interest to children who easily catch on to the lesson, but it also gives them a chance to help fellow students who are struggling. Achievement is possible for all with this method, and it would be especially productive if a â€Å"richer† school district paired up with one that did not have the same luxuries. â€Å"Meet Mr. Shannon†, by Kristin Kearns Jordan, gives a viewpoint from a school in New York that struggles to add visual learning methods to their curriculum. The person in the title, Mr. Frederick Shannon, is considered a â€Å"master teacher† with his own manner of instruction called the â€Å"Shannon Plan† (Jordan, 2003, para. 2). He has used this method of primarily visual learning for twenty-five years, and he helps new teachers put it into place (Jordan, 2003, para. 2). For example, one teacher has picked up the habit of having a student dress as a â€Å"hamburger† to illustrate how a paragraph should be written. The â€Å"bun† simulates a strong opening and closing sentence, and the â€Å"meat† simulates the important information that should be given within the paragraph. She also uses â€Å"hand signals† to teach the components of a plot (Jordan, 2003, para. 4). Unfortunately, this school is plagued by regulations that cause the teachers to have to take classes on theory, which makes them not have time for special learning techniques (Jordan, 2003, para. 56). In this school, visual learning has to fall by the wayside. Considering that children now have to pass competency tests to move to the next grade, and seniors have to pass a graduation exam to receive a diploma, there is often little chance for teachers to vary from the standard program in their classes. It is little wonder that children with no chance for variation from the basic lessons tend to dislike school All three of these articles contain teachers who are ready and willing to use visual learning techniques, but some are much more lucky than others. Consider the South Carolina schools that have an expensive, state of the art visual program, and then think of the New York schools that are so bound in regulation that they can barely manage to fit a few skits in their lessons. Most schools will fall in the middle ground of using art and pictures as visual aides. In every case, though, visual elements enhanced the learning process, which should prove to even the most doubtful person that taking time for special types of learning enhances the educational experience. Notes and readings are not the only way to learn, and our nation’s educational system needs to bear that fact in mind if we are going to produce top caliber graduates.

Historical Significance of Mona Lisa Painting

Historical Significance of Mona Lisa Painting Mona Lisa is a 16th-century painting made from oil and popular wood. Due to the paintings mystique and technical mystery, it is one of the worlds most famous paintings. Mona Lisa is also known as La Joconde or La Giocondo was made by a Renaissance Man, an Italian artist known as Leonardo Da Vinci (Sassoon, 2002).The painting was later bought by the France King at that time King Francois. Mona Lisa presently hangs in the museum in Musee de Louvre, Paris and is currently a French Government property. Many theories have been brought up regarding the woman sitting on the painting and the painting itself. The painting has been reproduced and can be found at almost every museum. THE MONA LISA HISTORY According to Vasari, Leonardo first took four years to make the painting after which he set it aside (Barolsky 22). He thereafter moved to France to paint at Clos Luc à © upon King Francoise request. Where he resumed working on the Mona Lisa. It took Leonardo three more years to complete the painting. The painting according to Farago (1999) is said to have been commissioned by Francesco Del Giocondo, a wealthy silk merchant and his wife Lisa. In spite of the continuous debate. It is a common belief that the lady in the portrait could as well be Lisa Del Giocondo. The couple requested the painting at the birth of their second child since they wanted it for their home (Van Dyke, 2008). A contrasting theory suggests Da Vinci did not paint a picture of a woman but his own portrait in feminine clothing. Mona Lisa painting shows a woman whose facial expression is enigmatic. The half-length portrait shows a woman who is gazing at the viewer with a smile (Farago 184). The smile has raised many questions with many people arguing that the smile has a hidden mystery. Most people who had seen the portrait say that her eyes follow someone across the room if you gaze at her. The painting has been an object of continual fascination due to the ambiguous expression of the woman, the half-figure composition monumentality, the atmospheric illusionism and the subtle modelling forms (Sassoon, 2002). Da Vinci used a rare design of a pyramid to place Mona Lisa calmly and simply in the paintings space. On the front corner of the pyramid, he placed the form of her folded hands. Lighting was well used as her neck, breast and face glow with similar light as the one that models her hands (Van Dyke, 2008). Da Vinci used the formula used for the image of seated Madonna that was popular at that time to creat e the seated female figure. He used a modification of this formula whereby he created a distance between the observer and the seated woman through visual impression (Farago 216). SIGNIFICANCE Mona Lisa and the viewer are divided using the armrest of the chair. Mona Lisa shows a reserved posture as she sits markedly upright her arms folded across the chest. She welcomes a silent communication to the observer through her gaze, which is constantly fixed to the viewer. The viewer is greatly attracted to Mona Lisas face by the brightly lit face that is framed practically by darker elements of the veil, hair and the shadows. Da Vinci created Mona Lisa in such a way that her composition will evoke an ambiguous effect to the observer. The