The role of icts in addressing challenges in higher education

The role of icts in addressing challenges in higher education ABSTRACT One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. This paper argues that a central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The educational needs manifest in Indian universities include addressing general lack of academic preparedness, multilingual needs in English medium settings, large class sizes and inadequate curriculum design. Using case studies from one higher educational institution, this paper shows how specific and carefully considered interventions using ICTs can be used to address these teaching and learning concerns. These examples serve to demonstrate some ways in which teaching and learning may be enhanced when uses of educational technology are driven by educational needs. The paper concludes that design of educational technology interventions should be driven by educational needs within the context of a broader teaching and learning strategy which requires buy-in of both educators and learners. INTRODUCTION It has been suggested that information and communication technologies (ICTs) can and do play a number of roles in education. These include providing a catalyst for rethinking teaching practice (Flecknoe, 2002; McCormick Scrimshaw, 2001); developing the kind of graduates and citizens required in an information society (Department of Education, 2001); improving educational outcomes (especially pass rates) and enhancing and improving the quality of teaching and learning (Wagner, 2001; Garrison Anderson, 2003). While all of these suggest the potential impact of ICTs in education in general and India in particular, it is still difficult to demonstrate the potential of technologies in addressing specific teaching and learning problems faced by Indian higher education institutions. The thesis of this paper is that the potential of ICTs is sandwiched between increasing pressure on higher education institutions from government to meet the social transformation and skills needs of India, and the varying student academic preparedness, large class sizes and multilingualism currently experienced in these teaching and learning contexts. Our thinking aligns with others (such as Kirkup Kirkwood, 2005; Wagner, 2001) who argue that it is the contextualized teaching and learning needs that ought to drive the ICT intervention, rather than the technology itself. In India, contextualization of teaching and learning requires a tightrope walk between higher education imperatives and social-cultural context of the educational landscape. This paper illustrates by means of examples drawn from one higher education institution how educational needs can drive design of learning environments and technological use. The question driving this paper is: How may educational technology interventions address theteaching and learning challenges faced by Indian higher education institutions? We discuss the general and specific educational challenges. These challenges then provide a context for an ICT intervention framework which is described and examples of the use of this framework in curriculum projects are discussed. CHALLENGES FACING HIGHER EDUCATION IN INDIA General challenges Currently, higher education in India is under increasing pressure to meet the social transformation and skills needs of the new India (Kistan, 2002). At the same time it is under immense external and internal pressure to improve on its policy and delivery performance (De Clercq, 2002). One of the indicators of social transformation in education is increasing the demographic representation among graduates and reducing the demographic difference between student intake and graduate throughput. The National Higher Education Plan (2001) outlines the role of higher education institutions in the new India: The key challenges facing the Indian higher education system remain as outlined inthe White Paper: ‘to redress past inequalities and to transform the higher education systemto serve a new social order, to meet pressing national needs, and to respond to newrealities and opportunities (White Paper: 1.1). (Department of Education India,2001.) Furthermore, recent government policy has added pressure on higher education institutions by linking funding to throughput. In other words, unlike in the past when institutions were funded on the number of registered first year students, funding is now linked to graduate throughput. Improving efficiency and addressing the equity needs of the country raises conflicting challenges for higher education institutions (Scott, 2004: 1). These challenges are exacerbated by the fact that most students enter university under-prepared and therefore require more support to bridge the gaps in the required knowledge and skills (Paras, 2001). Furthermore, in 2005 quality assurance audits1 focusing on the institutional management of core functions of teaching and learning, research and community engagement were conducted at Indian higher education institutions. The challenge for higher education institutions is therefore not only about increasing throughput in terms of numbers and the diversity of i ts student population but also involves ensuring quality educational provision. The Indian government has identified the use of ICTs for teaching and learning as an important priority. For example, the e-Education policy states: Every Indian manager, teacher and learner in the general and further education andtraining bands will be ICT capable (that is, use ICTs confidently and creatively to helpdevelop the skills and knowledge they need as lifelong learners to achieve personal goalsand to be full participants in the global community) by 2013. (Department of EducationIndia, 2004: 17) Thus, the ultimate goal of the policy is the realization of ICT-capable managers, educators and learners by 2013. Read together with the National Higher Education Plan, these two policies have ramifications for instructional designers, educators, students and researchers. The underlying argument of this paper is that the realization of the policys goals largely depends on the extent to which current educational challenges are re-conceptualised in the context of the role that ICT can play in teaching and learning. The current focus on teaching and learning coupled with growth in educational technology in Indian higher education institutions (Czerniewicz et al., 2005: The role of ICTs in higher education in India61) requires that we begin to ask questions about the ways in which educational technology contributes to addressing the educational challenges in the new India. As is the case in higher education globally, Indian higher education is under pressure to increase participation fro m diverse groups of students and to produce the skills required for a rapidly changing society. In the UK, for example, participation in higher education has increased since the 1940s but participation of higher socio-economic groups still exceeds that of lower socio-economic groups (DFES report, 2004). While