Wenz view on Consumption and Consumerism Essay Example | Topics and Well Written Essays - 1000 words

Wenz view on Consumption and Consumerism - Essay Example According to Wenz, he distinguishes the aspects of both the anthropocentrism and non-anthropocentrism affecting the environmental standard of the economy. The mentalities of the people are usually centered toward the development of their standard of living and increase the per-capita income. Human beings forget to progress hand in hand with the nature. The materialistic desires of the industrialists and the high-income group of people erases out the thinking power to contribute to environment as such. The improvement of environment and the wildlife have become the least important factor in this race for monopolistic concentration of wealth. Wenz states that due to the far-stretching hands of market and extending the limits of consumerism, the valuable resources are getting scare and exploited gradually. This is also bringing frustration to buy a highly marketed good and correspondingly the level of smooth working is also interrupted. Every property, if publicly hold faces the â€Å" problem of commons†( â€Å"Reconciling environmental ethics and political value†). This leads to the damage and reduction of the property value. The sustainability of the environment receives a negative feedback in respect to the current and the future generation. With the loss of these natural resources, people in the present time period enjoys the benefits but finally leaving nothing for the upcoming generation in the next period. This thought, to work for the improvement of the social animals is causing harm to the long-term strategy of the economy. Even, in the view from the non-anthropocentric people who are engaged in the welfare of and endangered species yield economic and environmental conflicts in the society. It may happen that to save a particular species and promote the welfare of them might lead to the slaughtering of another species of plants or animals causing a misbalance in the

Historians and Their Duties Essay Example for Free

Historians and Their Duties Essay Gorman timely presents the question â€Å"Do historians as historians have an ethical responsibility, and if so to whom? † in his essay Historians and their Duties especially in an era which has seen the use of history as a way to further political agenda, invent or distort historical fact to justify political undertakings. He rightfully disputes Richard Evans’ assertion of value-free reportage of history and the restrictive historian’s duty of presenting and interpreting knowledge. In saying that â€Å"Historians are simply not trained to make moral judgments†¦they have no expertise in these things,† Evans suggests they must evade the moral question, but this is impossible. Morality governs us all, including historians. I differ in Evans’ bloodless concept of historical duty, one I think he broke after being expert witness in Irving v. Penguin Books and Lipstadt (Fulford, 2001) where he became instrumental in the conviction of a historian for distorting historical interpretations about the Holocaust. I think history, to become a significant part in advancing knowledge and good in society, must refuse to be monastic or ornamental, but instead be engaging and useful to mankind. I find Butterfield’s thoughts on ethics provocative in the verbose Bentley essay Herbert Butterfield and the Ethics of Historiography. The most striking is his recommended passive attitude to international politics: â€Å"Whatever wicked things we may think are done†¦ †¦ we have no right to say a word†¦ until we have forgiven the sin and covered it up with love. It strikes as a worldview that is either naive or cruel because it seems to justify crimes against humanity. I find it hard to reconcile with his anti-Whiggish stance condemning the selective presentation of history from the viewpoint of the victor (Schweizer, 2007). Is he, in the process, recommending us to absolve Hitler or the U. S. which he disdained for dropping the A-bomb on Hiroshima? I believe he is, and historians, to his view, being limited in understanding, cannot truly uncover the hand of God or Providence, enough for them to deliberate moral judgments of history. Responses to Student Views Unlike the first student response, I support Butterfield’s criticism of selective or rejectionist approach to the interpretation of history with a bias to the â€Å"victor†. I share his view of world events as a historical process. This is something that historians must take careful consideration of when upholding â€Å"objectivity† and â€Å"truth† in the conduct of their profession. Historical events are not static, after all, but an accumulation of events, not people, of experiences, not single victories. Regarding his treatise on passivity and quietism, Butterfield no doubt shares the brand of Christian helplessness when it comes to appreciating world events. I agree with the second student response on his critique of Evans, who promotes value-free interpretation of history as a duty of the ideal historian. I believe that duties of historians extend far more than writing history, but of injecting analysis and viewpoints as well, as long as he does not distort or invent historical fact in doing so. On being â€Å"politically neutral†, I have to disagree. It is true that historians possess a great deal of influence in shaping public perception of how events should be interpreted. In analyzing historical facts, the historian must take a stand, and in this manner, he loses his neutrality. He cannot claim the correctness of two contradictory interpretations but must determine which interpretation finds basis in fact. Indeed, historians cannot exempt themselves from ethical responsibility just because they feel a presumptive need to produce a â€Å"dispassionate† account of history. I think Gorman wrote this essay assuming essay that historians today are a vast and eclectic mix with varying dispositions. He preempts those who have an overly â€Å"institutional† view of ethics in saying: â€Å"As business people or historians, we surely all share the same moral world. † I agree that historians have the ethical duty to pass moral judgment and those who find themselves incapable of deliberating such must undergo â€Å"moral education. †

Stem Cells Essay -- Ethical Issues, Embryonic Stem Cells

Content 1. Introduction 2. The unique properties of stem cells and the ways of reception. 3. The application of stem cells in curing the worldwide diseases. i. The effectiveness of using stem cells in diabetes treatment and possible risks of this therapy. ii. What are the benefits and risks of using stem cells in curing cardiac disorders, such as ischemic disease and stroke? iii. How neural disorders, such as Parkinson’s, Alzheimer’s and spinal cord injuries can be treated by stem cells and what are the fears about application of this therapy on human? 4. The issues connected with stem cells research. 5. Conclusion 6. Reference list 1. Introduction The world of science is developing very rapidly. This can be explained by the desire of people to know everything, e.g. the origins of life, the structure of human’s organism, the secrets of universe etc. The one of a set of branches in science is regenerative medicine, which includes stem cells research. Generally, stem cells are unique cells in the human’s body, which have an ability to renew themselves and become specialized into liver cells, kidney cells or spinal cord cells from unspecialized type of cells. There are several advantages and disadvantages of using stem cells in treatment the most common diseases of the world. The subject of this research project is to evaluate the benefits and risks of using stem cells in curing global diseases. It merits study, because stem cells are the constituent part of human organism and their abilities must be explored, in order to use them in therapies for diseases such as Alzheimer’s, Parkinson’s, diabetes me llitus, spinal cord injuries and cardiac disorders. It is significant to know possible risks of using stem cells, as wel... ...w neural disorders, such as Parkinson’s, Alzheimer’s and spinal cord injuries can be treated by stem cells and what are the fears about application of this therapy on human? The scientists are suggested that stem cells have a great potential in treatment the neurodegenerative disorders, such as Parkinson’s, Alzheimer’s and spinal cord injuries, but at the same time these therapies have several risks, which can be explained by not enough investigations in this field and requires more time to do it. The Parkinson’s disorder is a type of neurodegenerative diseases, which is characterized by death of special cells, which produce a chemical, called dopamine. Dopamine is responsible for human’s movement, because it carries the signals to the brain. The loss of these cells can cause symptoms, such as tremors, rigidity and disability to move (Wu 2010).

