The Marion

The Marion nine men were Alexander H. Curtis, Joey Pinch, Thomas Speed, Nickolas Dale, James Childs, Thomas Lee, John Freeman, Nathan Levert and David Harris. They worked to provide an education for black children of Marion. Curtis was the most influential of the group and later led the push to reorganize Lincoln School into state institution. He was a member of Alabama Legislature for eight years and he loved the respect of his fellow legislators.With Alma Freeman he wrote an essay about Alabama State University and said as efforts to desegregate state college systems increasingly threaten the very survival of higher education for black Americans. Thomas Speed was a 56 year old black smith and North Carolina native who could not read or write, but had gathered some personal property through his business operations. Joseph D.Caver a graduate student in the department of history at Alabama State completed his masters thesis, titled Marion to Montgomery: A Twenty-Year History of Alabam a State University, 1867-1887. Which presents a quite scholarly and sensitive analysis and documentation of state. On founders day all faculty and students are expected to be in attendance to uplift the vast works performed by our predecessors in making of ASU.It is our current tradition that the event be held in the Joe L. Reed Acadome. The presidents of Alabama State at the time are William Burns Paterson (1878-1915), John William Beverly (1915-1920), George Washington Trenholm (1920-1925, Harper Councill Trenholm (1925-1962), Levi Watkins (1962-1981), Robert L. Randolph(1981-1983), Leon Howard (1983-1991), Clifford C. Baker (1991-1994), Joe A. Lee (2001-2008) and William Hamilton Harris(1994-200/2008-2012).

Vale of work hoard

Viking objects; found near Harrogate, Yorkshire On the surface, everything is idyllic †¦ imagine a broad green field in Yorkshire. In the distance rolling hills, woods and a light morning mist – it's the epitome of a peaceful, unchanging England. But scratch this surface – or more appropriately, wave a metal detector over it – and a very different England emerges, a land of violence and panic, not at all secure behind its defending sea, but terrifyingly vulnerable to invasion.And it was in a field like this, 1,100 years ago, that a frightened man buried great collection of silver, Jewellery and coins, that linked this part of England to what would then have seemed unimaginably distant parts of the world – to Russia, the Middle East and Asia. The man was a Viking, and this was his treasure. â€Å"Suddenly, a metal detector in a field in Harrogate uncovers this extraordinary treasure†¦ † (Michael Wood) â€Å"l crouched down in the soil and you could see the edge of a few coins sticking out of the top of it†¦ (Andrew Whelan) â€Å"There, packed in, are these hundreds of coins and these arm-rings, these pieces of silver. † (MW) put it in a sandwich box, wrapped it all up, and took it home. † (AW) â€Å"You're right there with this material, that can take you back to that tremendous moment in English history, when the kingdom of England was first created. † (MW) things you dream of, but you dont actually expect to happen. † (AW) This week we're sweeping across the vast expanse of Europe and Asia between the ninth and the thirteenth centuries.And once again we're not going to be focussed on the Mediterranean: we're dealing with two great arcs of trade – one that begins in Iraq and Afghanistan, ises north into Russia and ends here in Britain, and another in the south, spanning the Indian Ocean from Indonesia to Africa. The week's objects range from today's precious Viking treasure from Yorkshire to a few pottery fragments from a beach in Africa. Between them, they bring to life the travellers, the traders and the raiders who helped to shape this world.When you use the words â€Å"traders and raiders†, one group of people above all springs to mind: the Vikings. Vikings have always excited the European imagination and their reputation has fluctuated violently. In the ineteenth century, the British saw them as savage bad guys horn-helmeted rapers and looters. For the Scandinavians, of course, it was different: the Vikings there were the all-conquering heroes of Nordic legend. The Vikings then went through a stage of being seen by historians as rather civilised – more tradesmen and travellers than pillagers – in fact they became almost cuddly.This recent discovery of the Vale of York Hoard makes them seem a bit less cuddly and looks set to revive the aggressive Vikings of popular tradition, but now with a dash of cosmopolitan glamour. And the tru th, I think, is that that's what the Vikings have always been about: glitz with violence. The England ot the early was divided between territories occupied by the Vikings – most of the north and the east – while the south and the west were controlled by the great AngloSaxon kingdom of Wessex.The re-conquest of the Viking territories by the Anglo-Saxons was the great event of tenth-century Britain, and our treasure both pinpoints one tiny part of this national epic, and connects it to the immense world of Viking trade. The hoard was found in the winter of 2007. Here's ather and son, David and Andrew Whelan, who were metal-detecting in a field to the south of Harrogate, in north Yorkshire. â€Å"It was a typical dreary January day, in a muddy rough ploughed field.It was a field that we wouldn't normally go in because we're never really found anything good in there, we tend to find dozens of Victorian buttons, but it was either that or go home, so†¦ † (Andrew Whelan) â€Å"This time we were there about ten minutes and that's when I got my signal – the big one! I started finding lead at first. I dug down a bit more, and I kept going, and I get more lead, ore lead, and all of a sudden, this round thing fell into the bottom of the hole – came out from the side, so I'd actually Just missed it.It fell into the bottom of the hole and I thought, ‘Oh dear, I've found an old ball cock, I've got a lead cistern with an old ball cock'. So I picked this round thing up, and put it on top of the ploughed land, I put my glasses on, and I looked at it, and I could see all these animals on the cup, and all these bits of silver in the top. † (Dave Whelan) â€Å"l crouched down in the soil, and you could see the edge of a few coins sticking out of he top of it†¦ and there was a coin of Edward the Elder, I think†¦ on top. (Andrew Whelan) The hoard that David and Andrew Whelan had found was contained in this beautifully w orked silver bowl, about the size of a small melon. Astonishingly, it contained over 600 coins, all silver, and roughly the same size as a modern pound coin, but wafer thin. They're mostly from Anglo-Saxon territory, but there are also some Viking coins produced in York, as well as exotic imports from western Europe and Central Asia. Along with the coins was Jewellery: arm-rings – one gold and five silver ones.And then, there's the ingredient that makes it absolutely certain that this is not an Anglo-Saxon but a Viking hoard; there's what we call hack silver – chopped- up fragments of silver brooches and rings and thin silver bars, mostly about an inch (2. 5 cm) long, that the Vikings used as currency. The hoard pitches us into a key moment in the history of England, when an Anglo-Saxon King – Athelstan – at last defeated the Viking invaders and built the beginnings of the kingdom of England. Above all, it shows us the range of contacts enjoyed by the Vik ings while they were running northern England.These Scandinavians were tremendously well connected, as the historian Michael Wood makes clear: â€Å"There's a Viking arm-ring from Ireland, there's coins minted as far away as Samarkand and Afghanistan and Baghdad. And this gives you a sense of the reach of the age; these Viking kings and their agents and their trade routes spread across western Europe, Ireland, Scandinavia. You read Arab accounts of Viking slave dealers on the banks of the Caspian Sea; Gull the Russian – so-called because of his Russian hat, and he was Irish this guy, you know! dealing in slaves out there on the Caspian, nd those kind of trade routes; the river routes down to the Black Sea – through Novgorod and Kiev and these kind of places; you can see how in a very short time, coins mint ed in Samarkand, say, in 915, could end up in Yorks 2 hire in The Vale of York hoard makes it clear that Viking England did indeed operate on a transcontinental sca le. Here is a dirham from Samarkand, and there are other Islamic coins from central Asia. Like York, Kiev was a great Viking city, and there merchants from Iraq, Iran and Afghanistan traded their goods via Russia and the Baltic to the hole of northern Europe.In the process, the people around Kiev became very rich. An Arab merchant of the time describes them making neck-rings for their wives by melting down the gold and silver coins they'd amassed from trade: â€Å"Round her neck she wears gold or silver rings; when a man amasses 10,000 dirhams, he makes his wife one ring; when he has 20,000 he makes two†¦ and often a woman has many of these rings. † And, indeed, there's a fragment of one of these Russian rings in the hoard. Although Kiev and York were both Viking cities, contact between them would only very rarely ave been direct.Normally the trade route would be constructed through a series of relays, with spices and silver coins and Jewellery moving north, as amber and fur moved in the other direction, and at every stage there would be a profit. But this trade route also carried the dark side of the Vikings' reputation. All through eastern Europe, the Vikings captured people to sell as slaves in the great market of Kiev – which explains why in so many European languages the words for slave and Slav are to this day still so closely connected.But this hoard also tells us a great deal of what as happening back in York. There, the Vikings were becoming Christian but, as so often, the new converts were reluctant to abandon the symbols of their old religion – the Norse gods were not entirely dead. And so, on one coin minted at York around 920, we find the sword and name of the Christian St Peter, but intriguingly the ‘i' of Petri – Peter – is in the shape ofa hammer, the emblem of the old Norse god, Thor. It's a coin that shows us that the new faith uses the weapons of the old.We can be pretty certain that this treasur e was buried soon after 927. In that year, the AngloSaxon Athelstan, King of Wessex, finally defeated the Vikings, conquered York, and received the homage of rulers from Scotland and Wales. It was the biggest political event in Britain since the departure of the Romans. And the hoard contains one of the silver coins that Athelstan issued to celebrate it. On it, he gives himself a totally new title, never used before by any ruler: ‘Athelstan Rex totius Britanniae' – Athelstan, King of all Britain. The modern idea of a united Britain starts here.Here's Michael Wood again: â€Å"The wonderful thing about the treasure is that it hones in on the very oment that England was created as a kingdom and as a state. The early tenth century is the moment when these, what we might call ‘national identities', start to be used for the first time. And that's why all the later kings of the English, whether it was Normans or Plantagenets or Tudors, looked back to Athelstan as the f ounder of their kingdom. And in one sense you could say they go back to that moment in 927. † But it was a pretty messy moment, and the hoard demonstrates that the struggle between Viking and Anglo-Saxon wasn't yet over.The treasure certainly belonged to a ich and powerful Viking, but he must have stayed on in Yorkshire under the new regime, because some of the coins in his hoard were minted by Athelstan in York in 927 Something must then nave gone wrong tor our Viking, which led him to bury the hoard – but he did it so carefully that he must have intended to return. Was he killed in the ongoing skirmish between Vikings and Anglo-Saxons? Did he go back to Scandinavia, or on to Ireland? Whatever happened to 3 the treasure-owner, most of the Vikings in England stayed on and, in due course, were assimilated.In north-east England today, places with names ending in â€Å"by† and â€Å"thorpe† – like Grimsby and Cleethorpes – are living survivals t hat still speak of the long Viking presence. And the Vale of York Hoard reminds us that these places were also the end – or the beginning – of a huge trade route that around 900 stretched from Scunthorpe to Samarkand. In the next programme, we'll be on a different trade route, but one that also links the Middle East and northern Europe. We'll be in Poland, with a Christian saint and a miraculous glass†¦ that turned water into wine.