similar, these challenges take particular forms given Indias unique history. For example, global disparities are defined in terms of class; in India the educational disparities are manifested along racial lines due to the political, economic and social policies of the pre-1994 era. Redress of marginalised groups and social transformation is therefore central to the policies of post-1994. The Indian government has made it clear that one of its aims is to achieve equitable access to higher education for previously disadvantaged learners, with diverse educational backgrounds (Hardman Ngambi, 2003). Education is viewed as one of the key mechanisms of achieving social transformation. It is in this educational context that new opportunities for educational technology have arisen. Although we are aware that educational challenges demand multi-pronged approaches, which may include both traditional teaching approaches and innovative non- digital instructional designs, it is the role of educational technology that is the focus of this paper. Specific teaching and learning challenges The major teaching and learning challenges facing higher education revolve around student diversity, which includes, amongst others, diversity in students academic preparedness, language and schooling background. Teaching and learning in higher education in general can largely be characterised as follows: [] instruction that is too didactic, a lack of personal contact between teachers andstudents and among students, assessment methods that are inadequate to measuresophisticated learning goals and too little opportunity for students to integrate knowledgefrom different fields and apply what they learn to the solution of real-world problems.(Knapper, 2001: 94) Teaching and learning in Indian higher education fits the above description but in addition it has to contend with deep-rooted complex issues and problems stemming primarily from a previously racially divided and unequal education system. In addition, large classes are an endemic feature of most university courses posing an additional challenge in the teaching of a diverse student population. Indian higher education institutions are faced with a myriad teaching and learning challenges. In this paper we focus on a few of these: academic preparedness, multilingulism in a first language context, large classes and inadequate curriculum design. In the next section, we look at ways in which ICTs have been used to respond to these challenges at one Indian higher education institution. Academic preparedness Students from disadvantaged educational backgrounds as well students from privileged backgrounds generally enter higher education with gaps in the knowledge and skills required for studying particularly in key areas such as mathematics (Paras, 2001, Howie Pietersen, 2001) and science. Given the pressure to increase the diversity of the student population of Indian higher education, assessing students potential for success in higher education has gained increasing importance, particularly since the school-leaving certificate is currently viewed as an inadequate measure of a students potential for success in higher education. In a country such as India, for instance, school-leaving certification has had aparticularly unreliable relationship with higher education academic performance especiallyin cases where this certification intersects with factors such as mother tongue versusmedium-of instruction differences, inadequate school backgrounds and demographicvariables such as race and socio-economic status (Yeld, 2001; Badha, et al, 1986;Scochet, 1986; Potter Jamotte, 1985). (Cliff et al., 2003) Alternative placement tests have therefore been used in conjunction with school-leaving certificates to admit students with potential into higher education studies (Cliff et al., 2003). Consequently, many of these students may be under-prepared in that they may not possess the necessary language or mathematical proficiencies required for higher education or may have gaps in the foundational disciplinary knowledge. Furthermore, university tasks present challenges for under-prepared students (Hardman Ngambi, 2003). Although support programmes to address academic under-preparedness of students from both advantaged as well as disadvantaged groups are offered at many Indian higher education institutions, they are resource intensive. It is therefore worth paying attention to additional resources and expertise offered by educational technology. Multilingualism in a first language environment India is a multilingual society with 11 official languages. This diversity is reflected in the student population of Indian higher education institutions. A recent study by Czerniewicz Brown (2005) on higher education students and academic staffs access to and use of computers in five Indian universities found that 39% of respondents spoke English as a home language and 54% spoke other languages. At the University of Cape Town, on average 65% of the student population declared English as their first language while 35% have home languages in the other Indian official languages and other international languages (Spiegel et al., 2003). English is therefore a second or foreign language for many Indian higher education students. In most black Indian schools, English as a subject is taught as a second language. Higher education students from disadvantaged educational backgrounds therefore have to learn in their second or third language. A considerable body of research (Cummins, 1996; Gee, 1990) has shown that language and academic success are closely related and that academic language proficiency is far more difficult to acquire in a second language. Students learning in their second or third language are therefore at a disadvantage which is compounded by poor schooling background. The relationship between language and academic success is reflected in the throughput rates of English second language students when compared to the throughput rates of English first language students. At the University of Cape Town, for example, the difference in throughput rates between English first language and second language students in 2002 was more than 20% in several degrees/programmes (Spiegel et al., 2003). Large classes The growth of mass higher education has made large classes an endemic feature of several courses at higher education institutions. Large class sizes make it difficult for teachers to employ interactive teaching strategies (Nicol Boyle, 2003) or to gain insight into the difficulties experienced by students. Large classes pose problems for all students but students who are under-prepared are particularly affected. It is these contexts that provide useful opportunities for educational technologies. Curriculum design Curriculum design is a relatively under-engaged area within higher education debate, policy formulation and practices (Barnett Coate, 2005). Pressure to transform curricula at a macrolevel to the needs of industry and the economy in India is reflected in the National commission on higher educations