The Formation and Development of the Fujian Tulou

Abstraction Tulou is alone among all ancient residential architecture because of its alone signifier, expansive graduated table, abundant cultural connotation. More and more domestic and foreign bookmans are analyzing Tulou particularly after Tulou became World Cultural Heritage in 2008. Most surveies focused on the Tulou artistic value and cultural value. However this article tries to construe the development of traditional homes from another facet. First, this paper introduces the basic information of Tulou: clip of Tulou visual aspect, architectural image of Tulou and grounds behind the signifier. Second, research in different periods of Chinese historical background including political relations, policies and large events. Try to happen out how these factors influence the formation of Hakka civilization and Tulou edifice. Tulou, as Chinese traditional local-style homes, foremost appeared in 11th century along with Hakka people migrating to Fujian state. Architectural manner and Hakka civilization reached extremum in the terminal of the nineteenth century, so started to worsen in twentieth century. After 2008, Tulou began to reconstruct verve with roar in touristry industry in Fujian. During this whole period, China besides suffered several different historical alterations: the terminal of the Qing Dynasty, the Republic of China epo ch, World War II period, civil war epoch, 10 old ages of the Great Cultural Revolution in China, the new period of reform and opening-up. So in this essay I will research: 1. Whether the formation and development of Tulou are associated with these historical background? 2. How did these political relations and policies affect Tulou development on architectural and cultural degree? 3. By roll uping and forming elaborate charts and informations which could explicate each large historical events clearly, I could utilize them as my research tools to analyse and come to my ain decisions. Third, the authorities has formulated a series of Tulou protection and renovation policies after it became World Cultural Heritage. The purpose of policies is to recognize protection and renovation of Tulou by developing cultural touristry industry. Taking Er & A ; apos ; yi Tulou for illustration, I will detailed explicate what alterations happened to it because of these protection policies. Cardinal words:Tulou, World Cultural Heritage, Traditional homes, Politicss, Policy Contentss Chapter 1: Introduction— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -1 1.1 Background and motive — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 1 1.2 Research end — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -1 1.3 Literature reappraisal — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 1 Chapter2:Rheniumhunt on The formation of Tulou— — — — — — — — — — — — — — — — — — — — — — — — — — — — 3 2.1 The clip of Tulou formation — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 3 2.2 The topographic point of Tulou formation — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -3 2.3 Tulou formation of ground — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -3 Chapter3: Research on Thedevelopmentof theThymineuloufrom from 1900 to 1949— — — — -5 3.1 the status of Tulou from 1900 to 1949 — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 5 3.2 the societal and historical background from 1900 to 1949 — — — — — — — — — — — — — — — — — — — — — -6 3.3 Analyze on Tulou development harmonizing to historical and societal background — — — — – -11 Chapter4:Research on Thedevelopmentof Tuloufrom from 1949 to 2008— — — — — — -13 4.1 the status of Tulou from 1949 to 2008 — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 13 4.2 the societal and historical background from 1949 to 2008 — — — — — — — — — — — — — — — — — — — — -13 4.3 Analyze on Tulou development harmonizing to Chinese political policy from 1949 to 2008 — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 17 Chapter 5: Research on Theprotection and renovationofThymineuloufrom 2008 until now— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -20 5.1 policy of heritages protection in China and development scheme of Fujian Tulou touristry — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -20 5.2 Development of Tulou Building Heritage — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -22 5.3 Factors act uponing the development of Tulou touristry — — — — — — — — — — — — — — — — — — — — — — 32 Chapter 6: Conclustion— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 36 Bibliographies:— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — -37 Chapter One: Introduction 1.1 Background and motive Fujian Tulou is the alone local-style home house. It has been hailed as an alone big rammed earth home in the universe. Tulou caused the roar of academic treatment particularly after it became World Cultural Heritage Heritage. Tulou is deserving researching non merely because its alone signifier, particular layout among mountains but besides because it represents civilization of Hakka people. Now research on aesthetic value and architectural value has been already really deep. At the same clip China has ne'er been a state deficiency of history. Since the visual aspect of Tulou until now, China has experienced vagaries of historical events and wholly different manners of policies such as National Protection Movement, Warlords Wars, World War II, Great Leap Forward, Great Cultural Revolution, the reform and opening-up policy†¦ All these policies and events have great influence on our state. So what I want to analyse is that how these historical events and policies could influent t he development of traditional homes and are at that place any particular marks left on all these homes belonged to history. At the same clip more and more heritages became World Cultural Heritage in China. In the facet of touristry development and heritage protection, heritage touristry industry could be a chief manner to protect cultural heritage, set up regional ecology and cultural environment, advance local economic system. I choose Fujian Tulou, local homes as the object of survey chiefly sing the particular dependant relationship between Tulou edifice and Hakka people. Try to explicate the procedure of Tulou development harmonizing to historical events and policies so find a manner that could fit Tulou touristry development and sustainable development. 1.2 Research end The intent of this paper is to analyze the relationship between different policies of China, historical background of China and the whole procedure of Tulou development as typical local home house. Discuss are at that place any other factors could hold a important impact on the signifier and the destiny of heritage edifices except design itself. Even in the procedure of heritage protection and renovation, which factors have the most influence. On the one manus so far domestic research of historical heritage protection and renovation chiefly concentrate on celebrated traditional brooding edifice such as Beijing Hutong, quadrangle courtyard†¦ So I choose Fujian Tulou as my object of survey in order to rich historical relics empirical instances. On the other manus, research of Tulou chiefly focus on construction, local civilization of Tulou. There are few research documents of Tulou edifices on policy, political relations, historical background facets. Tourism industry of historica l heritage could be a manner to protect and redevelop Tulou edifice. So this subject could besides rich the content of Tulou research. 1.3Literature reappraisal This thesis is written utilizing three series of research tools. The first series is that about modern history of China and Chinese architecture history. These books includes & A ; apos ; From the opium war to the may 4th motion & A ; apos ; by Hu Sheng which elaborates on the full development of China in that period. & A ; apos ; Modern History of China & A ; apos ; by Lin Zengping which I used particularly for composing chapter two about large events happened during that epoch. & A ; apos ; the turbulent times & A ; apos ; by Wang Nianyi which I used for chapter three to explicate influence of the Great Cultural Revolution. & A ; apos ; Chinese Architecture History & A ; apos ; by Liang Sicheng which helps me better understand traditional homes. The 2nd series of books are all that about Tulou. The book I used particularly for debut and chapter two was & A ; apos ; Fujian Tulou & A ; apos ; by Huang Hanmin which introduced history of Fujian Tulou in item. & A ; apos ; The Living Style Chang of Eryi Tower in Hua & A ; apos ; an Country & A ; apos ; by Yang Lin was besides used for an instance survey of Tulou protection and renovation. The 3rd series of research tools I used the most. These are many maps in different epochs, charts and informations of large historical events. These resources include maps of warlords distribution, charts of Tulou distribution, charts of Fujian development status after the reform and opening-up policy, traffic maps of Fujian and Yongding state which is celebrated for Tulou in 1990,1999,2014, maps of tourer propaganda of Tulou. All these information can be used as my research tool to analyse the status of Tulou and background of society seeking to happen out deep relationship between homes and policies. Chapter2:Rheniumhunt on The formation of Tulou 2.1 The clip of Tulou formation It is a common stating that Tulou foremost appeared in 11centuries. However there is no evidents ( historical paperss, bing edifices ) to turn out this guess. Harmonizing to the historical papers called household tree of Guo, the first Tulou edifice was constructed in 1371 which is validated by historical experts and the bing oldest Tulou was in Hua & A ; apos ; an state now called Qiyun Tulou which was recorded on the plaque in the edifice. [ 1 ] From fourteenth century, Hakka people had been modifying Tulou to do it more and more suited for people populating together harmonizing to natural environment, stuffs and societal background. 2.2 The topographic point of Tulou formation Most of Tulou edifices are located in Yong Ding City harmonizing to informations and literatures. [ 2 ] Since Chinese economic system chiefly depended on agribusiness at that clip, small low and smooth lands could be used as Big Dippers because there are many mountains in this country. Peoples had to utilize as less countries as possible to make more living infinites. Hakka people chose to populate in large household groups and construct higher edifices than traditional houses. ( At that clip, traditional houses were merely two-story such as quadrilaterals, cave homes†¦ but Tulou was more than four-story. ) [ 3 ] 2.3 Tulou formationof ground Tulou is celebrated for its alone roundness signifier. Shigeki Keiichiro, Nipponese designer marveled at Tulou, said: It looks like UFO landed in the mountains. So we can see the roundness signifier is the chiefly individuality of Tulou. However, why Hakka people designed it as rotundity is ever questioned by tourers. The common position is that the demand of defense mechanism map. However there & A ; apos ; s a batch of historical edifices in the universe hadn & A ; apos ; t been designed in roundness signifier but they besides had perfect defensive consequence and survived until now. Another position is that Chinese traditional civilization & A ; apos ; round Eden and square Earth & A ; apos ; influenced Tulou signifier. But it is besides flimsy, quadrilaterals, cave homes, Yunnan Yikeyin†¦ they are non in roundness signifier but all derived from Chinese traditional civilization. So after comparing the square constructing with rotundity edifice, There are several advantages of unit of ammunition edifice: 1. corner suites in square edifice have no daytime and are disturbed by stepss, no corner suites in unit of ammunition edifice. 2. no differences between each unit in unit of ammunition edifice, it is easy for equal distribution. 3. wood constituents in unit of ammunition edifice are more incorporate. 4. building method of roof in unit of ammunition edifice is much easier than square edifice. 5. unit of ammunition edifice has better temblor immune behaviour than square edifice. 6. circular edifices fit the form of mountains really good, so they have broader position for supporting. They are non merely easy for building besides save stuffs ( stuffs in the mountains are rather cherished ) .Local people made decisions from practical work. That & A ; apos ; s why they chose unit of ammunition edifice as their place. [ 4 ] However, it is an evolutive procedure from square edifices to round edifices that construction and maps tended to be sensible. Survey of Y ong Ding metropolis besides proved that square Tulou edifices came out foremost, so after about 1 century Hakka people started to construct unit of ammunition Tulou edifice. [ 5 ] So we can see at that place & A ; apos ; s no uncertainty that unit of ammunition Tulou edifices were really likely to be the continuance of Tulou development.