Writing Assignment Essay Example | Topics and Well Written Essays - 3750 words

Writing Assignment - Essay Example It can be argued to be an art.as the book continues to be of relevance in the recent school years, the study of this work by Marzano continues to assist in the professional development of teachers to achieve both effectiveness and efficiency in classrooms. The writer of the book points out major actions of creating significant experiences and further places the part of a teacher in the overall process of creating a critical input experience. In the second chapter, the author talks over six actions that this paper finds major in the process of creating effective critical input experiences. This chapter is seen to focus more on actively processing information during a well-structured input experience. In the process of finding which among the six discussed is the most significant, it is noted that Marzano stresses on the following steps; first is an overview, then, the students are divided into groups and the information is portioned in a way that requires students to describe, discuss and predict. The students ask related questions, record information in various forms and reflect on learning. The teacher’s duty is also discussed in this section, the author describes it as a continuous challenge of the student self using the method that the question one states in the book. The critical part is to avail to students the chance to participate in their learning process. Students are challenged to go the extra mile in t heir thought to find out the answers. As a development from the second chapter, the third chapter points out the need new skills. The author emphasizes that opportunities should be given to deepening the understanding of new information. In an effort to achieve knowledge deepening, such activities that results in repeated contact and exposure is proposed. In line with these activities, schema development, development of procedural knowledge, declarative knowledge and homework are the areas discussed in the book.

What is 'Globalisation' and why is it said to be so important for Essay

What is 'Globalisation' and why is it said to be so important for current international relations - Essay Example Globalization of Economy has taken place thanks to the improvement in transportation technology, and due to the concept of a Free-market society which the WTO is currently promulgating. When different nationalities begin to manage their economic decisions along the same procedures or guidelines or when the economy becomes internationally interconnected globalization of economy is believed to have taken place. There are different viewpoints as to whether the globalization of economy is beneficial or not. In a study conducted by IMF it was discovered that in the last two decades income inequality has risen thanks to financial globalization and technological advancements (which is a factor of Economic Globalization). However it was also discovered that the per capita income has also seen an increase even in the poorer classes. Inequality is on the rise between the different income classes as the well-to-do have a steeper rise in their per capita income as compared to the middle classes. Globalization has raised the eyebrows of even its supporters as they believe that its gains must be more widely distributed to actually encourage other countries to promote globalization. (Falk, 2007) Initially the responsibility of national governments was to protect the citizens of the state by outsiders, provide shelter and to take care of their needs. But as the global scenario has been changing over time the responsibility of the governments has also included becoming members of global organizations for their survival. This has been due to the global ecological changes, an integrated global economy and other global trends decision making has progressed to the global arena. Institutions such as IMF, European Union, United Nations, and World Bank are the major decision makers and enforcers of policies which should be established by member countries. This factor of globalization is the most related to International Relations. With the entrance of America into