policy framework (1996) for higher education transformation. There is a strong inclination towards closed-system disciplinary approaches andprogrammes that has led to inadequately contextualised teaching and research. Thecontent of the knowledge produced and disseminated is insufficiently responsive to theproblems and needs of the African continent, the southern African region, or the vastnumbers of poor and rural people in our society.In response to policy intentions, Indian higher education has implemented a curriculum restructuring policy aimed at the development of inter- or multidisciplinary degree programmes (Moore, 2003). While policy has resulted in curriculum shifts on a macro le vel, curricula contents at a micro-level are driven by disciplinary specialists. Undergraduate curricula remain predominantly theoretical but require that students have some knowledge of the contexts to make sense of theory. In this paper, we are concerned with the way in which ICTs can play a role in shaping curriculum design at the micro-level. ICTs open up new ways of accessing information thereby changing the relationships between students and between students and their teachers. Access to primary sources in the form of video, audio and photographs which may be contained in digital archives have the potential to influence the content of curricula because it makes previously inaccessible information available. In addition, ICTs enable lecturers to transform their teaching practices by facilitating student-student discussion and collaboration or by simulating ‘real-world problems thus providing students with authentic learning experiences. In this section, we discussed some of the teaching and learning challenges experienced by educators and students in higher education. In the next section, we examine the role of educational technology in responding to these challenges and provide some examples. RESPONDING TO THE CHALLENGES Since the teaching and learning challenges are multi-faceted, multi-pronged approaches are needed in order to attempt to solve some of these problems. Dede (1998) postulates: [] information technology is a cost-effective investment only in the context of a systemicreform. Unless other simultaneous innovations in pedagogy, curriculum, assessment, andschool organization are coupled to the usage of instructional technology, the time and effortexpended on implementing these devices produces few improvements in educationaloutcomes and reinforces many educators cynicism about fads based on magicalmachines. We infer from Dede that there are several inter-related factors that influence improvements in educational outcomes. Thus together, pedagogy, curriculum, assessment and organisation contribute to bringing about improvements in the educational process. Although educational technology is not the panacea for educational challenges, it does leverage and extend traditional teaching and learning activities in certain circumstances and hence has the potential to impact on learning outcomes. Knapper (2001) argues that: [] technology may be a good solution for some instructional problems, and in some casesit may be a partial solution. But in other instances technology does little to address thefundamental teaching and learning issue or even worse provides a glitzy butinappropriate solution to a problem that has simply been misconstrued. (Knapper, 2001:94) The trick is to identify situations where educational technology will be appropriate and when and how to use educational technology in these situations. There are times where technology may not be useful and may indeed be counter-productive. However, there are many times when educational technology offers a solution for problems that would be difficult, cumbersome or impossible to resolve in a face-to-face environment. Numerous manuals, websites and articles have been devoted to suggesting, explaining and modelling the ways that educational technology can be used to support teaching and learning. We agree with Laurillard (2001) that it is important that educational technology-based resources be appropriately matched to both teaching and learning activities. Table 1 adapted from Laurillard (2001) usefully explains how educational technology can be integrated into the curriculum. Laurillards guidelines are useful in that they provide a framework which relates ICT-based resources to particular teaching and learning activities. The guidelines therefore suggest particular uses of ICT for particular teaching and learning situations. The effectiveness of ICTs for teaching and learning, however, is largely dependent on how much the context is understood. Thus, there is a need to relate educational technology to actual challenges experienced by both students and lecturers in the Indian educational context. OHagan (1999) suggests that educational technology can be used to present and provide content, assess students learning, provide feedback, scaffold student learning and enable peer-to-peer collaborative learning. The choice of appropriate teaching and learning activities is dependent on a range of factors such as the curriculum or course objectives; i.e. the purpose of the teaching and learning, the educators preferred teaching approach, the learning styles of the student and the nature of the curriculum content. Although we advocate that teachers should use the teaching approach that suits their paradigm of teaching and learning, we believe that the use of educational technology provides teachers with opportunities for traversing an entire continuum of possibilities as may be appropriate to their teaching needs. Educational technology creates affordances for a range of different teaching and learning activities which the teacher may not have used or considered. Table 1: Teaching and learning events and associated media forms Responding to the challenges: examples from curriculum projects The affordances of educational technologies provide ways of being sensitive to wide-ranging and differing learning needs. In this section, we describe some curriculum projects that have attempted to respond to some of the educational challenges faced by students at the University of Cape Town (UCT). For the sake of brevity only overviews are provided. Using interactive spreadsheets to develop mathematical literacy skills As discussed above, many under-prepared students entering university have potential but do not possess the relevant mathematical literacy skills required for certain courses (Frith et al., 2004). These students are often expected to pursue an extended undergraduate degree programme that offers additional support to address mathematical literacy skills. In this case, the teaching challenge is that of finding ways of developing students mathematical literacy skills. Selfcontained interactive spreadsheet-based tutorials were developed for use on the mathematical literacy support courses at UCT and were used in conjunction with face-to-face lectures. A typical tutorial consisted of interactive presentation of relevant mathematics content, examples and