Essay on the Holy Prophet

A prophet means a messenger of God to mankind. The mission of a prophet’s life is to spread the Word of God. The total number of such prophets is one lac and twenty four thousand. The Prophet of Islam (Peace be upon him) was the last messenger of God to the whole world. The Holy Prophet was born in Arabia‘ in 571 A. D. He was named Muhammad (Peace be upon him). The Arabs were a race of wild tribes. They led a cruel life. They burried their newly-born daughters alive.They ill-treated women, orphans and slaves. They worshipped Idols. They were addicted to wine, adultery gambling, and bloody quarrels. The Holy Prophet was sent by God to set these bad people right. He hated their cruel ways. He worked hard to reform them. He changed their habits and manners by his own shinning example. He taught them to speak the truth, to showed, mercy to the poor and the sufferers to respect women and to be kind to children. At the age of forty, Muhammad (Peace be upon him) had revelations .By dint of this high character, nobility of mind, his truthfulness and broad humanity he gained some disciples. He began his great missionary work and started preaching the gospel of God. His followers grew from day to day. The Holy Prophet was called Sadiq (Truthful) and Ameen (Trustee) even by his enemies because of his honesty and straight-forwardness. The Prophet married a widow Khadija by name who embraced Islam and stood by the Holy Prophet throughout her life. The old idol-worshippers tried their best to harm and tease him.They wanted even to kill him. The Prophet fled to Madina in the company of Hazrat Abu Bakar, This day of exodus marks the dawn of the Islamic Hijra (Exodus). Madina became the centre of the Islamic activity of the Prophet. He gained many followers there. He mobilised them into a small army. He challenged several hundred of thousands of his enemies with the help of that small band and inflicted defeat after defeat upon them. At Iast the Holy Prophet entered Makkah as a victor. He showed grace and mercy to all the Makkans and proclaimed general amnesty.Thus he set a shining example of humanity and high mindedness before the world. The Prophet taught his followers a simple code of life. He wanted them to live peacefuly, serve others, speak the truth and help the needy. His life is a living source of inspirations to the world. Lives of great men all remind us. We can make our lives subime. And departing leave behind us. Footprints on the sands of time. No life – history of any man has such an inspiring record of the day-to-day events as the simple but stirring story of the Holy Prophet Muhammad (Peace be upon him).

Bush vs. Caesar essays

Bush vs. Caesar essays Washington is not going to change its mind; it will resort to force even without U.N. authorization. In January 49 BC, Julius Caesar had a very important decision to make with himself. He was to either comply with the Senates command to remain at the Rubicon River and not to attack Pompey, or he would advance across the river and attack. It was against the law to cross the river and move into Italy with an army and if done was considered treason. Today, President Bush has the choice of complying with the UN leaders decisions and allowing more time for weapons inspectors to search for Saddams weapons of mass destruction before sending in troops, or to send in the marines and start a war with Iraq. Caesar has his troops at the edge of the Rubicon debating on whether or not to invade Pompey. Does he cross the river alone, or obey the orders to remain? I believe this is the point in which President Bush has come to. Our American soldiers are already in the neighboring country of Kuwait and out on ships in the ocean awaiting the command. Caesar hesitated at first, but sounded the trumpet and marched forth across the river to meet Pompey against the Senates commands. Once across the river he defeats Pompey with ease. At this point, it seems that we are heading in Caesars direction and will go into Iraq without the UNs approval. The United States will most likely be rejected from the UN Security Council but as long Iraq and Saddam Hussein are defeated with minimal losses, I think it is one step in defeating terrorism. The UN has been waiting too long for resolution with Iraq. We have defeated them before in Desert Storm and I believe Bush is going back to knock off Iraq f or good. ...

U of M Dearborn Admissions and Acceptance Rate

U of M Dearborn Admissions and Acceptance Rate Are you interested in attending the University of Michigan-Dearborn? It is a moderately accessible school with an acceptance rate of 65 percent of applicants. Learn more about admissions requirements. Calculate your chances of getting in with this free tool from Cappex. University of Michigan-Dearborn Description The University of Michigan at Dearborn is a highly-ranked regional public university located in Dearborn, Michigan, just west of Detroit. It is one of the 15 public universities in Michigan, and 95 percent of students come from Michigan. UMD was founded in 1959 by a 196-acre gift from the Ford Motor Company, and the campus features a 70-acre natural area and the Henry Ford Estate. The University of Michigan at Dearborn has a 17 to 1 student/faculty ratio, and classes average between 15 and 25 students. The college takes advantage of the business and industrial centers in the area, and professional programs in business and engineering are some of the strongest and most popular among undergraduates. UMD is largely a commuter campus and has no housing facilities. Admissions Data (2016) University of Michigan-Dearborn Acceptance Rate: 65Â  percentGPA, SAT and ACT Graph for UM-Dearborn AdmissionsTest Scores: 25th / 75th PercentileSAT Math: 520 / 670SAT Writing: - / -What these SAT numbers meanCompare top Michigan colleges SAT scoresMichigan public university SAT score comparisonACT Composite: 22Â  / 27ACT English: 22Â  / 28ACT Math: 21 / 27What these ACT numbers meanCompare top Michigan colleges ACT scoresMichigan public university ACT score comparison Enrollment (2016) Total Enrollment: 9,131Â  (7,141 undergraduates)Gender Breakdown: 52 percent Male / 48 percent Female70 percent Full-time Costs (2016-17) Tuition and Fees: $12,032 (in-state); $24,272 (out-of-state)Books: $1,200 (why so much?)Room and Board: $8,064Other Expenses: $3,364Total Cost: $24,760 (in-state); $37,000 (out-of-state) University of Michigan-Dearborn Financial Aid (2015-16) Percentage of New Students Receiving Aid: 92Â  percentPercentage of New Students Receiving Types of AidGrants: 79Â  percentLoans: 65Â  percentAverage Amount of AidGrants: $7,523Loans: $5,459 Academic Programs Most Popular Majors: Accounting, Biology, Business Administration, Communication Studies, Computer Engineering, Electrical Engineering, Finance, Marketing, Mechanical Engineering, PsychologyWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Retention and Graduation Rates First Year Student Retention (full-time students): 74Â  percent4-Year Graduation Rate: 17Â  percent6-Year Graduation Rate: 54Â  percent Intercollegiate Athletic Programs: Mens Sports: Ice Hockey, Lacrosse, Soccer, Basketball, Track and Field, Cross CountryWomens Sports: Basketball, Softball, Track and Field, Cross Country, Volleyball If You Like the University of Michigan Dearborn, You May Also Like These Schools: Michigan State University: Profile | GPA-SAT-ACT GraphOakland University: ProfileWayne State University: ProfileHarvard University: Profile | GPA-SAT-ACT GraphFerris State University: ProfileNew York University: Profile | GPA-SAT-ACT GraphUniversity of Chicago: Profile | GPA-SAT-ACT GraphPurdue University: Profile | GPA-SAT-ACT GraphOhio State University: Profile | GPA-SAT-ACT GraphDuke University: Profile | GPA-SAT-ACT GraphUniversity of Michigan - Ann Arbor: Profile | GPA-SAT-ACT Graph University of Michigan Dearborn Mission Statement: read the complete mission statement at http://umdearborn.edu/about/mission-vision University of Michigan-Dearborn is an inclusive, student-focused institution. We are committed to excellence in teaching, learning, research and scholarship, as well as access, affordability and metropolitan impact. Data Source: National Center for Educational Statistics