The Spanish, English, and French Styles of Conquest on North America Essay

The Spanish, English, and French Styles of Conquest on North America - Essay Example rench rule was mostly based on assimilation and spread of Christianity where many people moved to France while the French moved to nations which they colonized. Spanish imperials were different from the British imperial since they relied more on signing treaties and agreements with the residents to gain certain possessions or material wealth from certain regions. The paper attempts to outline the differences in colonial nature of British, Spanish and French in America. The French colonization process was different from that of Spain and British. The rivalry in gaining superiority among colonies led France to establish colonies in North America, India and the Caribbean. From 1830-1884, France was involved in establishing colonies in various nations especially in North America and it was accompanied by spread of Catholic religion2. First, France started trading with such countries and it would take purchased materials and manufactured items to the motherland and it also spread its language through interactions with these countries. French also ensured that the moral mission was being spread through Christianity. In 1884, Jules Ferry who was the leading colonial master declared that the superior races had a duty to civilize the lower races through assimilation. France sent large numbers of its citizens in North America and became a powerful force in the region and also in Paris3. The British was a strong force and superior colonial power since 1707 when the Kingdom of Great Britain was formed. The colony was the largest empire and it involved domination against other colonies, protectorates, colonies, territories and mandates that was administered through colonies4. The British colonies and kingdom had spread and comprised of one-fifth of world’s population and the empire covered almost quarter of the world’s total land. The British rule also dominated the Northern America The British imperial was marked by use of various approaches such as church and colonial

How the Media Affects Diet, Nutrition and Exercise Essay

How the Media Affects Diet, Nutrition and Exercise - Essay Example Many multidimensional models of messy eating (e.g., Garfinkel & Garner, 1982) count mass media under the heading of "sociocultural (risk) factors" without a huge deal of concentration to mechanisms of influence. In more detailed analyses media are interpreted as instruments of propaganda in the service of patriarchy and big business (Bordo, 1993; Wolf, 1991). Whatever theoretical harmony exists seems to revolve around two points. First, mass media both support and reveal body shapes, styles of clothing, and other images that signify ("embody") intricate themes of gender, race, class, beauty, identity, desire, success, and self-control in postindustrial societies (Bordo, 1993; Gordon, 1990; Kilbourne, 1994; Nichter & Nichter, 1991; Stice, 1994). ... nd research and the many complex effects being proposed, we examine the relation between mass media and messy eating by addressing some supposedly simple questions (after Harris, 1994): 1. What rationale is there to deduce that media help provide a "context" in which the mechanism and syndromes of messy eating thrive 2. Do content analyses prop up arguments about the nature and degree of messages that might add to messy eating 3. To what amount are females between the ages of 9 and 25, the population at risk for eating disorders, exposed to those mass media containing toxic messages 4. What is the status of the proof from association and tentative studies examining the effect of mass media or media images on that population 5. Which theories within the field of mass communication, developmental psychology, and social psychology might direct theory and research toward an understanding of media effects 6. What are the particular implications of existing work on mass media for research on the etiology of eating disorders The "mass media" are openly supported institutions and forms of communication that produce messages designed for a very huge, very assorted, and fundamentally unidentified audience (Gerbner, Gross, Morgan, & Signorielli, 1994; Harris, 1994). The messages serve many purposes, including entertainment, education, government, and, certainly, engagement of huge groups of people so that advertisers can sell them products. Children, adolescents, and adults interact with a wide variety of mass media, including television, music delivered by compact discs and radio, and telecommunications available through personal computers. In fact, books and articles about eating disorders in and of themselves constitute a form of mass media that may be

Financial assesment - Aviva PLC Research Paper Example | Topics and Well Written Essays - 4000 words

Financial assesment - Aviva PLC - Research Paper Example Firms calculate their cost of equity using several methods, the most popular method being Capital Asset Pricing Model (CAPM). This method assumes that shareholders expect a rate of return equivalent to the risk free rate plus a risk premium, and is expressed as - The current UK T-bill average yield was taken as the risk free rate. The recent T-bill average yield varied from 0.6725% (on Apr 3) to 0.6220% (on Mar 27) as per Financial Times (2009). The extract of the data is given in the Appendix as Exhibit 6-3. The average of these two figures (0.65%) was considered as the risk free rate. FTSE-100 was considered as the indicator of market return. The data range considered was between Jan 1, 2003 to Jan 1, 2009. The compounded annual growth rate (CAGR) of FTSE-100 during this period was 2.55%. The relevant FTSE-100 data during this period is given in Table 6-1 of Appendix (Yahoo Finance 2, 2009). It is assumed that this is the rate of return that the market will expect in future. The historical dividend growth rate of Aviva works out to 6.20%. The divided payout details are given in Table 6-2 of Appendix (Aviva, 2009). It is expected that this growth rate will continue in future. A total dividend of 33 pence per share was paid for the year 2008. This amount is expected to be 35.05 pence per share during the year of 2009 using the current dividend growth rate. The share price of Aviva as on January 1, 2009 was 361.84 pence. There is subsThe cost of equity as per this method works out to (0.33 x 1.0620/ 361.84) + 6.20%, i.e., 15.89%. There is substantial difference between the cost of equity calculated using the two methods. Both methods use several assumptions and approximations. Therefore, it was decided to take the arithmetic mean of both these figures for the purpose of calculating the WACC. The arithmetic mean works out to 10.42%. Preference Shares/ Direct Capital Instrument: The Aviva has issued several types of hybrid instruments at different rates of

Describing Gandhi as a Famous Figure in History Assignment

Describing Gandhi as a Famous Figure in History - Assignment Example Ultimately, peace has prevailed through the voice of the common man by means of love. Gandhi thought that there could be many reasons for which a person would be willing to give away his life, but there could be no reason in which a person would be asked to take one’s life. Gandhi knew that his beliefs required immense faith and courage, which obviously everyone does not possess. Nonviolence would primarily refer to as acting in peace, through which he finally liberated India from the British. Gandhi represented the commons and voiced their concerns as if they were his own. His simplicity, honesty, and conviction were the hallmarks of the leadership that he envisaged within himself. Modern theories of leadership may find it very difficult to find a parallel to the school of thought that Gandhi advocated. His methods were easy to explain but difficult to follow. Gandhism was not just a political construct; it was a phenomenon that is very closely associated with the type of per sonality that he embodied. This, in turn, implies that even if one wants, becoming a Gandhi is not that easy. This definition of self is crucial to modern schools of thought of management that attempt to understand what leadership is.  For a person like Gandhi, who fails to consider that he is anything unless he is at the line of truth, speaks of a level of self-control that many modern managers could only dream about.