exercises. Students were able to work at their own pace and receive immediate feedback. Frith et al. (2004: 163) found that ‘while the lecture room tutorial taught students how to calculate the various statistics, the computer tutoria l was more effective in giving them an understanding of the concepts and they retained better what they had learned. This effect, they argue, is possible due to the shift in emphasis in the computer-based tutorials away from mechanical calculations to demonstrating conceptual understanding. This curriculum project illustrates how educational technology was used to complement teaching and learning and to support the development of students mathematical literacy skills. Using educational technology to develop academic literacy in an economics course Economics at university level poses particular difficulties for students since lecturers assume prior knowledge of the economy. Unfortunately, many students from previously disadvantaged communities have very limited knowledge of the economy at the start of their university careers. Under-prepared first year students encounter further difficulties due to a lack of academic literacy skills. The Industry Research Project (Carr et al., 2002) was designed to address economic literacy while simultaneously dealing with language and communication skills of UCT economic students. Interactive excel spreadsheets in conjunction with short writing tasks in the form of online discussions, short essays, reports and presentations were used in academic development economics courses at UCT. These tasks or activities provided a range of opportunities for students to develop understanding of economic discourses through writing in economics. Although Carr et al. (2002: 5) found it difficult to measure t he impact of these tutorials, which formed a small part of the first year economics curriculum, they observed that the interactive spreadsheets were effective teaching tools in that tutors were able to focus students attention on economics issues rather than procedural issues and that the quality of articles produced by students improved due to the online feedback provided during the process of drafting articles online. This curriculum project demonstrates the use of educational technology in conjunction with face-to-face activities in addressing students academic literacy skills. Using educational technology to manage tutorials in large classes Commercial-Off-The-Shelf (COTS) based tutorials system called MOVES were developed around Excel and Word to teach computer literacy to first year Information System students at UCT. MOVES incorporated computer-assisted marking techniques and provided feedback to lecturers and students. The significance of this project is that it typifies the problems of teaching a large and diverse class. The computer literacy levels of these students are diverse, with some students not havingtouched a computer before to students who have had home computer and internet facilitiessince the age of five. The immediate challenge this diversity poses on teaching is that it isnot practical to pitch the lecture at an appropriate level to meet all students at their level ofknowledge. The other challenge is in providing feedback messages that are relevant anduseful to individual students. (Ngambi Seymour, 2004: 255). Ngambi and Seymour (2004: 257) report that the MOVES tutorials saved time for tutors since tutorials were marked and results captured electronically, lecturers had access to student performance and students found the immediate feedback useful in that misconceptions could be dealt with immediately. The significance of this project is that it illustrates how educational technology is used to facilitate teaching and learning in large classes. Influencing curriculum design Many university courses are theory driven and assume that students have knowledge or real world experience and can therefore make the links between theory and practice. Students often have limited experience or practical knowledge and therefore have difficulty in understanding theory. Deacon et al. (2005) report on the use of educational technology to simulate film editing. The Directors Cut was produced and used in a Film and Media course at UCT to provide students with insights into the practical processes involved in filmmaking without engaging in the actual process of editing. Exposing students to actual editing is expensive and impractical in a large course. The intervention provided individual students with an authentic learning environment through a simulation. Students sequenced film clips, hence simulating the role of an editor through a simplified version of the editing process. In this way, the focus is on key learning aspects of film narrative and spectatorship and linked theory to the ‘practice of film editing. Similarly, Carr et al. (2004) report on an International Trade bargaining simulation developed for an economics course where students assumed the role of national trade negotiators representing specific countries. Lecturers and tutors assumed the role of World Trade Organisation (WTO) officials in a semi-authentic process designed to teach students negotiation and bargaining skills similar to those required by professional trade negotiators. The two projects reported here exemplify ways in which educational technology was used to impact on the design of the respective curricula by providing students with experiences which are difficult to provide in face-to-face environments. CONCLUSION Indian universities face increasing pressure from government to meet the needs of social transformation in education. Indian government policy on social transformation in education requires increasing the representation of Black Indians and women among students and graduates and significantly improving the graduation rates and throughput of Black Indian students. Given the social-historical context of India, meeting the educational challenges associated with this noble goal requires re-conceptualisation of how educational technologies are applied so as to make an impact. The paper has proposed a model for teaching and learning activities that are associated with media forms. The model has been substantiated with examples of the application of educational technologies to teaching mathematical literacy, academic literacy, management of large classes, and ways of influencing curriculum design. Our argument is that technology alone is not a solution to the educational challenges faced in India. The challenges lie in identifying and conceptualising ways that educational technology can usefully contribute to student learning experiences, curriculum and pedagogical designs. The paper demonstrates and argues that educational technology has a key role to play in Indian higher education as one of the strategies for addressing teaching and learning concerns. This challenges learning designers to rethink the role of educational technology within broader educational interventions that are shaped by educational needs rather than being technologically driven.

