My Perspective on the Future of Education Essay -- essays papers

My Perspective on the Future of Education The future in education is very interesting as well as vital to me since I plan to be a teacher in the future. Many changes will be made before I enter the field of teaching. Most all of these changes will be positive and will help me to become a better teacher. The future of education will be changed completely with the help of new technology. Already education has changed thanks to technology. We now see computers in every class. In the future most classes will be totally taught through computers. New programs and software will be available that are interactive with the students as well as informative. Having classes through the internet will open up a large diversity of classes to choose since the whole world will have their classes available online. So students will be exposed to new areas of learning they may have once not had a chance to experience. However since the Web will be teaching the students what will the teachers do? Actually teachers will actually have the time to play the role they always pictured themselves...

The Cold War :: essays research papers

Harry Truman was the 33rd President of the United States from about the end of World War 2 and from the beginning of the Cold War in 1945 until he retired in January, 1952. Harry Truman was born in 1884, in Missouri. In April 1945 Truman assumed office as the President on the death of Franklin D. Roosevelt. From the 16th of July to the 2nd of August the Potsdam conference was held in Potsdam, Berlin. Truman and Stalin and Churchill attended the conference until Churchill was beaten in an election by Atlee and replaced. Truman was worried about this encounter with Stalin as he was not very well informed on him, as Roosevelt had not involved him in political issues therefore he lacked the knowledge on how to handle Stalin. The main issue at the conference was on Germany. They established the principle occupations, which were to de-nazify,de-militerise, de-centeralise de-industrialise and democrasise all of Germany. Germany’s reparations were decided. They also established that Germany’s future would be jointly worked out, no separate development without consultation of forgien ministers. Also at Potsdam the Polish borders were defined, and Russia agreed entry to the Pacific War. Truman distrusted the Russians before the conference and by the end of the conference in August Truman had developed an even larger distrust towards Russia. He felt the Russians had been given too much at Yalta and he was adopting a harder attitude. He also felt that with the power he held with the Atomic bomb, USSR were under control. The relationship between the superpwers worsened considerably at Potsdam. On the 6th of August 1945 Truman authorised an Atomic bomb to be dropped on Hiroshima, a city in Japan and another in Nagasaki, two days later, they caused horrendous damage, and many thousands of people died. After the bombs were dropped US troops occupied Japan not allowing any other forces in. Truman had told Stalin little about the bomb, first informing him at Potsdam and when he authorised the drop, he had not consulted or warned Stalin, this angered him as he had wanted to gain some Japanese territory before the end of the war and the tension began to build. The rise of two new â€Å"superpowers†developed after the war, the USA and the USSR, both wanting to be the more powerful nation. There was a rising tension between Truman and Stalin, as Truman had a different attitude to the USSR and Stalin than Roosevelt had previously.