21st Century Technologies and Their Relationship to Student Achievement Essay Example for Free

21st Century Technologies and Their Relationship to Student Achievement Essay The Holy Grail in education today is to link an educational strategy, program, initiative or technology to student achievement. There are numerous organizations advocating for Technology Literacy, Information Literacy, 21st Century Learning Skills, and any number of other titles for literacy in a modern context. In all sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life. From medicine to the military and from business to the arts, the technologies of today have made our lives better. It is not surprising then, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 years have been in the realm of information and the tools of human knowledge; this is Education’s back-yard. Yet, when people look at our schools they see many classrooms that seem to have been immune to these advances. There are obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a definition and a clear picture of what it really looks like and whether it will be more effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scaling to an entire school system, particularly so in a state that lags the nation in educational funding. Teachers are our biggest asset and are known to be the single largest influence on student achievement the district can provide, so professional development is crucial and fundamental. The measure of success, the CSAP, is a paper and pencil test which will be unable to measure all the positive effects technology can have for student learning. Indeed, a 20th Century test method will be unable to properly assess (and may even inhibit) the skills development of a 21st Century learner. And then, are we just about the content and helping students master it, or is education about something more as well? Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality research and commentary in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills. In addition to improved assessment performances, the reader is encouraged to consider the context of a global workplace and education’s duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increased student achievement on assessments, studies that point to ways education can successfully prepare students for a modern workforce and our own experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper. The Challenge Inherent in Determining the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement: When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only one component of an instructional activity. Assessments of the impact of technology are really assessments of instruction enabled by technology, and the outcomes are highly dependent on the quality of the implementation of the instructional design. According to Roy Pea, director of SRI Center for Technology in Learning in Menlo Park, California, the social contexts of how technology is used are crucial to understanding how technology might influence teaching and learning. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both in the software and around it in the classroom, and to the classroom environment itself. It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even poorly designed software can be creatively extended to serve important learning goals. There are also a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher order thinking skills, that many believe can be particularly affected by using new technologies. There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessments Teachers and Technology: Making the Connection: Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, today’s technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses. Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions make teacher’s jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable every student to participate and have the power of a modern computing tool. Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors; goal-oriented instruction becomes more attainable and more common; activities result in better student engagement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class. Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of research has been done on students’ understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education. The findings from the Australian study state that an increasing awareness of students’ understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http://www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests. A study was conducted in 2002–2003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test while only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs. The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman Pritchard, 1996). Certainly motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students: it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include: computers, iPods, video games, music media, email, and tools in general. Recent legislation supports the concept that education’s technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation; providing opportunity for practical application of knowledge gained in school; mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology. While research that clearly correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and Video Games â€Å"Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? † was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin. He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? â€Å"Hannibal always attacks with elephants† was his reply. The boy had learned all this about Rome playing a video game at age five. Video games have long been the bane of the parent and teacher’s existence, but there’s something here that may be of some use to us. Some have picked up on the possibilities. A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis. The simulation is highly visual, interactive, and highly engaging to the students. See   Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998). In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, Manos, 2005). When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3. The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess’ birthday. His children’s books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness. He even made up nonsense words to press the student’s phonetic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up names†¦ each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese? Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing results and intuitive logic leads one to think that there is promise here. At-Risk/Intervention An ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina State University’s Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies. Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits. The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 1:1 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time. When the public hears about classroom textbooks, meaning students can’t take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 1:1 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 1:1 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept. In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003). Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, Gaddy, 2004). A 1:1 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test. By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, Gaddy, 2004). In Canada, a 1:1 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, Gaddy, 2004). Another 1:1 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004). In our own experiences in LPS, we see classrooms with laptop access achieving a 1:1 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to collaborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously. Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation. Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006). The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition: Connectivism. In this view, knowledge resides in people and on devices. Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow. This theory of learning represents a massive shift in thinking: that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word processor and annotate electronically, keeping their work on personally owned USB memory keys. While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion. In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries. Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available. And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied 3rd grade students using word processors for writing. They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style. This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time. An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988). There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993). The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004). Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable. The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed? In other words, by the time most research is done (and published in reputable sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed. The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 6–8 actually had reduced performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students’ current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment. The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools. And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming Video In four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004). In LPS, the same United Streaming resources were secured for all schools at the beginning of the 2006–2007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain. This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton. As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didnt collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations: 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months. While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on. One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they fooled around until it did what they wanted. Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology. As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasnt as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills. The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the librarys demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6. After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this: 1) They purchased home computers and found they could use USB drives to cart files; 2) The school had enough wireless laptops for student use that teachers could get on a laptop; or even borrow one overnight, if they needed; 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding Remarks The following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006: Were not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. Thats about it. But I would strongly argue that to a certain extent this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because its convenient for the adults. How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 1:1 program at the high schools, that we will see student achievement as we currently measure it skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools. But the basic problem with looking for research that supports growth in student achievement is that by necessity research has to look at fixed, testable content to try to determine growth. Now Im not saying that content knowledge isnt valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the planet (or beyond)? Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously? Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research at best is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . . Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions. We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker. And during the Information Age, which he describes as beginning in the 1960’s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product; now the product must be appealing as well (2005). References: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

Illegal music downloading at the University of Maryland Essay Example for Free

Illegal music downloading at the University of Maryland Essay To the University of Maryland, the reported contained herein should serve as an effective investigation into the patterns of illegal downloading of music on the campus. As this is a serious legal issue for which the recorded music industry has levied considerable pressure over universities, it is clear that there is a necessity to adopt a strategy which promotes legal downloading. Currently, the University’s strategy problematically mirrors that of much of the music industry itself. Such is to say that it remains convolutedly uncertain as to how best to diminish the appeal of free or illegal downloading which has been so dominant in the campus culture of the last decade. Contained herein is a strategy which is ironically novel in its approach, insofar as it projects its interest in the student which is at the core of this issue. Such is to say that for far too long, industry and universities have consulted one another and legal scholars in order to determine what actions might be taken against said student. Indeed, a perusal of the University of Maryland’s Play Fair website, which is intended to serve as an educational forum on the subject of illegal downloading and which is subject to greater consideration further along in this study, is demonstrative of the combative stance that has been so counter-constructive. Therefore, the research examination here is centered on the survey-collected input of university students, whom are at direct issue and who are most directly impacted by the issue at hand. By considering the insights of University of Maryland students on the issues of illegal downloading, pay-service downloading and the declining conditions in the music industry at large, the research will be intended to propose some direct and actionable recommendations which should lend to a long-term resolution of this situation for the University. Inherently, this discussion and the research yielded will demonstrate a core set of philosophical and economic issues requisite and illuminating to the discussion that are nonetheless fairly complex and, therefore, not easily addressed in a broader social, political and educational scheme, regardless of the recommendations approached here..