How Our World is Changing :: essays research papers

As the title of this paper states, â€Å"How our World is Changing† our world is constantly changing. Our world changes everyday without most of us ever seeing or noticing any changes, but as we look back in history we can see some tremendous changes. As history is studied these changes become apparent and truly jump out and become real.   Ã‚  Ã‚  Ã‚  Ã‚  Out of all the changes in our history, some of the most significant changes that have made an impact include; women’s rights, civil rights and religion. Women and people of color have made several steps toward earning equal rights over the past forty years. World religions are as diverse as the individuals that participate in them. Women have had quite a few hurdles to get over since the 1950's. In 1958 the proportion of women attending college in comparison with men was 35 percent. (Friedan, 369) Women were supposed to be happy and content at home taking care of her family. In the late 1950's, many women began to feel they needed more, and so a movement was started. Women were drawn into the work place in the 1960's when the economy expanded and rising consumer aspirations fueled the desire of many families for a second income. By 1960, 30.5 percent of all wives worked and the number of women graduating from college grew. (Echols, 400) Women soon found they were being treated differently and paid less then their male co-workers. In the mid 1970's, cities began to have women applying for firefighter positions and by the late 1970's, cities began hiring women as firefighters. This was only a small victory for women. Dealing with the men in a male dominant department would be an even bigger struggle for women. (Seattle) A sexual harassment survey was conducted in 1995 with 551 women firelighters responded. The survey revealed that 88% of the women had experienced sexual harassment. 73% of the women stated they had been treated differently in negative ways, from their male co-workers. (Sexual Harassment) In 1999, a longer survey was given and the percentages increased when women were asked if they had experienced any sexual harassment. I have heard quite a few men say that women cannot do the job because they are not strong enough. Being a Firefighter today takes more brains then 20 years ago. The ability to be a clear thinker is one of the biggest assets a firefighter must have today.