Han and Greek Dbq Essay

The ancient societies of Greece and China each produced a civilization remarkable for its time. Although these civilizations emerged nearly one thousand years apart, their philosophies were completely different, had various forms of governance, and had unique economic classes. First, the thoughts of the numerous Greek philosophers were absolutely different from those of the Chinese philosophers. Chinese philosophers believed that the individual was not as important as the kingdom was as a whole, whereas Greek philosophers consider the individuals as a crucial part of society. As shown in Document 12, the human is miniscule to the landscape around him, showing that the human is only a tiny piece in the civilization. The Greek Discus Thrower portrayed in Document 11, is depicting the view that the individual is the main focus of the society in which one resides. These two documents display how Han China and Classical Greece are different in their philosophies. Classical Greece looks at an individual as a key component in their daily life. Han China however does not look at an individual like the Greeks, but instead as a small piece in the vast kingdom. Confucius believes that by being a good person you are taking part in the government because one does not have take part in the government to be part of society, one must simply do what is right (Document 10). Confucius believes this because he has his own ideals that are separate from the government and as long as people are doing the right thing they are a part of the government. There is no document that portrays the take of a Greek philosopher simply on where an individual stands in the Greek state. This would allow one to know exactly the thoughts of a Greek philosopher and not only a Chinese philosopher. Second, the form of governance displayed by the Chinese civilization varied from that of the Greek civilization. The Greek civilization had developed a new form of government; democracy that contrasted from the bureaucracy in Han China. As shown in Document 7, the Han dynasty stresses a strong central government with many appointed governors to each district its dynasty possesses. However, the Athenian government was based on the people, so they basically governed themselves (Document 5). Also displayed in Document 8, they way the government is set up, anyone who has his own business has business in the government. That way if that person does not have any affairs at all is not involved in the government. Although in Document 6, the way anyone is in government is chosen by the heavens. This directly relates to how these civilization’s forms of governance are completely different. Pericles believes that democracy is the best government system because he displays an array of ways in which the government is of the people, such as â€Å"in settling of private disputes, everyone is equal before law† (Document 4). The Ancient Greece map in Document 1 displays an inaccurate proportion of size to the Han empire map that makes it seem that the Athenians controlled as much territory as the Han, where in reality they only controlled about a twelfth of the land that the Han did. There is no document that portrays a Chinese philosopher that may have his life in danger for the ideas he has. This would allow the reader to know what a Chinese philosopher would think about his place in society if he was questioned in what he believes in (Document 9). Third, the Han and Greek civilizations displayed numerous and unique economic classes that were different from each other. The Chinese economic classes consisted of six divisions whereas the Athenian economic classes consisted of four divisions. As shown in Document 2, there were as many free male citizens as free male non-citizens and about as many free females as slaves. The population distribution of Han China portrayed in Document 3 shows that there were only a few appointed officials along with the emperor, around thirteen times more educated bureaucrats, ten times as many aristocracies as bureaucrats, around 58,500,000 farmers, only 50,000 merchants, and 5,000,000 mean people. This shows how opposite the social classes of Classical Greece and Han Chin are. Aristotle believes that the class and job that a person has must keep that and try to learn that of another because there will be no more distinction between the master and the slave. Aristotle believes this because he is a high class citizen and he does not want to change his class. There is no document that accurately portrays the feelings of a slave on class distinctions. This would allow one to know the desires that a slave would have and why it would be better if he were able to move up in society. In conclusion, the ancient civilizations of Han China and Greece each created a society influential to the time period it flourished in. Although these civilizations emerged nearly one thousand years apart, they had unique economic classes, had various forms of governance, and their philosophies were completely different.