Business Plan For A Child Care Facility Marketing Essay

Business Plan For A Child Care Facility Marketing Essay The ABC Company is a full service child company. It provides child care facility for kids of age three to five. The target of the company will be double income professional parents. Professional parents have been very keen in terms of their childs development and growth in a healthy and learning environment. To attend their children best facilities, they are willing to pay handsome amounts. The ABC company will proved to be a cutting edge in terms of child development, (Smith, 1993) providing services of specialized training staff for toddler development. A low student teacher ratio, coupled with custom designed facility and proposed curriculum ensures high quality service for parents and children. The ABC Company expects to be a profitable service provider by the end of the year and has projected a modest net profit by three years. http://www.bplans.com/child_care_business_plan/images/7dae8e980a9f4c97a74c2bb836c3a9bd.png Mission: The ABC company has mission to deliver top level child care services. We strive to provide maximum satisfaction to our customers. In order to prove this statement, everything else will fell into place. The company is passionate enough to meet and exceed customer needs. Objectives: The objectives of the ABC Company for first three years of operation include: In the first seven months, ABC Company will be utilized by at least 35 different families. Provide high quality services that will lead to exceed the customer expectations Increase in number of served clients by 20% each year Development of a profitable and sustained startup business A brief overview of the company: The ABC Company will offer its services of child care for the children with age of Three to Five. The services will be available between 7a.m to 6 p.m. There will be variety of tasks that children will enjoy to learn. Such activities include, large muscle group activities, arts and crafts, socialization, and tasks (Smith, 1993) related to general learning. There will be low teacher student ratio to ensure the delivery of quality services and also meeting the expectations of customers. The company will conduct its services centers in recently purchased home that have been converted to child care services center. Start up summary of business: Start up cost for ABC Company includes: Procurement cost of a four bedroom house. Renovation expenses of house to make some changes in accordance with requirements of child care service center. Office furniture Computer system and printer photo copier and fax machine Chairs Tables T.V room Mats and pillows for sleeping play ground with outdoor games accessories Laundry facilities Toys First Aid box Cleaning supplies Marketing expenses Legal advisors fee Note: *All long term assets are depreciated using long term depreciation method. http://www.bplans.com/child_care_business_plan/images/5e06f6f2664d40f3b091b667fa5335ed.png Technological needs: Basically the ABC Company does not need any high technology software. As the main concern is high quality child care services for target group of customers and the services will be provided by highly professional teachers who focus on development and effective learning of the children, basic concepts making and involving the children in innovative and creative activities. Services of company: The ABC Company offers high quality services of child care for kids of age three to five years. Its customized facilities, low teacher student ratio and innovative learning programs give the company competitive advantage. To accommodate the working parents, working hours are larger than usual or normal business working hours. In two income families, both parents are working, children care by reliable mean is major concern. The ABC Company s most appropriate and creative solution for this concern. It serves as virtual parents to children and provides the children with innovative learning tasks. Children are not monitored her but they are engaged ( Lindsay Lindsey, 1987) in creative, innovative and useful learning tasks under close supervision of our highly specialized and trained staff. Summary of Market Analysis: As the company is focused to provide services to child group with age of three to five years, the target market of the company will be two income professional families. These professionals, as common practice, ( Lindsay Lindsey, 1987) are not allowed to carry their children with them at work place; care of their children during their working hours is of great concern for these professionals. The ABC Company provides creative solution and best option for the parents who want to have something more than just babysitting facilities. (Smith 1993) Parents will likely to be interested in selecting the child care facility for their children where they will learn many innovative and useful skills such as, reading, writing, art and crafts and socialization etc. Professional parents are keenly interested in ( Lindsay Lindsey, 1987) growth and development of their children in an innovative manner, and they are more willing to pay for the services. Strategy and implementation summary: Delivery of child care services will be provided in safe and secure environment, keeping children safe and secure to avoid any mishap or hazardous incident for children. The mission of ABC Company is to make the parents feel good as well as make the learning fun and secure for children. Competitive Edge: The competitive edge of ABC Company is complete compliance with legal and regulatory requirements while meeting all appropriate certification and licensing requirements. Moreover, all candidates are passed through process of background screening before hiring. All these unique attributes give the ABC Company a competitive edge. Market segmentation: The target of ABC Company is one explicit group of customers, the two income professionals family from middle and top class. Usually this group of customers has money but not time for their childrens care. They try to outsource this task of child care, the ABC company s most reliable option to consider in this regard. (Helburn Howes, 1996) This group of customers has start teaching their children basic concepts and skills as writing, reading, socialization etc. The ABC Company will continue to develop and polish these skills exactly in accordance with customer expectations. (Helburn Howes, 1996) Professionalism is the basic reason for parents group being more ambitious in terms of their childrens learning and they have enough money to provide sophisticated child care.   Market Analysis pie: Strategy for target market segmentation: Segmented market needs some provision for child care of target group. Census by Labor Department indicates that 29% of children of working parents are cared by day care centers and 50% are cared by relatives. This indicates that there is enough potential in the market specifically in context of our target group who is more concerned about and prefers a structures learning environment for their child. It sounds good to visit relatives with children on weekends or for nights, but a structured environment for learning of child cannot be expected there. Instead, formal institutes like ABC Company with passionate services will be a great choice without any doubt. The American society continues to be a society of people working for long hours a day, they need child care services, and this ultimate need will derive the business for ABC Company. Analysis of service business: The ABC Company has to compete in child care industry. There are companies at all levels from basic baby sitter service companies to child development and learning service companies; making the industry fairly broad and populated. Companies in the concerned industry are providing quality services (Helburn Howes, 1996) during business hours as well as night and evening hours services. Price, quality, and gut feeling drive a lot of parental choices. The secret of success for the ABC Company lies in selection of a specific segment of market with enough potential of success and growth opportunities. Management plan: Person 1, the founder of ABC Company, will be closely monitoring daily operations child care centre. He has earned his Post graduate degree in English from XY University. After completion of education, he has been teaching in India for five years, he got a room on rent there, he was taking care of the land ladys children in exchange of rent of the room. Although it was firs time, he was looking after the children in this way, but it was an interesting experience for him. This experience gave Person 1, to think on new avenues and he was thinking about to start his business of child care when he returned to America. No doubt, it as successful experience with children, that led person 1 to consider this business as his career. To gain more knowledge about the subject, he got masters degree n education program to persue toddler development. After this degree he has earned more confidence about starting a child care business with great chances of success. He purchased a house for this pur pose and converted it into child care facility center. There is some key professionals such as Person2, Person 3 ,4 and 5 has also been hired by Person 1, to carry forward child business activities with expert opinion of these professionals. All of these have masters degree in their respective area of specialization and have great experience in their respective fields. Personnel plan: Staff of ABC Company planned to be consisting of person 1, working full time, playing the role of leader and trainer as well. During first three months, two teachers, two assistants and one person for general health, who will help out with custodial, cooking, and laundry tasks. By month seven, two more assistants will be hired. Personnel Plan Year 1 Year 2 Year 3 Matt $24,000 $30,000 $36,000 Teacher $30,000 $36,000 $36,000 Teacher $30,000 $36,000 $36,000 Teaching assistant $20,000 $24,000 $24,000 Teaching assistant $20,000 $24,000 $24,000 General help person $15,000 $18,000 $18,000 Teaching assistant $12,000 $24,000 $24,000 Teaching assistant $12,000 $24,000 $24,000 Total People 8 8 8 Total Payroll $163,000 $216,000 $222,000 Financial plan: General Assumptions: General Assumptions Year 1 Year 2 Year 3 Plan Month 1 2 3 Current Interest Rate 10.00% 10.00% 10.00% Long-term Interest Rate 10.00% 10.00% 10.00% Tax Rate 25.42% 25.00% 25.42% Other 0 0 0 Break-even Analysis The Break-even Analysis indicates  what is needed in monthly revenue to break even. http://www.bplans.com/child_care_business_plan/images/f07614e9e57840458f6e683d2759c018.png Break-even Analysis: Monthly Revenue Break-even $18,669 Assumptions: Average Percent Variable Cost 2% Estimated Monthly Fixed Cost $18,296 Projected Profit and Loss The following table will indicate projected profit and loss. http://www.bplans.com/child_care_business_plan/images/6867c3b9b3a14652b2e1fe171856300a.png Projected Cash Flow: The following chart and table will indicate projected cash flow. http://www.bplans.com/child_care_business_plan/images/dbee2235438e45678f4ebf4f761411d9.png PresidentOrganizational chart Vice President Teacher Teacher Assistant Assistant Management Team Gap: Although all the members are highly professional and experienced, they have excellent skills to make sure the successful journey of business. There is not gap exist at the side of management of child care service center of ABC company. At the lower level, assistants are the people who need guidance to work efficiently, but under the supervision of our experts, they will soon become able to deliver their services in efficient manner.