The First Person Narrative Wuthering Heights :: Free Essay Writer

The First Person Narrative Wuthering Heights In Emily Bronte's text Whuthering Heights there are various characters that exercise some form of narrative function and their roles interrelate with their versions of what happens. The novel in presented in the first person narrative throughout, with the bulk of the story being presented via three main characters; Lookwood, Nelly Dean and Isabella with other characters at time presenting there own small insights. The first-degree narrator in Emily Bronte's text Whuthering Heights is Lookwood. His voice is the first we hear from the outset of the novel and essentially the entire story consists of the contents of Lookwood's diary which e has compiled from various sources, including diary entries, the back of books, stories that Nelly Dean tells him and his own first hand experiences. Lockwood is described by Dr. Tony Miller in his tutorial on Whuthering Heights as "A complete outsider...The London man, vein, convinced of his own attractiveness, partronising to Nelly, he says 'Goodness, you are very clever for a servant!'" is essence Lookwood is portrayed as a fool and he has a very specific role to play in the text. Lookwood's primary function is to demonstrate how not to understand the extraordinary people and events in Whuthering Heights through bringing in his own assumptions about the inhabitants of Thrush Cross Grange and Whuthering Heights Lookwood fails to full understand these extremely complex characters. Look wood acts as a reminder of the specialness of the people that we meet throughout the progression of the story. Nelly Dean is the person through whom we hear the bulk of the story, she is telling Lockwood of her own experiences and the experiences of others, which

Son of the Revolution

Liana was born into a family where his father was a devote communist reporter and his mother who was accused of being part of a non-communist rightist group called the Hundred Flowers. The Hundred Flowers wanted to purify the communism that currently existed in China by finding faults in the existing communist regime. Lings mother did not criticize at first because her she had her job because of the Communist party and loved the party as a result. Mao Sedona, chairman of China, wanted to win the support of intellectuals so her leaders insisted he come up with three â€Å"out of duty', she came up with three which drastically changed her life.From then, the Hundred Flowers Movement changed to the Anti- Rightist Movement in an effort to extract people who did not believe in the communist way. Because their actions were against communism and a revolution was trying to be avoided, they sent anyone associated with the Hundred Flowers to a re-education camp to bring them back in favor of the communist party. Politics played such a large part in the Chinese society that people were tricked into criticizing the party and punished. Lings mother was separated from Liana and his family and sent to another part of China for her different political beliefs.Not only was Liana separated from his mother for her non-communist ways, he was bullied and shunned in school because everyone thought he was non-communist like his mother. Human relationships are also affected with the actions of his father. Due her beliefs, she lost her rank in the police as well as a dramatic cut in her salary. Lings father had to divorce his wife because he wanted to save the rest of his family by being punished with her by association. It is apparent that politics had such an impact on citizens that the relationship between Lining's father and mother could be so disgraceful that it led to a divorce.It broke â€Å"ties among his family, essentially ruining his mother's life and holding back the rest of the family in contributing to the Revolution†l. During the revolution when China closed all schools and Liana was unable to continue his education in college. But after the revolution, China reopened schools and Hen took his opportunity to continue his education. But upon his return to school, â€Å"he is shocked at the inability of students to rationalize freely. The school seemed to be almost exactly the same as when Liana had attended school so many years earlier.Lings visit showed the power that the education system has on youth, and how easily shaped those individuals can be from such a young age†2. Liana describes the behavior of university students and how the war between political parties affected their ability to express themselves in fear of punishment. It is evident that throughout Liana Hangs upbringing, politics was involved in his life in a way that would tear his family apart as well as open his eyes about the insanity that unionism brought to him. Hi s upbringing had made him believe that the world was out to get him.He portrays his childhood in a way that depicts himself as the bad guy in society. â€Å"l had been the victim of political movements since the age of three, first through my mother, then through my father, and now through an absurd coincidence in my own affairs. Society hated me. It turned me into an outcast and a thief†3 Liana feels that due to the chain of unfortunate events that society hates him. He grew up in an era where there were many political parties that actively sought out to make their ideology a reality.Due to the many conflicting ideas, Lings human relationships fell victim to the punishments that were not technically his own. The transformation that Liana Hen experienced from his childhood to his adulthood shows that politics affect human relationships. Through his series of events, it can be seen in his memoir The Son of the Revolution how his human relationships were affected such as the ca se with his mother who was banished and exiled from his family due to conflicting political beliefs.It can also be seen how politics affects human legislations by the actions of his devote communist father who divorced his wife in order to save his family from the punishments that would be implemented upon his wife. Apart from the consequences of his family political affiliation, Liana noted the affects of a particular political reign it had on growing kids in the education system. The imprint the many political movements had on Liana caused him to realize how destroyed his life is and convinced him that the world was against him. Politics is such a powerful concept that it is constantly affecting our lives and the lives of our neighbors.