The Growing Spice Trade

According to Merriam-Webster’s dictionary (trade, 2009), the word â€Å"trade† means a person engaged in an occupation, business, or industry dealings between persons or groups and the business of buying and selling or bartering commodities. Many factors played key roles in the economic development of a region using trade as a major contribution of growing power. There were many commodities that were traded; silk, fruits and vegetables, cotton, and precious stones, to name a few. The spice trade, in particular, was an activity with ancient origins (Upshur et al. , 2002, p. 307). Spice trade was and is a commercial activity which involves the merchandising of spices and herbs. The most important item of trade between the East and West were spices, especially cinnamon from India, cardamom from Aden, cassia, turmeric, and ginger and pepper from Indonesia (Upshur et al. , 2002, p. 324). It bypassed silk and other commodities to be the main import from India to the western world (â€Å"Spice Tradeâ€Å", 2009). In addition to their use in cooking, spices were put to a variety of purposes, including medicine, magic, mummification, perfume, religion, and sex (Turner, 2004, Oct). For many centuries, Arab merchants controlled the overland trade routes to India until the sea routes were discovered (â€Å"SPICESâ€Å", n. d. ). Overland routes helped the trade initially, but maritime routes led to tremendous growth later. During the high and late medieval periods, Muslim traders dominated maritime spice trading routes, tapping source regions in the Far East and shipping spices from trading emporiums in India westward to the Persian Gulf and the Red Sea, from which overland routes led to Europe. This trade was transformed by the European Age of Discovery and the route from Europe to the Indian Ocean via the Cape of Good Hope was pioneered by European navigators such as Vasco Da Gama in 1497 (â€Å"Spice Tradeâ€Å", 2009). The high cost of transportation ensured that the most costly goods like silk, spices, precious metals and gems, traveled the longest distances. Most of the cargo carried in ancient trade went from Asia to Europe via overland and maritime (Upshur et al. , 2002, p. 308). Civilizations of Asia were involved in spice trade from the ancient times, and the Greco-Roman world soon followed by trading along the Incense route and the Roman-India routes which were dependent upon the techniques developed by the maritime trading power, Kingdom of Axum (400’s B. C. E. -1000 C. E. ). The Kingdom had pioneered the Red Sea route before the 1st century (â€Å"Spice Tradeâ€Å", 2009). Trade between India and the Greco-Roman world kept on increasing and the introduction of Indian culture created a demand from aromatics. These trading outposts later served the Chinese and Arab markets, too (â€Å"Spice Tradeâ€Å", 2009). Many other merchants and countries engaged in this trade such as the Pre-Islamic Meccans who continued to use the old Incense Route to benefit from the heavy Roman demand for luxury goods. The Indian commercial connection with South East Asia proved vital to the merchants of Arabia and Persia. The Abbasids used Alexandria, Damietta, Aden, and Siraf as entry ports to India and China. Rome briefly played a part during the 5th century (â€Å"Spice Tradeâ€Å", 2009). One of the major consequences of the spice trade was the discovery of the American continent by European explorers. Trade until the mid 15th century was with the east through the Silk Road with the Byzantine Empire and the Italian city-states of Venice and Genoa acting as the middle man. In 1453, however, the Ottomans took Constantinople and so the Byzantine Empire was no more. Now in control of the sole spice trade, the empire was in a favorable position to charge hefty taxes on merchandise bound for the west. The Western Europeans set about to find another sea route around Africa (â€Å"Spice Tradeâ€Å", 2009). When Christopher Columbus sailed west in 1492, he wasn’t looking for a new world, but for a new route to the old world of the Indies and for gold and spices. He found little of either (Turner, 2004, Oct). After Columbus, Ferdinand Magellan in 1520 took up the quest for Spain. Of the five vessels under his command, only one, the Victoria, returned to Spain, laden with cloves (â€Å"Spice Tradeâ€Å", 2009). With this, Portugal and Spain developed new trade routes that bypassed the old land and water routes in the process opened up a new era of world trade (Upshur et al. , 2002, p. 308). Conclusion What does this say about the growing globalization of trade and cultural exchange? Along the trade routes European people intermarried, passed on valuable technologies and skills, arts and literature, and cultural and religious customs. The sale of spice established large funds to be used to benefit local economies and promoting further trading activities. References SPICES. (n.d.). In (Ed.), Funk & Wagnall’s new World Encyclopedia. Retrieved February 17, 2009, from Academic Search Premier database. Spice Trade. (2009). In (Ed.), Wikipedia. Retrieved February 17, 2009, from http://en.wikipedia.org/wiki/Spice_trade Trade. (2009). In Merriam-Webster Online Dictionary (2009 ed.). Turner, J. (2004, October). Adventures in the spice trade. Geographical, 76(10), 45-50. Retrieved February 17, 2009 from Academic Search Premier database. Upshur, J., Terry, J., Holoka, J., Goff, R., & Cassar, G. (2002). World History before 1600: The Development of Early Civilization (4th ed.). Boston, MA: Thomson Wadsworth.