The Effect of Pride and Prejudice on Darcy and Elizabeths Relationship

The Effect of Pride and Prejudice on Darcy and Elizabeth's Relationship The novel 'Pride and Prejudice' was written in 1796. It was written by a writer who's name was Jane Austin. The book was first published in 1813, and has consistently been Jane's most popular novel. The original version of the novel was written in 1796, and was called 'First Impressions'. In the story there is a family called 'The Bennett's'. This is one of the main families in the book. The whole novel is almost based around this family. In this family there is, Mr & Mrs Bennett, Jane, Elizabeth, Mary, Lydia, and Kitty. There are five daughters. Mrs Bennett is very determined to get her daughters married to someone with a lot of money. An entail is to limit the inheritance of property or estate to a specified succession of heirs. A good marriage is very important for everyone. This is because the person you get married to is the person that you are going to spend the rest of your life with. In the time that Austen wrote her novel, marriage was for life. There was no way out of a marriage. Divorce was not a common occurrence as it is today. A good marriage is important because you and your partner are together "to have and to hold, in sickness and in health" There are many effects of pride on the relationship of Darcy and Elizabeth. In chapter 33, Darcy says, "It distressed her a little," this evidence, tell us that Darcy thinks that she likes another man called Colonel Fitzwilliam. He believes that she will marry to have financial security because Colonel Fitzwilliam is rich. However, Elizabeth knows that she will marry for love and not for money. So Darcy is shown to be prejudiced against Elizabeth, because she is of low... ...rcy, and Elizabeth's relationship. I think that both characters have each other to blame for the inconveniences they caused each other. They are both proud of their own social status and they both do not which to be judged. However they both are prejudiced towards each other in many senses. Darcy is prejudice towards Elizabeth because he believes that she should be flattered that he has proposed to Elizabeth, being of a lower class than he is. On the other hand, Elizabeth is prejudiced towards Darcy, because she judges him on first impressions and on what she hears about him. I think that this pride and this prejudice that both characters poses, only causes them to be distant from each other for a longer period of time and that they should have been a happy couple form the start. This could have been done if they did not let their pride come in the way.

The Pro Life Fetal Rights Movement :: Government Laws Fetus Papers

The Pro Life Fetal Rights Movement Problems with format Pro-life rhetoric is reshaping history to make room for a new class of citizens. The members of this new identity group are called "fetuses," and their legal protection is crucial to the heritage of and future of America. Lauren Berlant, in her essay, "America, 'Fat,' the Fetus"; describes the pro-life motivation to present fetuses as a class of citizens, and thereby add "a new group of "persons" to "the people"" (Berlant, 98). To do so, pro-lifers exploit the current convergence of public and private spheres. In the intimate public sphere, citizens are defined not by a common civic duty, but instead, by a shared morality. In this crisis of citizenship, with no one quite sure of where s/he stands in relation to the norm, and everyone forced into an identity politics, the fetus represents the ideal citizen - utterly vulnerable and in need of government protection. Pro-life arguments describing fetuses as the ultimately silenced, victimized minority capitalize on the shifting meanings of citizenship to find a place for the fetus within it. By mixing the language of minority politics (asserting distinct identities of classes of people who are victimized by society) and Reaganite ideology (affirming the politicization of the private sphere overseen by the government (Berlant, 3), the pro-lifers constructed the fetus as an image of perfect vulnerability: "the unprotected person, the citizen without a country or a future, the fetus unjustly imprisoned in its mother's hostile gulag" (Berlant, 97). The fetus's vulnerability and minority status speaks to the plight of the newly distinguished class of normative citizens (usually white, straight, middle-class men). "The culture of national fetality also newly touches the previously privileged  ¨C because unmarked  ¨C unexceptional citizen ¡Ã‚ ­ His new exposure to mass-mediated identity politics makes him experience himself as suddenly embodied and therefore vulnerable. An entire culture can come to identify with, and as, a fetus" (Berlant, 86). Feeling suddenly embodied and vulnerable, only recently exposed to identity politics, the formerly unmarked, nondescript citizens can now, too, relate to the minority-identity that the fetus has come to represent. At the same that the fetus is achieving minority status, the pro-life ideology is also placing its fate into the tale of our nation, making protection of the fetus crucial to the country's future. "Since we "are" what we have always "done," we violate our true selves if we act in ways that are different" (Condit, 44).