painting shows a divine creature with a lot of mystery (Farago, 1999). The observer is attracted to her but her divinity and mystery create a distance. The painting depicts no kind of dialogue between the woman and the observer (Van Dyke 268). MONA LISA AND FASHION DESIGN Mona Lisas clothing indicated the fashion design of that time (Titians) which was well designed to suit her personality, her social status and physical condition (Barolsky 78). Mona Lisa is a figure of a woman, dressed in the fashion of her days known as Florentine fashion. The painting represents Lisa Del Giocondo a wife to a Florentine silk merchant who was wealthy (Farago 202). Therefore her dressing represents class and wealth. Her dressing signifies magnificent enigma and mystery especially the dark silk swathes. The Florentine fashion worn by Mona Lisa presents a challenge to the modern fashion design some wishing to replicate her costume. Her garment which is made of sheer dark silk has some gathers around the neck (Barolsky 93). The garment has loose sleeves that roll back at the elbow embroidery or gold braid trimmings at the neck. Beneath her garment seems to be a well-structured garment that supports her bosom. A strip of white gathered fabric is visible beneath silk rapin g at her left shoulder. Further at the shoulder are sleeves that have a different color from the rest of the garment tied to an invisible garment (Van Dyke 63). Mona Lisa is wearing a veil made of finest black silk. The veil is stopped from falling by a line at the back of her head. Mona Lisa style of dressing and fashion had several controversies. The white linen that was visible from the shoulder suggested that she had worn a chemise beneath. Her outer garments showed a type of garment known as guarnello which was made of linen worn by pregnant women and children of those days. Mona Lisa had made such a garment made of silk (Van Dyke 208). When Leonardo made the painting Francesco and Lisa were celebrating the birth of their third child. It is therefore very significant in the type of Lisas dressing. The use of the fabulous sheer silk dress, the veiling on her shoulders portrays wealth and promotion of Francescas business (Sassoon 108). Leonardo da Vinci made Mona Lisa clothing design to match with her pregnant body and her social status as a wife to a wealthy silk merchant. Leonardo explains his design and the reasons why he used the specific materials. The gown was made from black silk damask so that it would not show through the guarnello which was made of sheer silk (Van Dyke, 229). To show that the woman was recently pregnant, da Vinci used black velvet bands to edge and frost-fasten it. Her bodice was lightly boned and stiffened and then linen lined and fastened with concealed rings. A single ribbon was drawn from the bodice and a pleated trained skirt and cartridge pleated to it. During the time women were wearing full chemise with raglan cut sleeves and gathered neckline (Herald, 1981). This could be indicated through painting such as Titians The Woman with the Mirror. Leonardo decided to use a less full chemise which was less bulky. The Titians women also wore sashes which Leonardo used to fold the sheer si lk guarnello and draw in the gathers in order to give the gown in painting a controlled form (Sassoon 88). The major aspect that measures female beauty is physical attractiveness which specifically covers fashion design. Mona Lisa was one of Da Vincis numerous works which are a masterpiece to marvel at to date. The picture of Mona Lisa has also been used to date to grace many magazines, objects such as cups and souvenirs among others (Farago 267). Da Vincis work has challenged fashion design industry especially is construction and couture execution. A good fashion designer does not need to only be artistic but also a critical thinker. Most people argue that Leonardo da Vinci created a picture of himself as a woman and from what can be seen he was a good fashion (Barolsky 73). According to Farago (1999) Leonardo da Vinci through the Mona Lisa painting creates a challenge to the modern designers, especially in fashion. Fashion design involves having an inherent talent and passion for fashion. Fashion design is known to be the art of designing and sketching attractive and beautiful dresses (Sassoon 188). A good fashion designer should have traits that are significant in order to produce exemplary designs. The figure of Mona Lisa is said to be one of the exemplary ancient works because da Vinci used the right materials to design it. Van Dyke (2008) aptly states that choosing the right materials plays a very crucial role because even if a designer is good on paper, using substandard wrong materials could result to a substandard design. The perfect way that Leonardo has combined the rare design of a pyramid and sfumato to create Mona Lisa indicates that a good designer should be an expert in mixing colors and designs (Van Dyke, 266). Da Vinci portrays that a designer should have an aesthetic sense such that he/she can gamble with colors. A good designer should be sensible enough to design something that is suitable for the clients body type and personality. Da Vinci portrays this character by painting a picture of Lisa Del Giocondo (Barolsky 63). CONCLUSION Mona Lisa was one of Da Vincis numerous works, which is a masterpiece to marvel at to date. Mona Lisa, which hangs on the walls of Musee de Louvre currently, depicts a feminine mystique of a mysterious woman. Although controversies have risen over the identity of the woman on the painting and the significance of the painting, many art historians and scholars have appreciated Mona Lisas enormous success. People from all over the world often gaze and wonder at the mysterious and smiling painting of Mona Lisa. Mona Lisa also means Lisa, of bare eyebrow. The picture of Mona Lisa has also been used to grace many magazines, objects such as cups and souvenirs among others.