How Do I Submit Letters of Recommendation

How Do I Submit Letters of Recommendation SAT / ACT Prep Online Guides and Tips Hopefully, you have the perfect teachers in mind to ask for your letter of recommendation. Once you’ve asked these teachers, how do you actually get theirletters to your colleges? This guide will go over everything you need to know about submitting your recommendation letters, whether you’re using the Common Application, a customized school application, and/or Naviance. To start, what are the options for submission? What Are YourOptions for Submitting Recommendation Letters? Technically, there are two options for submission: online or by mail. Note the use of â€Å"or†; colleges don’t want teachers to mix and match. In other words, schools don't want a single teacher to submit her ranking form online and then send her letter by mail. If she's submitting online, then she should submit everything online. If by mail, then everything should go by mail. Generally speaking, most students reading this will have their recommenders submit their letters online. Since you’re already doing more than enough with the college application process, you might be relieved to hear that you don’t actually have to submit your letters! Your teachers andcounselor are responsible for uploading the recletters to whatever system you’re using. What you are responsible for, though, is inviting them. Make sure you give them clear deadlines, send a reminder email, and double check that your schools received their letters. Whichever mode you’re using to apply - the Common Application, Universal Application, school-specific app, and/or Naviance software - you’ll assign your recommenders. The rest is up to them! In rare cases, your recommender might prefer or need to send her letter of recommendation by snail mail. This may be the case if you’re sending an extra supplemental recommendation, or if your school uses Naviance and you need to assign a recommender outside of your immediate school faculty. This method is usually fine, though not preferred, by colleges - just notify your college to expect the arrival of this document. As you can tell, there are various ways to apply, and,therefore, there are different ways to deliver your letters of recommendation to colleges. Let’s consider how exactly your recommenders will submit in a few different scenarios. How Do Your Recommenders Submit Their Letters Online? Online rec letter submission is generally a straightforward process. First, you invite, or â€Å"assign,† your recommenders. Then, your recommenders get an email prompting them to upload their letters. The main question you need to answer is what system you’re using to invite your recommenders, whether you’re applying viaan online school application, the Common App, Naviance, or a combination of all three. Let’s look at all these options, starting withschool-specificapplications. Scenario 1: Assign Recommenders Through Your School Application In this scenario, you’re applying to school through itsindividual online application system. Schools in the University of Texas system, for example,use their own applications and don’t participate in the Common App. If your college allows or requires recommendation letters, then it will have a page on which you can invite your recommenders. Typically you’ll be asked to fill in their first and last names, position (like English Teacher), and email address. The University of Texas application has its own "Document Upload System." If your college doesn’t want you to sendrecommendation letters, like University of California schools, then you won’t find this function on your application. Some school applications will also prompt you to respond to a question about FERPA. Generally speaking, you should go ahead and waive your right to view recommendation letters, as they’re expected to be confidential between letter writers and the admissions officers who read them. All of the aboveinstructions should workfor the Common Application too. The only difference is that you'll probably have to assign recommenders for more than one college. Scenario 2: Assign Recommenders Through the Common Application Your first step in completing the recommendation letter requirement through the Common Application is signing your FERPA waiver. Once you sign this, you’ll be able to invite recommenders. First, head to the â€Å"Colleges† tab. From there, you’ll be able to assign recommenders by each individual college on your list. Each school, by the way, customizes its own page. If your school requires two teacher recommendations, for example, then you’ll see space to invite two teacher recommenders. Many schools also allow you to assign one or two â€Å"Other Recommenders.† This space is for letters beyond the requirements. Before sending any supplemental letters, check to learn your colleges’ stance: some colleges actively discourage the submission of extra materials. Once you invite your recommenders, your teachers will receive emails prompting them to submit their letters. Your recommenders are responsible for uploading their recs by the stated deadlines. Conveniently, you’ll see a status change once your letters are uploaded (usually yellow means not yet, and green means you’re good to go!). While your letters will be attached to your application, they won’t actually get sent to your colleges until you hit submit and pay the application fees (or use a fee waiver). That means that the final step of actually getting your letters to the admissions committee is ultimately in your hands. While inviting your recommenders through your online applications is a simple process, it’s not actually how you’ll sendyour letters if your high school uses the e-docs delivery software, Naviance. Read on to learn how Naviance links up to your applications to collect required documents, like your recommendation letters. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Scenario 3: Assign Recommenders Through Naviance / Family Connection Many high schools use the college e-docs software program Naviance. Your counselor controls one end of Naviance from her account, and you control and access another part with yours (called Family Connection). Naviance lets you search for colleges and keep track of deadlines and submitted documents. At the same time, your counselor can upload documents, like the secondary school report and school transcript. Your Naviance account and all the documents it collects, including your recommendation letters, will sync up to your Common Application and any other school applications that accept e-docs. If you are using the Common Application, you’ll need to â€Å"match† your Common App and Naviance accounts. You’ll enter the name of your high school on the Common App and sign the FERPA waiver. Once you’ve done this, your â€Å"Assign Recommenders† page should look like this: As you can see, you won’t actually be inviting your recommenders through the Common Application. Instead, you’ll invite your recommenders directly through Naviance. Since your Naviance account is directly connected to your high school, you can just select your teacher recommenders from a drop down list that has all the teachers in the school. You simply choose the teacher and add a personal note, making sure to indicate which colleges you want her to write letters for. While this process makes it easier on you - you don’t have to collect your teachers’ first and last names and email addresses - it also has some limitations. Can you see what they are? Limitation of Naviance: Supplemental Recommendations Instead of manually entering your teachers’ contact info, as described above, Naviance asks you to select your teachers from a drop down menu. While this makes your teacher recommendations easy to request, it doesn’t allow you to ask anyone outside of your school’s faculty. Some students wish to send supplemental recommendations, like from a private music teacher, coach, or supervisor. Others may have switched high schools and want to ask a teacher from their previous school, or perhaps one who recently retired and has been removed from the drop down list of current faculty. If any of these scenarios apply to you, then you’d have to invite your external recommender through your online application. If you find yourself exceeding the number that your application allows, then you could print out the evaluation form and have your recommender send her documents by mail. (Of course, exercise caution about sending too many extra letters!) This process may sound a bit complicated, but once you sit down at your computer, you’ll actually find it to be pretty intuitive. You’ll either assign recommenders through your online applications, or you’ll choose them through Naviance. Finally, you may have some recommenders who have full-fledged technophobia and insist on sending their letters by mail. While not preferred by colleges, this method is actually pretty easy. How to Submit Recommendations Through Mail Despite rumorsof a shutdown a few years ago, the post office is still going strong and available to deliver your orange envelopes to colleges. If your recommender wants to send a hard copy, make sure to print out any ranking form that needs to accompany the evaluation letter. Then give your recommender a pre-stamped, pre-addressed envelope. Typically, these envelopes should be sent to the school’s undergraduate admissions office. As with all your recommenders, make sure this teacherknows your deadlines, and follow up with her to check thatshe sent it in. Don’t worry if this package arrives before you submit your application. The college will start a file on each applicant and collect any materials that arrive within that file before eventually sitting down to review it as a complete application. Since there are a few different options, let’s review the key stepsthat you need to know for submitting your recommendation letters. How to Assign Recommenders: An Overview You may find yourself using a school application and/or the Common Application to apply. Additionally, you may also have a Naviance account connected to your school. Without Naviance, you simply invite your recommenders directly through your online applications by providing their full names, positions, and email addresses. With Naviance, you’ll need to sync up your applications and invite your recommenders through your Naviance account, manually indicating which colleges you want them to write letters for. If you run into any technical difficulties through the process, make sure to speak to your counselor about troubleshooting. The most common place that students get stuck is the FERPA waiver. Until you’ve completed that step, you can’t move onto your recommendation requests. Apart from inviting your recommenders, is there anything else you need to do in your quest for great evaluations? What Else Do You Need to Do? Besides choosing your teacher recommenders carefully, make sure to ask well in advance of deadlines - at least a month before, if not in the spring of your junior year. Send them a reminder email - perhaps masquerading as a thank you note - about a week before your deadlines, and sign into your application and/or Naviance accounts tomake sure they’ve uploaded their recommendations. Finally, make sure to thank your recommenders for all their help in getting into college! What's Next? Now that you know how to submit your recommendation letters, make sure you understand what separates the great letters from the forgettable ones. Check out this full guide on what makes a good recommendation letter and what makes one not so effective. A lot of your colleges of interest might participate in the Common Application. Check this full list of Common App schools to see if yours allows this convenient option. For more on the step by stepprocess of applying to college, from choosing your high school classes to taking campus tours, take a look at this detailed guide. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Devolution of Greek Economy Dissertation Example | Topics and Well Written Essays - 5000 words