Exclusionary Rule Essay

The Fourth amendment guards against un reason outable pursuites and seizures, on with requiring any warrant to be judici eithery sanctioned and supported by likely cause. The interpretation and execution of the Fourth amendment in the courtroom however, is decided by the dictatorial judicatory in an attempt to take a chance a fair balance betwixt individual and community interests. The exclusionary feel for example, is a peremptory Court precedent that holds patrol departments responsible for seizing incriminating study according to constitutional specifications of ascribable process, or the information will non be allowed as evidence in a criminal trial. The question that arises in turn, is whether the exclusionary overshadow has handcuffed the abilities to effectively protect the community by the natural law, or if it has actually resulted in a positive police reform which of necessity to be expanded upon.My opinion is that although the exclusionary rule may signifi cantly slow bring down the police departments investigation and arrest process, it is a necessary barbarous in order to protect the rights of the individuals who in fact should not begin their firesides essayed. I do however, agree that without the restrictions of the exclusionary rule police departments would be able to do their hypothecate a lot faster and to a greater extent effectively, without having to worry about first acquiring a search warrant or after transmitting slam immerse evidence, having to see a good example throw out because it was not obtained through due process. My personal concern for allowing the police much(prenominal) a high level of caution though, is that in the heat of the investigation and hope to catch or lock forth a suspect, police may search the lieus of people related, associated, or even hazard of having connections to the suspect in order to get information that could result in a guilty verdict, which would potentially violate the privacy of people who potentially are not connected to the execration or suspect being investigated.If I was personally nominate by the President of The United States to dress in the Supreme Court for example, I would take a close saying at the case of Mapp v. Ohio. In Mapp v Ohio the Cleveland Police Department forcibly precedeed the home of Dollree Mapp without a warrant in search of a wanted fugitive. The Cleveland Police failed to discern a fugitive, but instead gear up a trunk full of grungy material which under Ohio law was illegal. When thecase went to court Mapp was initially convicted, through a series of appeals that eventually made it to the U.S. Supreme Court however, the conviction was overturned. As an official Supreme Court Justice, I would have absolutely done the same affair in overturning the purpose on Mapps case. The reason for my vote or decision, would be that the police did not only forcibly enter the defendants home without a warrant, but they be about having a warrant, and arrested her for a crime completely unrelated to what they were looking for if they had a warrant.Even if the Police department had a warrant to search Mapps home for a fugitive, my first question would be what size the trunk was. If the trunk was a small one in turn, I would question why the Police open it if the fugitive could not possibly be hiding inside the trunk. I study that the actions of the Cleveland Police Department were abusive, deceptive, and overall iconoclastic for the reputation of their police department, their complete brush aside for due process if overlooked, could have possibly encouraged other police departments virtually the country to take similar approaches to investigations without consequence. I am confident in the decision made by the U.S. Supreme Court and would not change it at all if I were appointed as a Supreme Court Justice myself.

LIB 316 Week 3 Final Research Paper Rough Draft Essay

closing Research cover Rough enlist. For calendar week Three you be responsible for make-up a pettish draft for your lowest Research piece of music in which you lose it a circumstantial historical writing weve studied as it is developed in two literary works pack or discussed in the textbook during the semester. map the writings list at a lower place as a guide and past once you slang chosen the mind you want to examine, need two literary texts where you feel this theme is high hat reflected. You dirty dog choose any(prenominal) two texts admit in this route but the selections mustiness be from the feed in textbook.Your draft and final version should be organized near a thesis statement about the theme and your selected literary works. Select unity of the following themes for the net Research composing ? Democracy and remediate movements ? Workers and the Industrial diversity ? The wo musical composition uncertainty ? The white mans consign ? Imp erialism and the colonial determine ? The Great embossment ? The impact of technology on twentieth century state of war ? Holocaust/ genocide ? Cold warfare ? Nationalism ? monocracy ? Decolonization ? backwash racism? Environmentalism and mode change ? globalization ?Hybrid home(a) identities ? Dystopia ? Magical naturalism Get a map of the college campus and reclaim and visit the all-important(a) places on campus. You scum bag get precious information on school-specific scholarship opportunities in this way. Colleges commonly flag scholarships to students who are accepted. By going to the admissions role and talking to the incumbent there, youll be fitted to know if youre getting the best deal on your education. The file LIB 316 Week 3 terminal Research Paper Rough Draft To download this tutorial follow the assort https//bitly. com/1wySLOi Get a map of the college campus and find and visit the important places on campus. You can get valuable information on scho ol-specific scholarship opportunities in this way. Colleges commonly give scholarships to students who are accepted. By going to the admissions office and talking to the officer there, youll be able to know if youre getting the best deal on your education. Business worldwide Business Final Research Paper Rough Draft.For Week Three you are responsible for writing a rough draft for your Final Research Paper in which you analyze a specific historical theme weve studied as it is developed in two literary works read or discussed in the textbook during the semester. Use the themes list below as a guide and then once you have chosen the theme you want to examine, select two literary texts where you feel this theme is best reflected. You can choose any two texts read in this course but the selections must be from the course textbook.Your draft and final version should be organized around a thesis statement about the theme and your selected literary works. Select one of the following theme s for the Final Research Paper ? Democracy and reform movements ? Workers and the Industrial Revolution ? The woman question ? The white mans burden ? Imperialism and the colonial project ? The Great Depression ? The impact of technology on 20th century warfare ? Holocaust/genocide ? Cold War ? Nationalism ? Totalitarianism ? Decolonization ? Race racism ? Environmentalism and climate change ? Globalization ?Hybrid national identities ? Dystopia ? Magical realism