An Analysis of Charlotte Brontes Jane Eyre :: Jane Eyre Essays

An Analysis of Jane Eyre  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The novel is rich in poetry, symbolism and metaphor. It does not fit easily into a definite pattern, being neither a novel of "manners" in the tradition of Austen, or a straightforward Gothic Romance in the style of Mrs Radcliffe. What Charlotte Bronte did was to create a work which cleverly blends elements of the two styles, and which remains uniquely independent of them at the same time, since it addresses issues which were at the time rather controversial. The novel is written in the first person, and thus magnifies the central character - the reader enters the world of Jane Eyre and is transported through her experiences at first hand. This at once makes the work subjective, especially since we know that Charlottes Brontes own life and experiences were so closely interwoven with the heroine's. As well as this we learn only at the end of the novel that the events are being related to us ten years after the reconciliation with Rochester - thus the narrative is RETROSPECTIVE (looking back). CB is clever in blending the narrative so that at times Jane seems to be speaking as an adult with adult hindsight , while at others she she is "in the middle" of them, as a child or young woman. The indecision which is a central issue in the book, is heightened by this device. We never know, as readers, whether to be entirely trustful of Janes actions and thoughts, because we are never sure wheher she is speaking impulsively or maturely. This intensifies the readers dilemma as to what is "right" and "wrong" in the dramatic relationships which are part of JE's life. Can we believe what the heroine says, or is she deceiving herself? The novel is primarily a love story and a "romance" where wishes come true but only after trials and suffering. The supernatural has its place, as do dreams, portents and prophesies. The heroine begins poor and lonely and ends up rich and loved; the orphan finds a good family to replace the wicked one; all the basic ingredients of classic romantic fairytale are present. The romantic element is present in two forms in Jane Eyre; the "family" aspect is dealt with in the Gateshead, Lowood and Moor House episodes, which involve the exchanging of the wicked Reed family for the benevolent Rivers one; and the Love romance is dealt with in the Thornfield and Ferndean episodes.

Economic Migration: A Threat or a Blessing to Developed Countries?