The Devolution of Greek Economy - Dissertation Example The humans have managed to evolve by thinking of new and different things. The ability to innovate had always helped the sons and daughters of Adam to get out of the caves that remained their home for centuries. The human race with the passage of time learned the art and science of building homes and sowing seeds. These activities have assisted the mankind in moving in the direction of industrialization. The industrialization is a trend and is also a force that caused the needs of the masses to be fulfilled over a period of long tenure. The scientific development and growth is done in order to facilitate the achievement of industrialists’ objectives and goals (Oakey, 60). The economy is always known to be controlled by the local corporate sector of the country. There are two significant powers in the world. The first one is called the power of entropy that forces any system to disintegrate over the years and the other one is the strength of evolution that with the help of huma n effort makes things better and better (Peck, 115). The scientific development and the growth in every other field are repeatedly attributed to the people who dared to think differently (Baron and Tang, 55). The different and unique people have always been defined by the ability to see the world in a different way and method. The evolution has its roots in the ability and power of the people who are blessed with the tendency to see, observe and think. The quality of life on the other hand, is directly related with the local entrepreneur’s ability to translate new product and business ideas into commercialized corporate offerings. The offerings are also not the end in themselves but they have to be made better in order to overcome the traditional power of entropy and disintegration. The disintegration is created by the nature itself in order to keep the humans attempting to evolve and inspire. The economic growth is always caused by the force of inspiration that makes people to think and try to become more than what they are in their current state (Fuglsang, Sundbo and Sorensen, 663). The leaders are famous for playing their due hand in the process of evolution as they are primarily responsible for giving direction and purpose to people. The governments are supposed to provide the services of leadership by fueling the process of development and evolution. The Chios Island is the fifth biggest one in the country of Greece and it has a population of 55,000 but the area remained much neglected in the past as the shipping served the country as a major industry in the past years. However, the tide is turning and Chios Island is finally getting all the attention it needed because it is becoming an agricultural hub of the region. The immigrants are building their homes in the Island so that they can take care of the fields while, keeping their families in the newly developing residential areas. Research Question Following is the research questions of the study : - Q.1 Would economic crisis in Greece, be the motive in rehabilitation of abandoned rural areas and its settlements? Significance of the Study The importance, value and significance of the study exist because it is going to discuss the effects of growing population in the rural areas of

The Representatives of African Music Term Paper

The Representatives of African Music - Term Paper Example There Keita joined a music group Koteba and performed alongside the renowned African stars of that time. These included Kunda of Senegal and Mory Kante of Guinea. He quickly progressed and became a lead drummer of Ballet Djoliba when he was just 15.. He was named as the Artistic Director in the year 1979, the first drummer ever to be given a position of artistic director. Mamady’s name soon began to be heard outside West Africa and he was persuaded by a group of percussionists form Belgium to teach and perform in Europe. In 1991, he opened his own institution of percussions in Belgium with the name of Tam Tam Mandingue. He also formed his own performance ensemble titled Sewa Ken which meant ‘â€Å"Without music, there is no joy, without joy, there is no music.† The school got worldwide fame and very soon its branches were opened in many famous cities around the world. Mamady decided to take his native culture and music to more borders and in 2003 he shifted his fo cus from Europe to the United States. Mamady has also been cast in a movie named ‘West Africa’ when was seventeen. He starred in another titled La Vie Platin and also wrote and recorded the soundtrack of the movie. He released an album with the name of â€Å"DjembeKan which means ‘the sound of the djembe’. The video contained four solo performances and was meant to show the power and influence of Djembe on its listeners. Djembe is a special type of goblet-shaped drum that is very famous in the African especially Guinean culture. Mamady devotes his time to his personal life as well and lives with his wife Monette Marino in San Diego where he teaches students in his school. He actively tours around the world each year to promote and preserve the tradition of Djembe. He is really dedicated to the cause of promoting Drum and djembe playing and was the first percussionist to organize a drum, and dance workshop in association with Guinea’s Secretary of Ar ts and culture. The first camp was held in the year 1990 in which students from thirty-five countries participated.  

V for vendetta Movie Review Example | Topics and Well Written Essays - 1000 words

V for vendetta - Movie Review Example Throughout the movie, V hides in a mask and carries his terroristic activities by blowing up buildings, murder and subterfuge. He rescues Evey form the hands of corrupt policemen who tries to rape her and this is a sign of how the government is rotten (Melnick, 6). This paper analysis the this film focusing on the stage of insurgency, type of insurgency in the movie, the reason behind the employment of guerrilla welfare in the movie, the insurgent strategies and tactics used in the movie and the counter-surgency strategy the government or the occupiers used. The State of Insurgency in the Film The reason behind the people in the movies forming guerrilla insurgent attacks is because they live under an oppressive government which has driven then to dire despair. The film shows several scenes of people in this state for instance some are at their front rooms or in the pub watching helplessly propaganda on the televisions. The British society in the movie is controlled by the government to extent that simple things such as butter and work of art such as painting and music which should bring pleasure to the people have been outlawed. This is meant to create a safe and peaceful society with absolutely no chaos. The government has an absolute control on the media and thus defines what news is released to the public (Melnick, 10). The people then launch several Guerrilla attacks after being instigated by V who has some grudge against the government who had tortured him in fire and also wishes to bring the dictatorial power to an end. V, through his strong rhetoric raises rebellion among the British citizens. He says that the government should fear the people and not the other way. He urges the people to remove the tyrannical government in power since they are responsible for that government being there in the first place. The attacks are therefore not directed to a presidential regime but it is to the whole system of governance. Stages in the Insurgency The insurgency n the film can be seen to be in two stages. Initially, the insurgency is in the mobile stage. This is where V carries out several independent attacks on the government without using the existing government structures. He uses this as a way of causing a revolution in the government. V walks like a shadow causing mayhem. He wears the mask of Guy Fawkes who was a well known conspirator in the 1605 Gunpowder plot which was used to bring about a revolution of the government of that time. The attack had happened on November the fifth which was remembered by many and symbolizes the 9/11 attack. He attacks the old Bailey during the seam date as the government commemorates the 605 attacks (Melnick, 7). Later, he mobilizes the other citizens against the government by showing them that it is their right to define the kind of government that rules them. The public is again inv0lved in a series of Guerilla attacks using the Guy Fawkes masks and this makes it hard for the police to track V. This stage is now called the guerilla attacks stage. It can thus be concluded that the insurgency in the movie moved from mobile war to guerrilla war stage. Type of Insurgency The type of insurgency in this movie is liberation insurgency. This is because the people seek to be liberated form a suppressive form of government not necessarily the

Shakespearean Drama Essay Example | Topics and Well Written Essays - 1500 words - 1

Shakespearean Drama - Essay Example Jews were only allowed to be money lenders or peddlers. It was common that they didnt charge interest but only took property if the debt was not honored. Jews were stereotyped as very few people actually met a Jew in his life time. It was humorous to say that Shylock wanted a pound of flesh as payment, knowing that it would never be done. This is ironic symbolism of being circumcised which is one of the steps of conversion towards Judaism. At the end of the play he is being forced to convert to Christianity. Secondly, murder would never be accepted. Antonio had been rude and nasty. Why should Shylock have ever done anything nice for him as giving him the 3000 Ducats. They had a love hate relationship. This is something which one only does for a friend. Something else was making him furious and had changed in their relationship. Perhaps losing his daughter to his Christian Servant where they both run away to get married. Then Lorenzio goes to work for Antonios friend Basanio. Shylock has a lot to be angry for. It is no longer a question of money thus the stereotype of money no longer is applicable. "The quality of mercy is not strained †¦ it blesseth him that gives and him that takes." (Portia, IV, i)  Portia is saying that mercy is higher that demanding justice. Shylock recognizes the contract with Antonio but if he gives him mercy, it ends there. If he demands justice, the court of Venice takes over and it will be Shylock who looses his life. Her logic is excellent and surprising. There is no reference to Judaism but to humanity itself. Mercy takes precedence over justice. "How far that little candle throws his beams! So shines a good deed in a naughty world." (Portia, V, i)  Portia follows later in the same seen to explain that "Nothing is good, I see, without respect. " Is she making reference to Shylock that he is indeed a good man who was wronged by Antonio. He has lost his daughter to Lorenzo who is a friend of Antonio.

Economic Effects of Birth Control Technology in China Essay

Economic Effects of Birth Control Technology in China - Essay Example This essay discusses the topic of population explosion that has been one of the main concerns in developing countries, such as China and India. Traditional values, ignorance of birth control technology, and labor intensive farming all play a role in population explosion. After the realization that the continued population growth will have a drastic impact on economic and social systems, many developing countries have adopted population control policies. Today, China is a country with the largest population in the world. Though China has a huge population, it has a weak economic foundation with inadequate per-capita resources. In fact, China is facing many contradictions and problems of economic and social development that are closely associated with the issue of population. The researcher discusses several initiatives taken by Chinese governmen to control population. In conclusion, the researcher mentiones that this is not only good for accelerating rural economic development, increa sing peasants' income, and improving their living standard, but it can also make them realize from their immediate interests the benefit of having less children, gradually changing their attitudes towards fertility, increasing their awareness and enthusiasm for carrying out family planning. An abundant labour supply, combined with relatively small shares of younger and older dependents, not only helped to make China become the world’s factory in the 21st century, but also contributed to increasing the standard of living.