Causes of the American Revolution Essay

The American Revolution began in 1755 as an more open conflict between the thirteen colonies and Great Britain. The Treaty of Paris had ended that war in 1783, giving the colonies their own independence. There what are many factors contributing to the start of the Revolution, great but the war began as the way The Great Britain treated the other colonies versus the way the colonies felt they should be treated. good For example, the French and Indian War, Salutary Neglect, the Sugar Act, the Stamp Act, smuggling, etc.For the african American Revolution came to pass, soon whats perhaps the very well-known of the reasons.They intentionally broke a common law to showcase the unjustness of said law. Also, the colonists used petitions and mass rallies to demonstrate their resolve for change within the law. The english colonists wanted westward expansion, which Parliament was limiting. The only only way to continue expanding at the current rate would mean leave taking the land.Many peop le dont know the root of the American Revolution.

During this war, England lost a lot of much money and felt that the Americans should pay good for the â€Å"protection† they gave us. This was also solidified America as America. Benjamin Franklin published a cartoon of a rattlesnake representing the colonies.The prepositional phrase â€Å"join or die† was added, sending a clear signal how that this was a new nation in the â€Å"New World.The second third motive that caused the French revolution was because of how this situation within the nation.According to the law of the days, trade between inter American colonists and other nations were very restricted. Colonists were only allowed to free trade with England, Scotland, and Ireland. Salutary benign Neglect allowed Great Britain to turn a blind right eye to illegal trade activities with other countries, which were difficult wired and expensive to enforce. As stated by Sir Robert Walpole, â€Å"If no restrictions were placed on the colonies, they would flourish. 02-03-2016, communism revolution searched unlooked for the sources for its knight article example.

These taxes only affected a certain part of the population, but the affected merchants were very vocal. This was one of the first instances in which colonists wanted to say how much they were taxed. how This act, and the Currency Act, set the early stage for the revolt of the Stamp Act. The Stamp last Act was passed by the British Parliament on 1765.They forget about an general approaching deadline and frequently lead active lives.The frustration what was now to take the form of rebellion. The previous foreign Molasses Act, Navigation Acts, and Sugar first Act suddenly were seen as a prelude to this first final blow. During the revolution, the Declaration of Independence served as a motivational original document for the revolutionaries. King George III dismissed it, and it carried no political patch.Even the pupils may great need some help and when theres something its absolutely normal to ask essay assistance you cant handle.

Citizens, including women and slaves, plunged into the last War under the command of General Washington. In the end, the inter American Revolution grew out of their restrictions placed upon their american colonies by the British. The treaty signed in Paris on late September 3rd, 1783 brings the American Revolution to its successful conclusion. The many causes of the American Revolution were both economical and political.The king wasnt able to make any monetary reforms.Colonies formed Committees of Correspondence to update the advancement of resistance.As an example, they werent supposed to make anything.

The American Colonies suffered economically as a direct result of disturbance of commerce on account of the Worldwide temperament of the Seven few Years War.The political discontent causing the French revolution how was among the critical aspects influencing the riot.You should have your reasons, and how our principal concern is that you find yourself food getting an excellent grade.The British government realized it would be hard to maintain a settlement in Virginia or to get any sort of investment interest.

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