INTRODUCTION TO GLOBALISTION Individual Report To what extent is economic migration a threat or a blessing to developed countries? In general, the primary human right is life and to lead this life wherever desirable, where it is possible to live the most freely, easily and in complete security. In order to do this, people move across the world, voluntarily or forcibly, in the search for this new place. Migration is the movement of people from one place in the world to another, due to vital reasons for a better quality of life: political reasons and economic reasons. We know certainly two basic trends that are the base for migration. The first is Global Population growth and the second is the global shift in employment. The first one is referring to the global population, which has deep roots in the past and is concern with the problem of birth and death occurring each day. It is estimate that the world population is continuing to increase starting from the year 1950, when it was just 3 billion people in the world and nowadays, in 2007, when it is 6 billion citizenry- according with the statistics realised by the Census Bureau. The second trend is related to the economic reasons and we will focus on them, being the principal theme for this report. Economic migration results from economic activities that result in the movement of persons from one country to another for entrepreneurial, industrial, professional, labour market or commercial motives. In an era of globalization, economic or labour migration is on the rise. Due to lack of employment opportunities in developing countries and increased demands for low-wage workers in developed countries, youth, women and men are pursuing work in other countries in order to support themselves and their families back home. Recent statistics demonstrate that there are around 200 million persons per year who migrate throughout the world. The International Organization for Migration estimates that there are 80 million economic migrants worldwide. These migrations are most often from poor countries to rich countries rather than the reverse. The principal places attracting migrants are the petroleum producing Persian Gulf countries, the United States and the European Union. It is not confined to poor countries – inhabitants of rich countries also migrate for economic reasons to other countries. Traditionally and historically, the USA has been hotspot of economic migrants since it is seen as the ‘land of opportunity’. Thousands of people from all across the world, including Britain, try to move to the USA for a better life. For example a lecturer at an Ivy League University still earns more than someone at a top university in the UK. Many economic migrants to the USA come from Latin America and the Caribbean. About 150,000 Mexicans enter illegally each year, resulting in 3 to 4 million illegal Mexicans in the USA. They arrive in dangerous conditions such as hidden in the backs of lorries under legal produce. The chart below shows the projected U. S. population growth if immigration and fertility remain similar to today’s rates. [pic] But is economic migration a threat or a blessing to developed countries? A threat is any activity whose appearance is likely to break the social equilibrium and peace in a part of the world. Growing immigration into the rich countries whether voluntary, forced, regular or clandestine tends to be built up into a bubbling volcano that can become active at the least pressure from the lava. It can give rise to three types of threats. On the security level, the influx of migrants can be a source of recruits for a possible terrorist network, on the one hand. On the other hand, neglected immigrants, without means of subsistence, can form networks of criminals; can be contributors to urban insecurity and creators of communities favorable to possible terrorist recruitment efforts. On the economic level, immigrants can be a significant reservoir for the recruitment of cheap labour to the detriment of citizens. That can result in an increase in the unemployment rate for the latter, which becomes a concern for governments. Providing assistance for the immigrants can have an influence on public budgets and contribute to the erosion of the purchasing power of citizens. That could, in the long run, create frustrations among citizens and result in acts of violent discrimination with regrettable consequences. On the socio-cultural level, the struggle for reciprocal influence between immigrant cultures and local cultures could give rise to a national identity conflict through several mechanisms. Immigrants who are victims of discrimination, social injustices and other tension-creating acts, could use violence to demand their rights. Various illicit forms of trafficking, particularly the trafficking of human beings through migration, are also threats arising from migration. ECONOMIC MIGRATION DAMAGES the IMMIGRANT'S HOME COUNTRY To argue that Britain needs economic migrants because of their alleged energy, talent and skills, is to ignore the flip side of that coin which is that the country they came from is going to be deprived of their energy, talent and skills. Every economic migrant who comes here is depriving his or her country of their ability, and is prolonging their own country's agony. It is irresponsible and immoral to deprive countries in this way. Economic migration on these terms is a form of piracy, which should be outlawed! Morally speaking, developed countries should not encourage a brain drain from the developing world, especially not of those who have been described as hard working, educated and entrepreneurial. Immigration’s needed to explain why they advocate the economic piracy and brain draining of the developing world. They need to explain why they advocate a policy guaranteed to keep the developing world in poverty. The people who promote open borders and migration, either as an imagined â€Å"solution† to global economic injustice, or population pressure, or because they want to effect