Anheuser-Busch and Harbin Brewery Group Case Study

Anheuser-Busch and Harbin Brewery Group - Case Study Example Harbin Brewery acquisition cost was the highest in China years 2002-2004 and accounted for $28.4 mm. Harbin Brewery was the leader in selling beer in all three segments in Heilongjiang where the per capita consumption was 36 liters, double the national average. However, the high consumption rate has left no opportunity for further growth and the company was forced either to live with the existing sales level or to expand nationally. The acquisition by Anheuser-Busch allowed Harbin Brewery to meet its growth objectives and gain national identity. B/C. Governance and Top Management: Anheuser-Busch, being very interested in expanding to China, has experienced the number of small and big acquisitions of the national and regional breweries. Chinese beer market is very fragmented and the top five firms account only for 38 percent of the market. Anheuser-Busch has bought the minority ownership position in the Tsingtao premier brewer on 2002 in order to gain the access to brewing capacities and distribution channels. Harbin Brewery Group has also experienced numerous ownership changes since 2001. In 2002 the firm has went public with 41 percent of shares distributed to public. On June 1 2004 Anheuser-Busch held 37.4 percent in Harbin. The current CEO of Harbin is Peter Lo who has supported the acquisition of his firm by Anheuser-Busch and is expecting to experience significant expansion of Harbin brands on the national and international markets. II. External Environment (Opportunities and Threats) A. General Environment: Chinese beer market is the greatest in the world since late 1990s with the solid sales growth of more than 40 percent in the recent five years. With the largest sales volume globally, the average sales price is still relatively low, confirming the growth potential for domestic and foreign brewers. In addition, there is significant growth in the target population for beer and rise in the average income. Chinese consumers do not have loyalty to the particular brands, while they favor the domestic brews (99.5 percent of all consumed beer). The acquisition of Harbin by Anheuser-Busch and low level of competition, gives the company the opportunity to gain the loyalty of major segment of beer consumers. B/C. Industry Environment and Summary of External Forces: In overall the Chinese beer market is very attractive - the growth of sales and increasing number of consumers reduces the number of competitors. Even though the threat of substitute is high, the supplier power threat is not significant. Nevertheless, the manufacturing infrastructure and personnel problems make it almost impossible for Harbin to uniform the high quality of the product. III. Internal Environment (Strengths and Weaknesses) A/B Corporate Structure and Culture: The Harbin Brewery, as the part of Anheuser-Busch, did not change the structure and culture. Taking into account the current problems with personnel training and lack of skilled professionals, the workforce is culturally diverse. C. Organizational Activities Analysis: Harbin is not outperforming its competitors (Tsingtao, China Resources Enterprises, Beijing Yanjing Group, and Guangzhou) from both financial and market

Economic Effects of Birth Control Technology in China Essay

Economic Effects of Birth Control Technology in China - Essay Example This essay discusses the topic of population explosion that has been one of the main concerns in developing countries, such as China and India. Traditional values, ignorance of birth control technology, and labor intensive farming all play a role in population explosion. After the realization that the continued population growth will have a drastic impact on economic and social systems, many developing countries have adopted population control policies. Today, China is a country with the largest population in the world. Though China has a huge population, it has a weak economic foundation with inadequate per-capita resources. In fact, China is facing many contradictions and problems of economic and social development that are closely associated with the issue of population. The researcher discusses several initiatives taken by Chinese governmen to control population. In conclusion, the researcher mentiones that this is not only good for accelerating rural economic development, increa sing peasants' income, and improving their living standard, but it can also make them realize from their immediate interests the benefit of having less children, gradually changing their attitudes towards fertility, increasing their awareness and enthusiasm for carrying out family planning. An abundant labour supply, combined with relatively small shares of younger and older dependents, not only helped to make China become the world’s factory in the 21st century, but also contributed to increasing the standard of living.

American Literature - Margaret Fuller Research Paper

American Literature - Margaret Fuller - Research Paper Example Fuller’s father took a profound interest in the education of his daughter and it was from him that Fuller received her early education, starting to read from the age of three as well as allowing her to have a strong grasp on languages such as Greek and Latin from a very early age. Her father can be considered to have had a profound impact on shaping Fuller’s feminist personality, as he gave her an education that did not differentiate her based on her gender, by giving her lessons in general subjects, rather than just on subjects such as etiquette, which was expected at the time (Von Mehren,, 1994). Fuller was well schooled and went on to attend several schools, learning both German as well as Italian. Fuller had started publishing one-off articles in magazines by 1934, but when her father died in 1935, leaving the family in financial trouble, she was forced to take a break from her writing and instead take focus on the responsibility of educating her younger siblings. T herefore she became a teacher in Bronson Alcott’s Temple School and Green Street School for a period of two years, from 1936 to 1938. In 1939, Fuller received an offer from a literary and philosophical journal called The Dial, which she accepted and where she worked during the two year period of 1840 to 1842. Fuller served not only as the editor but also wrote a great number of articles and reviews on a great many topics on the subjects of art and literature. It was because of her work here that Fuller first began to gain a reputation as an important figure in the transcendental movement (Gura, 2007). During this time period Fuller kept her own writing up, publishing her book ‘Summer in The Lake’ in 1944 and publishing her famous essay, ‘The Great Lawsuit. Man versus Men, Woman versus Women’ in 1943, which is widely considered as the first feminist work of America. The essay was originally written to be published in The Dial and focused on women's eq uality and the role women played in American Democracy. In 1844, Fuller moved to New York where she joined the New York Tribune as a literary critic, thereby attaining her position as the first full-time female book-reviewer. 1n 1846, Fuller had become the journalist’s first female editor. Fuller wrote a great many columns for this publication, and her works included discussions on wide-ranging topics such as art and literature, as well as socio-political issues relevant to both women and other oppressed minority groups. In 1846, fuller travelled to Europe as a foreign correspondent for the New York Tribune, again, the first female to do so, where she interviewed a great number of prominent writers and then sent back reports to America. It was also in Europe that Fuller met Giuseppe Mazinni, with whom she was later to have a relationship as well as a child. In May, 1850, Fuller and her family embarked on a ship to sail back to the United States. Unfortunately, the ship crashe d at a short distance from the shore of New York, killing Fuller and her family, with their bodies unfortunately never recovered. Fuller died at the age of forty. Margaret Fuller died young but left behind a legacy so great that perhaps most women’s rights and activist groups can accredit their progress of the greater part of the