The Effect of Alcoholism on the Family

Alcoholism has been a problem America has faced for thousands of years. There are alcoholics in every generation and they can be of any age, social or ethnic group, and socio-economic status. Numerous studies unexpectedly show that alcoholism typically affects highly educated and highly motivated individuals (Silverstein, 1990 cited in Parsons, 2003).Presently, in a national survey conducted in 2001 by the U. S. Department of Health and Human Services (2001 National Household Survey on Drug Abuse), nearly half of Americans (48.  3 percent or roughly 109 million) at least 12 years of age reported that they were current alcohol drinkers, while 5. 7 percent or 12. 9 million reported that they engage in heavy drinking.Most of the heavy drinkers were young adults aged 18 to 25 years old (13. 6 percent of the population within this age range), and heavy alcohol use rates decreased with increasing age as only 5. 4 percent of the middle-aged population admitted that they engage in heavy dr inking. These heavy drinkers have caused many problems not only for themselves but for the family as well.Hence, alcoholism has been recognized as a family disease. An alcoholic in the family can have lasting detrimental effects to the family. In another survey conducted by the U. S Department of Health and Human Services together with Substance Abuse & Mental Health Services Administration (SAMHSA), â€Å"76 million American adults have been exposed to alcoholism in the family. † Hence, it’s not surprising that family problems have been attributed mostly to alcoholism than to any other single cause (Parsons, 2003). McAneny (1997 cited in Walters, 2002) adds that in every three families, one family has alcohol-related problems.The significant effect of the presence of alcoholic in the family has caught the attention of many scholars and institutions. They contributed greatly in identifying the specific effects of alcoholism on the individual and on the family. This pap er aims to describe the biological and behavioral effects of alcoholism on the family of alcoholics. Specifically, it aims to discuss the following: (1) The parental behavior of alcoholics (2) Spousal and child violence of alcoholics (3) The biological effects on the child of alcoholics (COAs)(4) The psychological effects of alcoholism on the family members Considering the findings of numerous studies, the author states that alcoholism has biological effects on children of alcoholics, contributes to spousal and child violence, and has a psychological effect on the family members. Behavioral Problems of Alcoholics Parental Behavior of Alcoholics Alcoholic parents cannot provide their children the necessary proper bonding characterized by consistent love and nurturing. The alcoholic parent is mostly absent. When he or she is present, he or she exhibits very inconsistent behavior.For instance, he or she may be harsh and abusive at one time, then remorseful and kind later (McGaha, 1995) . This observation is further supported by a study conducted by Lang (1999) involving alcoholic parents and their deviant children. Results of his experiment establish the causal effect of alcohol on parenting behavior. Intoxicated parents were less likely to keep their attention focused on their child and respond appropriately. They were also inclined to fail to attend or misperceive their children’s problem behaviors, placing the parents in a poor position to correct the problem behavior.Decrease in consistency of parenting behavior was also found to be a consequence of drinking. Due to changes in parental perception induced by alcohol intoxication, Lang also concluded that these changes could cause the disciplinary patterns of the parents to vary as a result of alcohol intoxication. Being intoxicated also caused the interaction style of parents to be disorganized and inconsistent. They engaged in irrelevant talk and failed to maintain task-oriented work behaviors as they w ere less congenial, i. e., laughed and played less, and inconsistent, i. e. , worked less, talked more. Based on these results, Lang concluded that alcohol intoxication lessens parental effectiveness. Alcoholic Violence on Spouses Kantor and Straus (1990) conducted a review of 15 empirical studies and discovered a range from 6 to 85% alcohol involvement in spouse abuse. One of the studies they reviewed is Labell’s (1979) study the findings of which showed that nearly three-fourths or 72 percent of 512 physically abused women reported that their husbands have alcohol problems.In an analysis of the survey data that they gathered, results revealed that a direct linear relationship exists between the wife battering rates and typical drinking patterns. The rate of drinking of binge and heavy drinkers was nearly one half or 48 percent at the time of physical abuse incident (cited in Hutchison, 1999). Alcoholism and Child Abuse Research estimates reveal that more than 1 million chil dren in the US are involved in some form of abuse or neglect every year (Widom, 1993 cited in Widom, 2001).Child abuse has been associated with alcohol use and abuse which has been considered either as a consequence or a causative factor. For instance, alcohol abuse of parents may contribute to an abusive treatment towards their child (Widom, 2001). Some studies support this conclusion, one of which is the study of Ammerman and his associates (1999) which revealed a relationship between parents with history of alcohol and other drug abuse (AOD) and a higher potential to abusive treatment of children in comparison to parents without history of AOD (cited in Widom, 2001).Another study that supports the link of alcoholism and child abuse state that mothers who have histories of alcohol problems are â€Å"more likely to use harsh punishment on their children compared with women without such histories† (Miller et al. , 1997 cited in Widom, 2001). Biological Effects on the Child of Alcoholics Fetal Alcohol Spectrum Disorders When mothers consume alcohol during their pregnancy, it causes the child in their womb to have birth defects, clinically known as a fetal alcohol spectrum disorder (FASD).The most clinically recognized form of FASD is fetal alcohol syndrome (FAS), which is usually characterized by the following: (1) a pattern of minor facial irregularity; (2) prenatal and postnatal growth defects; and (3) abnormalities in the functional or structural central nervous system (CNS). These birth defects cause neurocognitive impairment resulting in behavioral disturbances and learning difficulties. Another clinically recognizable form of FASD is alcohol related neurodevelopmental disorder which is similar to FAS but the defects in the facial feature are absent (Wattendorf, 2005).A study conducted by Sampson et al. (1997) and Stratton et al. (1996) reported that 1 percent of the US population may be affected by FASD (cited in Wattendorf, 2005). Mothers who cons ume high levels of alcohol during pregnancy are likely to give birth to children who have FASD. In fact, animal studies show that during pregnancy, a single episode of alcohol consumption (two alcoholic beverages where one drink is equal to 12 ounces of beer, 5 ounces of wine, or 1. 5 ounces of â€Å"hard† liquor), may bring about the loss of fetal brain cells (Olney, 2004 cited in Wattendorf, 2005).However, even when the deleterious effects of alcohol on the baby has become a widespread knowledge, a study conducted by the National Task Force on Fetal alcohol Syndrome and Fetal alcohol Effect participated by 18 to 24 years old women showed that 10 percent of the mothers consumed alcohol while pregnant, of which 2 percent participated in binge drinking, i. e. , consuming five or more drinks on one occasion (Wattendorf, 2005). As alcohol consumption directly results in neuronal damage and fetal brain cell due to the toxin from alcohol, FASD is considered nonhereditary.No prenat al period has been exempted from the harmful effects of alcohol. Alcohol exposure in any period of pregnancy may result in CNS damage, even before doing a pregnancy test. Thus, women should not drink any beverage with alcohol content from the time of conception to birth (Wattendorf, 2005) Genetic Factors of Alcoholism Early family studies revealed that people with a family history of alcohol misuse have three to four times higher chance of personally misusing alcohol than those who have no family history of alcohol misuse (Cotton, 1979, cited in Walters, 2002).Further studies on parent-to-offspring transmission of alcoholism were conducted by observing male children of alcoholics who were adopted-away or placed in adoptive homes since birth (Goodwim et al. 1973; Schuckit et