Following Approaches to the Study of Politics Essay

An approach is to deal with a situation or problem in a particular way. It is also the means by which something is reached. It is the angel form which one views political problems. It is a criteria for searching for the questions to ask. A criteria used to analyze political data. It can be implicit or explicit in what it explains. Some reasons why approaches are used in the study of political science is because it helps us to be more analytical and also helps suggest hypothetical relationships among political forces. The historical approach deals with political thinkers such as Machiavelli, Vico, Montesquieu, Savigny, Maine, Seeley and Freeman. It lays emphasis on the use of historical evidence for proper study of political situations. The reason for the use of this approach is that all political institutions have a long record of their rise and growth and their present form may be well understood in context of their history. This approach does not only explain the past but also enables us to draw dependable conclusions and also it provides us with basic principles for interpreting the future. Some strengths of this approach are that the value of historical approach enables us to make sound generalizations and we may also call them authentic by virtue because they are based on past evidence. Secondly the historical approach is always open to verification. Since it is based on gathered facts of history we may test the validity of conflicting ideas if needed. Lastly it gives us a sense of history than warns us against repeating blunders of the past. History becomes a lesson for the present generation .It enlarges our mental horizon, improves the perspective and builds up an attitude towards events. Some scholars have listed some problems facing the historical approach to the study of political science. Some of these scholars are James Bryce. He says the historical approach is often loaded with superficial resemblance. As such historical parallels may sometimes be illuminating, but they are also misleading in most of the cases. Also Sidgwick mentioned that political science is to determine what ought to be so far as the constitution and action of the government are concerned and this end cannot be discovered by a historical study of the form and functions of government.  The sociological approach emphasizes that social context is necessary for the understanding and explanation of political behavior of the members of a community. The sociological approach deals with the traits of individuals that are transmitted from one generation to another generation. It also deals with the culture of the people. Some strengths of this approach are that it cannot be criticized for being narrow because it is because it is a very broad approach. Due to its broad nature it cannot be ignored during empirical study. A weakness of this approach is that it is feared by most political analysts that it may convert politics to a branch of sociology. Psychological approach is an approach that came into being when political science moved close to the discipline of psychology. This was done in modern times by Graham, Wallas, Charles Merrian, Harrold Lasswell and Robert Dahl. It is the study of political science made by political writers in a way so as to deal with the role of emotions, habits, sentiments, instincts and ego that constitute essential elements of human personality. A strength of this approach is that it is the right approach enabling us to study politics with the help of psychological tool. It helps throw more light on political science. This approach is criticized as partially correct because it does not take into consideration some essential elements covered in some approaches. Secondly this approach deals with normative attributed in an empirical political theory that is it deals with b elief systems. The structural functionalist approach has proven to be very useful particularly in the comparison of political systems. This approach views political systems with the way they perform as a unit in its environment. However this approach has been criticized by Jean Blondel. He says that the approach does not enlighten one about the aims of the participants. Also he says before this approach can be effective it depends on what one accepts as a function, in view of this it is difficult to achieve complete objectivity. Even though Jean Blondel has criticized this approach it has some strengths ac an approach. This approach is quite attractive for comparative analysis of political systems this is because in most times it deals with the manageable collection of variables and produces a set of standardized categories that can be applied successfully to varied political systems. The greatest strength of this approach lies in the area of pattern maintenance of the system. The comparative approach seeks to show the similarities and  differences among political situations as a source to data of idea formation and classification. An importance of this approach is that in comparing and contrasting events, institutions, processes, experiences and expectations one gets clearer image of thing observed and shaper understanding of the meanings of the political systems being compared. A weakness of this approach is that problem with the comparative method is that research might be not objective and the researcher deliberately chooses countries to show negative or positive moments to proof his/her point of view. For example, let’s consider a hypothesis, that countries with weak trade unions are more economically successful than countries with strong trade unions. Here, trade unionists and, on opposite side, managing directors have a political point to make, so more than likely their conclusions might completely differ. So we should be aware that conclusions are not driven by someone’s motivations and values.

Describe the relivance of the material covered in chapter 19_32 to Research Paper