The Preservation of Free

The Preservation of Freedom Essay This paper, using work from JP Sartre and Nikolai Berdyaev, will attempt a detailed explanation of existentialism relative to the formula, â€Å"existence before essence,† the defining creed, so to speak, of the existentialist movement. With Sartre, the central idea is freedom leads to torture and pain. For Berdyaev, creativity is the antidote to this pain. Creativity is to Berdyaev what Marxism became to Sartre, a way out. It seems only rational to treat these two famous existentialists as complimentary to each other. The purpose behind existentialism, in its widest meaning, is to preserve freedom in the 20th century, a century saturated with totalist movements that sought to make the human person a mere cog in a larger machine: capitalism, Leninism, Hitlerism and even globalism seek ends and goals outside the person, in the name of abstract historical forces that the individual person will help bring about (Flynn, 2006, 1-11ff). Existentialism is a rebellion against the 20th century for that reason. Philosophy should concern itself with the individual, not with â€Å"social forces† or â€Å"historical destiny. † 1. In the work of JP Sartre, freedom is not a destiny, but the fundamental fact of mankind. This fact cannot be denied. Ideology, theology, metaphysics and even psychology are means of denying this freedom, blaming other people, structures and social life or even history for the problems deriving from the choices that individuals make. This is the essence of Sartre: freedom is a curse, but a worse curse is denying that freedom in the name of some other end, some end dictated by â€Å"historical forces. † In the 21st century, such problems have not been solved, and the ego is as under siege as it has always been (Flynn, 2006, 67-69). For Sartre, freedom, ego and consciousness are one in the same object. What typifies all of these three is instability. What typifies bad faith is the desire to end this instability by attaching one’s ego to ideological objects that purport to â€Å"solve† the problem of human, historical existence. Instability and a lack of both satisfaction and community are the two hallmarks of freedom and the human condition. It is absurd precisely in that there is no solution. But if ego, consciousness and freedom are all one object, what does that mean for human behavior? It means that man is the choices he makes. Man is self created. But in this creation, man is fully responsible for what he has become in this struggle. There are no excuses. The specific argument from Sartre looks like this: a. Man is absolutely free. This means that consciousness can abstract from any object in space, or any object that exists in the consciousness of the individual itself. These are also one and the same thing. b. This means that objects exist only for consciousness. It matters not if some objects exist in themselves or not (a concept dealt with more below), but rather only that they exist for the person in question. Objects exist, then, only to the extent they are objects of consciousness, not whether or not they exist in themselves. But this further means that man creates himself, and that he creates the objects in consciousness. c. So if man is freedom, and objects exist only to the extent they exist for consciousness (and hence derive from the person, not from the outside world), then man not only creates himself, but also the world outside the self. What this leads to is torture. This is because, as man is responsible for what she becomes, and can make no excuses for this, there are no real guides, and hence, there is 100% responsibility with 0% knowledge of what is right and wrong. This is another reason life is absurd (McCulloch, 1994, 17. ) But the human person is aware that there are objects that come into consciousness, but sometimes, objects appear to be â€Å"outside† the ego’s control. In other words, that objects seem to be â€Å"brute givens,† objects in space that harm the person’s freedom in that they seem to control themselves. This is another form of torture, in that the ego is aware of its complete freedom, and yet is confronted with other objects (especially other egos) that seem to resist our control. But, like Hegel, this slowly begins to develop into some inchoate idea of community, but this is far into the future. In our case, this confrontation only really has two choices, neither of which is really pleasant: first, love. Love is unpleasant in that it is the appropriation of the other, the absorption of the other into one’s world. This is similar to Hegel’s slave/master dialectic that eventually leads to the consciousness of some form of primitive community. But for Sartre, while community is possible, it can only be reached through pain and torture. But the second way of dealing with other egos is sadism: domination, the master/slave dialectic of Hegel. In this latter option, the other ego is not seen as manifesting pure freedom, but rather being a mere object. But given the epistemology above, the object is space is what consciousness/freedom makes it, and hence, objectification or love has no moral basis, it is merely two ways of dealing with â€Å"facticity. † Both are consistent with existentialism and the idea that freedom exists prior to objects. This is another and more accurate way of saying â€Å"existence before essence. † (Sartre, 2007, 22) But the phrase â€Å"existence before essence,† by now, should be clear that both words of this couplet are misnomers. There is really no stable existence in that existence is pure freedom. The ego is free in a radical sense of being determined by nothing (including internal reasons), but, given this, there is no essence either. Freedom is not a thing that can be analyzed. It is a state, the state of all human existence (or at least, of mine). From this, one can conclude that there is no â€Å"creation,† no real external world, and hence, no god to create it (Jones, 1980, 235-236). What I am confronted by in the world are objects that seem to restrict my freedom, and I am to dominate them one way or another, either through love or though objectification. It seems that both of these are one and the same thing: both are objectified, the beloved object and the objectified object. Both of these options are about objectification and absorption: the beloved is taken into the world of the lover without regard to the beloved’s ideas of the matter, and the victim of the sadist is also an object, an object through which the ego expresses its domination over all objects presented to it. Putting it more directly, man has only an adversarial and alien existence on earth. There is no intrinsic purpose to human life and what is worse, that postulating kinds of purposes are always the best examples of bad faith and intellectual dishonesty (Levy, 2003, 166ff).

Hamlets Revenge Essay -- essays research papers fc

The Revenge of Hamlet Hamlet’s sixth soliloquy is full of irony, philosophy, and with the familiar subject of revenge. It reflects themes of the entire play, and it helped further my understanding of Shakespeare’s masterpiece, Hamlet. The main character, in his second-to-last monologue reflects Claudius’ regret which is an obstacle to revenge. This barrier creates frustration for Hamlet, but also is a reason for further procrastination, which is usually Hamlet’s way out of a situation. The subject of the soliloquy is essentially that if Claudius is killed by Hamlet while praying, he will go to heaven. This situation is ironic because of Claudius’ secret inability to pray, and the irony is unknowingly reflected throughout Hamlet’s viewpoint of the situation. Hamlet’s philosophy is educated, but very ironic, as are many of the words and images that Hamlet uses. The characteristics of this soliloquy, the subject, irony, Hamlet’s procrastination and his philosophy are true reflections of the entire play, and that is why my understanding of the play developed and improved by examining the sixth soliloquy. The subject of Hamlet’s sixth aside is very similar to his other six because of his inability to act upon his conviction. Hamlet is told to avenge his father’s unnatural murder knowing fully that this is his duty.â€Å" †Revenge tragedy has long been recognized, on the one hand, for the speed with which it becomes virtually synonymous with stage misogyny and, on the other, for its generic and sometimes profound investment in recognizably Renaissance process of mourning- revenge, after all, is the private response to socially unaccommodated grief- but typically mourning and misogyny have been considered in isolation from one another, in separate studies and only insofar as the duplicate Renaissance habits of thought articulated elsewhere in medical or philosophical discourse.†(Mullaney) However, throughout the play we discover his soft heart and often his inability to act. By this he is betraying his father’s command. This betrayal is more than evident in this soliloquy. His mind is tainted by the thought that if he were to avenge while Claudius is â€Å"praying†, Claudius would go to heaven. Essentially in this soliloquy, William Shakespeare reveals the moral problems associated with committing revenge in a corrupt world. Again, Hamlet finds a way to excuse himself fro... ... not to be’ speech. Each of the characteristics of Hamlet’s sixth soliloquy reflected the principle elements of Hamlet and because of that my understanding of the play improved. I was pushed to read more closely into the play and in doing so found many similarities between this particular speech and the thoughts and actions of Hamlet. My understanding of Shakespeare’s individual craft was also improved. Many characteristics of his writings shone through in Hamlet, particularly his creativity and questioning philosophies, his use of the procrastinating lead character, and his interesting use of irony. The basic principles of Hamlet were also revealed in the sixth soliloquy. The nature of revenge in a corrupt world and my understanding of these were improved through closer examination of the play. Works Cited DiYanni, Robert. â€Å"Literature: Hamlet, Prince of Denmark/ William Shakespeare.† 5th ed. McGraw-Hill, 2002. Gottschalk, Paul. â€Å"Shakespeare Quarterly: Hamlet and the   Ã‚  Ã‚  Ã‚  Ã‚  Scanning of Revenge.† Vol. 24 No. 2. p.155-170 Mullaney, Steven. â€Å"Shakespeare Quarterly: Mourning an   Ã‚  Ã‚  Ã‚  Ã‚  Misogyny.† Vol. 45. No. 2.(Summer, 1994) p. 139-164

Brothers Relationship in Baldwins Sonnys Blues :: Sonnys Blues Essays

Brothers' Relationship in Baldwin's Sonny's Blues Sipiora states that, "Characters often perceive (or fail to perceive) the context and implications of the circumstances and relationships they are in. Some characters act in good faith, whereas others do not. As we examine literary personae, it is especially important to judge them in terms of how they react to others" (77) As "Sonny's Blues" opens, the narrator tells of his discovery that his younger brother has been arrested for selling and using heroin. Both brothers grew up in Harlem, a neighborhood rife with poverty and despair. Though the narrator teaches school in Harlem, he distances himself emotionally from the people who live there and their struggles and is somewhat judgmental and superior. He loves his brother but is distanced from him as well and judgmental of his life and decisions. Though Sonny needs for his brother to understand what he is trying to communicate to him and why he makes the choices he makes, the narrator cannot or will not hear what Sonny is trying to convey. In distancing himself from the pain of upbringing and his surroundings, he has insulated himself from the ability to develop an understanding of his brother's motivations and instead, his disapproval of Sonny's choice to become a musician and his choices regarding the direction of his life in general is apparent. Befo re her death, his mother spoke with him regarding his responsibilities to Sonny, telling him, "You got to hold on to your brother...and don't let him fall, no matter what it looks like is happening to him and no matter how evil you get with him...you may not be able to stop nothing from happening. But you got to let him know you're there" (87) His unwillingness to really hear and understand what his brother is trying to tell him is an example of a character failing to act in good faith. The narrator's disapproval of Sonny's decision to become a musician stems in part from his view of musicians in general. His experiences with musicians have led him to believe that they are unmotivated, drug users, seeking only escape from life. He does not really understand what motivates Sonny to play music until the afternoon before he accompanies Sonny to his performance at a club in Harlem. That afternoon, Sonny explains to him that music is his voice, his way of expressing his suffering and releasing his pent-up feelings.