al. 1972a, b; all cited in Wilson, 1991). Findings of the study conducted by Goodwin and associates (1973) showed that 33 percent of adopted-away sons of alcoholic fathers became alcoholics as well, as opposed to 7 percent incidence of alcoholism on adopted-away sons of nonalcoholic fathers, representing a 26 percent increase in incidence of alcoholism (Winston, 1991).While these results may be significant in determining the probability of future alcoholism for the sons of alcoholics, discerning exactly who among them will turn out to be alcoholic is difficult to answer. After all, more than half of the sons of alcoholics studied (two-thirds) did not become alcoholics (Goodwin et al. , 1973 cited in Winston, 1991).Thus, providing intervention or prevention strategies for the sons of alcoholics would be a waste of effort two-thirds of the time, and would overlook a more important matter: rehabilitating alcoholic sons of nonalcoholics (Winston, 1991). Psychological Effects of Alcoholism on the Family Psychological Effects on Children of Alcoholics (COAs) It has been widely considered that parents with alcohol problems place their children at a high risk of having several developmental and beh avioral problems, including the development of substance abuse problems of their own (Conners, 2004).Numerous studies show that COAs are at an elevated risk of developing externalizing and behavior problems including conduct disorder, oppositional disorder, delinquency, and attention deficit disorders (Earls, Reich, Jung, & Cloninger, 1988; Kuperman, Schlosser, Lidral, & Reich, 1999; Merikangas & Avenevoli, 2000; Reich, Earls, Frankel, & Shayka, 1993, Sher, 1991; all cited in Ohennessian, 2004). Other studies focused on internalizing problems that develop in COAs such as depression and anxiety (Bennett, Wolin, & Reiss, 1988; Chassin, Pitts, DeLucia, & Todd, 1999; Reich et al., 1993; all cited in Ohannessian, 2004). There is also a higher possibility that COAs would experience substance abuse problems as to non-COAs (Chassin et al. , 1999; Goodwin, 1988; Russell, Cooper, & Frone, 1990; all cited in Ohannessian, 2004). In addition, these children also have negative psychological sympt oms such as low self-esteem, loneliness, guilt, feelings of helplessness, fears of abandonment, and chronic depression (Berger, 1993 cited in Parsons, 2003). They also often experience high levels of tension and stress resulting in frequent nightmares, bed wetting, and crying.They may also feel that they are to blame for the problems of the alcoholic, thinking that they are the cause of the problem. Adult children of alcoholics (ACOAs) may exhibit depressive symptoms such as obsessive perfectionism, hoarding, or being excessively self-conscious (Parsons, 2003). The school performance of COAs may also be affected as stressful home environment prevents them from studying. In school, they may also develop the inability to express themselves and the difficulty in relating with their teachers and classmates.A survey conducted by the US government show that there are 30 percent of women who were not able to finish high school are daughters of alcoholics while only 20 percent of sons of al coholics went to college. ACOAs also experience problems of depression, aggression, or impulsive behavior. As parents, they often tend to become failures and make poor career choices due to elevated feelings of worthlessness and failure (Berger, 1993 cited in Parsons, 2003). Although a portion of COAs develop psychological problems later in life, many of them do not manifest high levels of emotional and behavioral problems and become alcoholics themselves.The cause of variability may be attributed to individual differences and factors other than parental alcoholism that independently contribute to child outcomes (Loukas et al. , 2001). Psychological Effects on Spouses of Alcoholics Spouses of Alcoholics may develop negative emotions such as hatred, self-pity, and avoidance of social contacts. They may also suffer from exhaustion and from physical or mental illness as the spouse fulfills the responsibilities of two parents (Berger, 1993 cited in Parsons, 2003).The nonalcoholic spouse s’ focus on the alcoholic spouse may cause them to neglect their children (McGaha, 1995; Berger, 1993 cited in Parsons, 2003). The marital conflict caused by alcoholism often leads to divorce (Parsons, 2003; McGaha, 1995). Family Problems of in an Alcoholic Family System The home environment of an alcoholic family system is characterized by bewildering emotional conflicts such as inconsistent and antagonistic behavior (Morehouse, 1994 cited in McGaha, 1995). As alcoholism is considered as one of the major instigators of divorce, alcoholic families are often broken.However, studies also show that spouse and children of alcoholics contribute to the drinker’s irresponsible habit and make it worse by tolerating it to keep the family together (Parsons, 2003). Denial of the problem instigates multiple emotional problems in the family members. The family members also often become codependent i. e. , unconsciously addicted to the abnormal behavior of another (Wekesser, 1994 ci ted in Parsons, 2003). The codependent family members of alcoholics try to do everything they can to hide the problem, causing the spouse and children to â€Å"avoid making friends and bringing other people home† (Parsons, 2003).The codependent family members often let go of their own needs or desires to attempt to control or cure the drinker (Parsons, 2003). Summary and Conclusion The studies cited in this paper suggest that alcoholism contributes to numerous problems in the family. Alcoholic parents tend to become ineffective as parents due to parental inconsistencies such as inconsistency in discipline caused by misperception of a child’s behavior problem. Alcoholics were also found to inflict physical abuse on family members their spouse and children especially when they have consumed high levels of alcohol.Alcoholism has also biological effects on the child of alcoholics (COAs). Fetal alcohol syndrome (FAS) occurs when mothers consume alcohol during pregnancy. FAS is characterized by physical deformities and cognitive impairment, resulting in learning disabilities. The role of genes in alcoholism was also considered, as findings of a study conducted on adopted-away sons of alcoholics reveal that 30 percent of the participants turned out to be alcoholics like their parents. Finally, alcoholism has a psychological impact on the family.Family members of alcoholics experience a bewildering mixture of emotional conflict at home and become codependent on the alcoholic’s behavior. Children of Alcoholics (COAs) and spouses of alcoholics have a higher risk of having behavior, development, and social problems. References Conners, N. A. (2004). Children of mothers with serious substance abuse problems: an accumulation of risks. American Journal of Drug and Alcohol Abuse, 30(1), 85-100. Hutchison, I. W. (1999). Alcohol, fear, and woman abuse. Sex Roles, 40, 893-920. Lang, A. R. (1999).Effects of alcohol intoxication on parenting behavior in inter actions with child confederates exhibiting normal or deviant behaviors. Journal of Abnormal Child Psychology, 27(3), 177-189. Loukas, A. et al. (2001). Parental alcoholism and co-occurring antisocial behavior: prospective relationships to externalizing behavior problems in their young sons. Journal of Abnormal Child Psychology, 29(2), 91-106. McGaha, J. E. (1995). Family violence, abuse, and related family issues of incarcerated delinquents with alcoholic parents compared to those with nonalcoholic parents.Adolescence, 30(118), 473-482. Ohannessian, C. M. (2004). The relationship between parental alcoholism and adolescent psychopathology: a systematic examination of parental comorbid psychopathology. Journal of Abnormal Child Psychology, 32(5), 519-533 Parsons, T. (December 14, 2003). Alcoholism and its effect on the family. AllPsych Journal. Retrieved November 7, 2007 from http://allpsych. com/journal/alcoholism. html Samhsa. gov (2002). Statistics. Alcohol and Drug Information. Re trieved November 7, 2007 from http://ncadistore. samhsa.gov/catalog/facts. aspx? topic=3 Walters, G. D. (2002). The heritability of alcohol abuse and dependence: a meta-analysis of behavior genetic research. American Journal of Drug and Alcohol Abuse, 28(3), 557- 584. Widom, C. S. (2001). Alcohol abuse as a risk factor for and consequence of child abuse. Alcohol Research and Health. 25(1), 52-57. Wilson, J. R. (1991). Genetics of alcoholism. Alcohol Health and Research World, Winter, 1991. Retrieved November 7, 2007 from http://findarticles. com/p/articles/mi_m0847/is_n1_v15/ai_12148263/print