demographic change in the Western world, are in the wrong. Here are some of their frequently heard myths: â€Å"We need economic migrants to keep the Health Service going† The only reason nurses from Asia are being imported is because we do not, and won't, pay a living wage to nurses from this country. This is a new form of 21st century slavery. Britain abolished the Atlantic slave trade. Let's not start a new version. Why are we importing teachers when we have teachers on the dole? It is not because we have a shortage of labour. It is because we have a shortage of people willing to do these jobs at the low wages offered. â€Å"Many companies could not survive without immigrants† So what? If the companies are only employing immigrants then what goods are they doing for anyone other than immigrants? â€Å"Immigrants do the work we would not do† This is not necessarily true. Are we to believe that without any immigrants we would have no cafes, no waiters, and no cleaners? Off course not. The only reason immigrants are doing these jobs is because they don't pay well enough for indigenous people to accept them. Relying on immigrants to do this work is a form of slavery. Instituting a modern form of slavery is immoral. It is not a sign of a progressive society. It is certainly not something of which we should be proud. Instead, it is morally right to do our own drudgery work. â€Å"Many economic migrants are highly skilled and have a lot to offer† Again, this demonstrates the extent to which their home countries are missing out on their talent and skills. If a talented person flees his or her homeland then they become part of their home country's problem, not part of the solution. â€Å"Immigrants create jobs. Look at Marks and Spencer, for example† Simply because a tiny handful of past immigrants went on to found high street chain stores, does not mean that all immigrants are potentially able to do this, will do this, or that it is something only immigrants can do. If there is a genuine need for more shops and businesses then that need will be met, without the help of immigrants. Secondly, because something happened in the past does not mean it will happen again. And thirdly, in the past, levels of immigration were much lower and there were periods of almost zero immigration, where new immigrants had the time to settle and assimilate into society. â€Å"When economic migrants are forced to enter illegally, they become prey to criminal traffickers, and so the answer is to make it easier for them to apply for entry legally† Are we to believe that all illegal immigrants, many of whom do not even speak English, would be granted admission if they applied legally? So long as there are any kinds of border controls whatsoever, then there will always be people attempting to enter Britain illegally. That is because such people simply have no skills to offer legally. If we really wanted to cut out criminal traffickers then we would simply open the doors wide so everybody could enter in ease, and that is the inevitable logic of this kind of thinking. That would be the irresponsible and immoral act of a government, which had abdicated any concern for the political, social, cultural, environmental and quality of life consequences of its policies. There is a lot of disadvantages of economic migration to developed countries but is there any benefits of this? Yes is the simple answer and the benefits are many. Immigration Minister Liam Byrne said it was important to â€Å"strike a new balance† in immigration policy. â€Å"That means looking at the wider benefits to the developed countries economy on the one hand, but it means we have to take into account the wider impact on these countries public services and life as well. We need to weigh both things up before we take big decisions on immigration. † â€Å"It is clear that migration brings huge economic benefits to the developed countries such as United Kingdom or United States of America. † for BBC news said Dr Sriskandarajah. Low jobless rates in Ireland, Sweden, Britain, America and other developed countries with high migration suggest that, so far, foreigners are not squeezing out natives. Migrants also help to create jobs, because a good supply of labour encourages those with capital to invest more. Also, foreign workers are often more flexible than native ones, too. Having already moved from Mexico to New York, lets say, they are probably willing to take a job in Washington. Migrant labour helps to keep economies on an even keel. And they are consumers, too, renting accommodation and buying goods and services. His Polish customers, who are fond of Smirnoff vodka and east European lager, delight the owner of the off-licence for example in Holloway road. Holloway supermarkets, fast-food restaurants and other shops are flourishing too. Business benefits- price/wage growth is likely to slow or fall back, protected by the minimum wage, as a new supply of working age migrants boost the Scottish economy. This provides clear business benefits and helps explain the CBI's support for managed immigration to support business growth. A shortage of workers can stifle growth and lead to wage inflation reducing the competitiveness of Scottish made goods. There is a popular myth is that economic migrants come here and steal ‘our jobs'. There is no fixed supply of jobs, indeed more workers in the economy fuel more jobs. So attracting new labour into work will actually create jobs rather than reduce them. Indeed many sectors struggle to fill vacancies leading to skill shortages both within essential public services and in the private sector. To conclude, like in every phenomenon there are blessings and threats to others. But the 21st century phenomenon of economic migration is a reality that openly threatens peace in the world. States and the international community together should integrate this question into their political strategies in order to find ways and means likely to give rise to a better socioeconomic and security balance among people. Word count (excluding bibliography)- 1996 words BIBLIOGRAPHY Newspapers: ? The Economist print edition- ‘Migration’, May 10th 2001 ? The Economist print edition- ‘of bed sheets and bison grass vodka’, Jan 3rd, 2008 Web pages and TV: ? http://issues. takingitglobal. org ? http://www. globalfootprints. org/issues ? www. migrationwatchuk. org ? http://www. northlan. ov. uk/business+and+employment/local+economy/economic+inf ormation/ ? Colonel Kaumbu Yankole Army / Democratic Republic of the Congo- ‘is migration a threat? ’ ? Bbc news- Migration 'causes pressure in UK'. Wednesday, 17 October 2007 ? http://www. economist. com/finance/displaystory. cfm? story_id=E1_NGDRDTJ Books: ? Suman Gupta and Tope Omoniyi- The cultures of econ omic migration: international perspectives, 2007 ? Bjorn Lomborg- Solutions for the world's biggest problems: costs and benefits ? Stephen Glover- Migration: an economic and social analysis, c2001

How to Keep Your Students Thinking

How to Keep Your Students Thinking Free Online Research Papers The popularity of Globalization of Education in the Philippines advances various ways to align our existing educational system with the world. It will eventually open a channel that will benefit our education in a positive way, sooner than we think it is possible that in the future we will begin to gauge our curriculum according to world standard. There is no way but to go forward to the Globalization – If we want to survive in a very competitive world. The Enhancement of curriculum in Nursing when CHED discontinue its plan to adopt another year in nursing through CHED memorandum no. 5 signifies that our government are taking steps to upgrade our educational system. Revisions done in the nursing curriculum were measures to align our nursing graduates to that of other developed countries. How are we going to prepare our students for the globalization and advancement in our educational system? Teachers play a vital role in training their students as globally competitive. Teachers must be adept in inventing various methodologies on how to make their students develop critical thinking. It will prepare the students to embrace changes in their curriculum in a positive way because they are armored with such knowledge. While we are preparing to compete our students globally we must bear in mind that we cannot do it if educators are not globally competitive as well. Educators are the facilitator of learning in the school , as a first step , educators must be adept and aligned with the goal. Methodologies must be modified to suit the calling of the world standard. One effective way to enhance learning inside the classroom is to encourage critical thinking among students during classroom discussions. The classic format of lecturing wherein the teacher is the primary source of knowledge is not an effective way if we are to develop critical thinking. During lengthy lectures, students are most of the time just listen to the teacher and write whatever they hear even though it is not fully understood. Learning through listening is limited because only your sense of hearing was used and retention of learning according to studies is very limited too in comparison to other forms of learning that involves critical thinking. Critical thinking is enhanced when teachers involved their students in classroom discussions. There are guidelines to follow to initiate this. As a teacher begin with yourself first , begin the course or the lecture with a question or questions that help you to understand what students are thinking: in this way you can bridge the gap between your idea and theirs and you will determine where to begin to facilitate the discussion meaningful for both parties. Research Papers on How to Keep Your Students ThinkingStandardized TestingThe Project Managment Office SystemOpen Architechture a white paperDefinition of Export QuotasPersonal Experience with Teen PregnancyThe Spring and AutumnResearch Process Part OneThe Relationship Between Delinquency and Drug UseBringing Democracy to AfricaThree Concepts of Psychodynamic

Photolithography essays

Photolithography essays The semiconductor industry is an industry working to make integrated circuit like processors chip for computers, simpler circuits for everyday appliances like T.V. and microwave oven, and even more complex circuits that control space shuttle and satellite. The heart of every one of these microprocessors is an integrated circuit chip. The very base of these circuit chips are made out of silicon wafer and combine with multiple times of Photolithography process to become the integrated circuit chips we use everyday. In this laboratory experiment, we are going to go through the process of photolithography with bare silicon wafer. Although the equipments in the laboratory were not operational, the instructor did give us a run down of the procedures of how to conduct this experiment. We first start with a bare clean silicon wafer, then we take this wafer to a machine called spinner to apply the photo resist. Put the wafer soak with photo resist into the furnace to soft bake in order for the photo resist to diffuse into the wafer. After about 30 minutes of baking, we take the wafer out and put the wafer on the Contact Aligner. Set the mask that you want to be printed on the wafer into the Contact Aligner and start to shine UV light onto the wafer through the mask. The UV light will only shine through the opening of the mask, damage the photo resist and leave a permanent print on the wafer. After the UV mask imprint, we take the wafer out and develop it in the Wet Bench. The photo resist acts as like a protector for the wafer, so the solution will etch away the part of the wafer that have been damage by the UV light. Nothing goes wrong with this experiment because we did not do this experiment due to mechanical failure. But if we are to left a wafer sitting in one of the rooms with white light for about an hour after it had been soft bake, then we may encounter problems with this experiment. Because wh ...