Describe the relivance of the material covered in chapter 19_32 to your current career ambitions.Begin the assignment describing - Research Paper Example In light of the topics in these fourteen chapters, this paper seeks to evaluate how my career ambitions get shaped. Introduction My career ambitions incline towards being an Electrical and Electronics Engineer. This is a technical career that will place me in charge of designing, developing, testing and supervising of electrical equipment which includes power generation equipment, communication systems, radar and navigation systems and electric motors as cited by the US Bureau of Labour Statistics, BLS. The work primarily involves employment in research and development, electric power generation firms, manufacturing firms and engineering services firms. Of these, I look forward to securing employment in an electricity generating firm. Out of the practising Electrical and Electronics Engineers, 10% work in industries dealing with generating, transmitting and distributing electric power, which is where I belong. Though this work generally involves being indoors, site visits would be un dertaken as need be so as to solve problems in complex equipment. The textbook, Physics, by James Walker provides an appropriate guideline into facts about energy from the perspective of physics. But the fourteen case chapters, starting from chapter 19 through to chapter 32 concern electricity, basically giving in-depth discussion into electric charges and forces, gradually developing on this to subsequent chapters. Being an interrelated topic, the author appreciates its relationship with magnetism. Chapter 22 explains how electric charges cause the creation of electric fields which result in magnetic flux, the basis of magnetism. This also informs the introduction of electromagnetic waves in chapter 25 that mandates the discussion on optics in subsequent chapters. Since electricity has varied sources, Walker (2420) introduces atomic physics in chapter 31 that culminates with a discussion on nuclear physics in the last chapter. Therefore, as a prospective Electrical and Electronics Engineer, I get all-round knowledge on electricity and its relation to other fields in physics. As indicated by BLS, designing and developing electrical equipment partly constitutes the task of an Electrical and Electronics Engineer. Therefore, it would be paramount to know how electricity is sourced, generated, measured and distributed so as to determine the design of these equipments. The basis of this understanding lies in the knowledge of action of electric charges covered in chapter 19 so as to understand how their electromagnetic interaction would affect equipment assembly. For instance, since Walker (2076) appreciates that friction causes electrification, then, such action should be considered when designing electrical equipment. When designing electricity measurement instruments, I now know that what in essence would be measured would be the electric charges, whose SI unit is the coulomb, C, though Serway and Jewett (768) observe that a majority of electrical engineering ins truments would use the ampere-hour, Ah units. Similarly, the knowledge on charges will play a critical role when testing electrical equipment and when supervising, these being other core responsibilities of an Electrical and Electronics Engineer. The static electricity that exists when objects of different equilibriums are brought close to each other according to Walker (2089) should guide in choosing which objects should come into contact with each other. Tribolectric effect, which describes the electrical charging of materials as a result of coming into

The Bonus Army Invades Washington Essay Example | Topics and Well Written Essays - 750 words

The Bonus Army Invades Washington - Essay Example However, the occurrence of the Great Depression caused massive rise in the costs of living that compelled the now poor veterans to organize a march to Washington to press the Congress to sanction early payment in a march by fifteen thousand veterans known as the â€Å"Bonus Expeditionary Force† (â€Å"The Bonus Army†¦Ã¢â‚¬ ). According to Eyewitness to History, the veterans set up ramshackle camps using waste materials such as iron and wood in the city of Washington with the largest camp housing about ten thousand members. The veterans waited without success for the U.S. Congress to take a decisive action about their payment but on June 17, the United States Senate vetoed the bill that would have effectively entitled the Bonus Expeditionary Force to payment at an instant. Without any other place to go to or means to take care of themselves, a majority of the veterans continued with their camp in the city of Washington despite the fact that the Congress was no longer sit ting having adjourned for its summer recess. Later, President Hoover ordered the army to remove the veterans from their camps by use of force, which was carried out by a cavalry commanded by General MacArthur who chased away the veterans and burnt down their ramshackle. This is the upsetting story McLean tells of the Bonus Army marching on Washington to press for early payment of their bonus that would have been due in 1945, which the Congress had declined to. While the government had not been sympathetic to the veteran’s complaints, the Police Chief Glasssford a former First World War General and now the superintendent of the police in Washington was sympathetic to the hungry veterans even bringing them coffee. McLean on the other hand brought the cold and hungry veterans bread sandwiches and cigarettes to keep them warm and feed those that she could see. In an encounter with the commander of the Bonus Army going by the name Walters, McLeash was informed of the dire needs of the veterans who were now starving and posed unknown consequences to the city of Washington. Moreover, McLeash called the Vice-President of the United States Curtis to inform him of the predicament the veterans faced that is of hunger and lack of money to take care of themselves and the dangers they might pose to the residents of the city. The Vice-President informed the narrator McLeash that he would summon a secret meeting of the Senate and would send a delegation to prevail upon them to pass the Howell bill that would effectively authorize payments of the bonuses to the veterans allowing them to go back to their homes (â€Å"The Bonus Army†¦Ã¢â‚¬ ). This was not to be as the veterans were sent away from their dwellings by the army and their camps set on fire rendering them homeless. Work Cited "The Bonus Army Invades Washington, D.C., 1932," EyeWitness to History n.d. 17 June 2013