Psychosocial Orientation to Sexuality Essay

Environment has always been one of the major factors affecting our decisions and personality. Psychologists say its either â€Å"nurture† or â€Å"nature† which determines our personalities as we grow up. Nevertheless, our sexuality is also part of who we are. How we act or think in regard to sexual issues is also developed as we mature into adolescents. Various social factors affect a person’s sexuality. Primarily, it is the parents’ responsibility to make sure that their children are properly educated about sex. As a kid, I was oriented by my parents and older relatives that sex is a process designed by the heavens to unite married couples so they can procreate. As a young Christian, I have this notion that I was conceived by this process and only couples who were united by marriage have the permission from God to perform them. Talking about sex at home was actually limited if not restricted. There was a certain uneasiness enveloping the ones belonging in a conversation where a I would suddenly bring it up. It was awkward in a way that my parents believed I was not ready yet to comprehend the real nature of sex. However, I guess sexuality is an inescapable issue amongst children who are beginning to notice changes and differences between their private parts and their playmates’. A friend of the opposite sex definitely has dissimilar body parts than me. It has always been fun to explore and observe friends’ parts especially when it is in a group. Of course, not until we reached the 11th year of our age. Suddenly, things were getting too awkward for us. My playmates were starting to get aloof. Others have stopped invitations to look and some just plainly said, â€Å"My mom said they’re private. † How the privacy of such thing has never occurred to me until I was able to see certain pars of my body grow. Most of my physical parts were getting weirder each day and they did not feel comfortable at all. One of the huge factors which influence my sexuality is the depiction of sex in the television. Media have absolutely bombarded me with concepts that are in direct contrast to my early education of sex. Television series, movies, reality shows, magazines and even anime shows are transparent in portraying sexual activities as normal between two people in a relationship. Sometimes even same-sex relationships. Pornography is also widespread in our society today which I believe has a great impact on the fact that teenagers today in America are sexually active. In my case, it is reasonable to admit that I have my shares of hidden fantasies and desires but one good thing that I am proud of is that I am able to control them in a decent way. Religion also plays a major part in expressing one’s sexuality. It is widely know that Christianity does not allow couples outside marriage to have sexual intercourse. Pre-marital sex is a sin and is not tolerated by the Church. Contraceptives are also not encouraged therefore, if I were to ask how I think religion has affected my sexuality; I would claim that it did not lessen or eliminate my sexual desires rather it remained as a mere reason to control it and repress it. The topic of sexuality is widespread among religious, social and political debates. It comprises of a general idea which is too sensitive to be disregarded easily. However, I believe that one has his/her own rights towards his/her sexuality but are limited to what the law constitutes. A person can be gay, lesbian or bisexual but the mere idea that a person’s sexuality is being developed and identified with different names shows that it is a psychological issue that needs to be studied more thoroughly. It is a subject too complex that must also be given enough education and protection from families and authorities.

Systematic Approach of World Wide Web

Getting your course onto the World Wide Web (WWW) is best done using a systematic approach. There are a number of steps that need to be taken prior to starting any of the actual web work. Meetings should be held with various groups within your institution. Once the actual coursework is begun, there are some essential components and some optional components. There are specific skills and talents that you either need to acquire or you need to access. Each web-based course is unique, but they often have many components in common. Some are essential, others may be optional. Resources can be found on your campus, from the many web companies and from the web itself. World Wide Web, WWW, Distance Education, HTML, Web-Based Instruction The number of degree credit courses available on the World Wide Web (WWW) has increased at the same astonishing rate as other activities on the WWW. There are some specific steps that can be taken that will help to transport the professor from the idea stage to the delivery of a course over the WWW. Also, just like any other educational technology, web-based instruction works better for some situations than others. Web-based instruction is useful when you want to create a virtual environment which is not easily or, perhaps, safely accessible. An example is sending learners to a virtual nuclear lab or on a â€Å"virtual tour† of the Louver in Paris. Web-based instruction it allows learners to gain knowledge and skill more effectively than traditional methods. Simply transferring material such as lecture notes to the web is not using the technology to its best advantage. Lengthy text such as lecture notes are, in fact, best printed because most learners experience eye strain and sensory disinterest reading long passages of text on a screen. Some specific situations tend to lend themselves to web-based instruction. You want to encourage communication through conferencing. Through internet conferencing learners may participate in discussions or group work with one another with or without the participation of the instructor. Role plays, simulations of historical events and debates are also examples of how learning can be facilitated through the conferencing option. You want learners to use â€Å"source documents† to complete assignments such as conducting an analysis or designing a project. These source documents may not be readily available to learners or perhaps, based on the assignment, will not be equally significant to all the learners. For example, you may ask learners to research and analyze issues pertaining to Canadian elections. To complete the assignment, various learners may access archived information such as newspaper and journal articles which specifically relate to their particular interest or point of view. One example is a site operated by the University of Victoria (http://web.uvic.ca/history robinson/index.html) which contains letters, maps, biographies and newspaper articles about the murder of William Robinson committed on Saltspring Island in 1868. The information at the site allows learners and the public to pursue their research as they please and to access original documents which are not generally available. Individuals are free to interpret the meaning of the documents and reach their own conclusions. You want to provide maximum flexibility to allow learners to undertake learning and research in the order which best suits them. Because the web allows learners to â€Å"move around† at will, they do not need to follow a structured hierarchy. Generally learners need and want some direction but the web allows a more flexible approach. You want learners to pool data and/or analysis to find patterns and trends or to undertake further study. For a starting point and to keep us on track in this paper, I will discuss degree credit courses delivered by the University of New Brunswick. I will assume that for your case there is ready WWW web access for the professor as well as web access for students. Again, for consistency, I expect my students to have at least Netscape 3 (or its equivalent), their own internet service provider (ISP), and the skills necessary to access the WWW. These are my starting points – but most concepts discussed will transfer across institutional lines. There a number of things that you should do before you begin to do any coding, contracting or late night computer hacking. There are meetings to setup, there is paper work to be done and decisions to be made. Then, and only then, do you get to â€Å"play† with the computer. I would advise that you consider the following meetings as part of your endeavors. They will help you set the ground rules, help you avoid some of the mine-fields, and start you off on a working relationship with groups that can be either wonderful allies or formidable combatants, and hopefully help keep you on track as you work towards a finished product. 6.2.1 Your initial meeting with your own department I feel it is imperative for any relationship you and your delivering agency (Department of Extension, Continuing Education or â€Å"University of the World†) to start with a good relationship with your own department. In this meeting you may need to get the approval of the supervisors of your department to be able to deliver in something other than the traditional face to face, on campus mode. Those in authority may have to guarantee the academic support for some period after the first start of delivery of the course (at UNB, the period is three years). At the University of New Brunswick, instructors delivering courses through the Department of Extension are recommended by the faculties. This is something you might also wish to discuss with your own department at this time. It is often assumed that the person(s) developing a course will be the one(s) that wish to teach the course and the one(s) that the faculty will appoint to teach the course. This is not always the case. You should also discuss possible sources of help for the development of your course. There are times when stipend relief may be available from various sources. There may also be funds available from other agencies. 6.2.2 Your first meeting with your delivering agency Having gained the approval of your faculty, you should next meet with your delivering agency. In this meeting, you should discuss the ways that they can help you in the development of your course. They may also share with you what they know about possible funding sources. As Web-based learning is different from regular face-to-face lecture learning, they will want you to make use of good instructional design methodologies. This is often an area where they can help. Here are some items you may wish to discuss at that meeting: a. possible methods of web-based delivery for your course, b. method of payment to the instructor, c. ancillary support materials and their delivery to the students, d. how the materials, assignments, marks and communications flow between parties g. on-going checkpoint meetings with your delivering agency. At regularly scheduled intervals, you should meet with your delivering agency as they will wish to monitor the development of the course. Your delivering agency should be checking with you to: * keep abreast of your time lines. They need this to be able to best market your course and to see that it receives the coverage it deserves, * ensure the consistency of an Academia â€Å"look and feel† * ensure the consistency of any standards for web-based courseware development (for an example, please see http://www.unb.ca/home/webinfo/guide.html) * keep abreast of your needs and successes. These meetings are intended to insure the standards and formats consistent with the delivery of your institute's courses, and should in no way be an attempt to interfere with your teaching. There is an ongoing debate as to whether one should do all or some of the web work oneself, or if the work should be jobbed out. I enjoy working with the web, I have instructional design training and have been involved in courseware development for quite a few years and so, as long as I have more time than financial resources, I will do the work myself. There are many very good professional agencies that can be contracted to produce courseware for you. These agencies can be contracted to do a wide range of the jobs necessary to complete any type of web-based application. There are probably agencies within your institution who specialize in instructional design and courseware development. These units should be consulted. For certain areas of the development that you do yourself, you will need some specific skills. You will need to be very familiar with these or will need access to people who are and can do these aspects of the job for you. 7.1.1.1 HyperText Markup Language – HTML Stands for HyperText Markup Language, and on a scale of one to ten, learning the basics of HTML is about a three. The web is a great resource (see the Resource list below), and there are a plethora of good books on the subject. I keep the most current version of Teach Yourself Web Publishing with HTML in a Week by Laura Lemay near my computer. As with all aspects of the WWW, the print support is changing constantly, but the most recent edition is usually the best. Again, there a large number of excellent resources and my favorite is Jerry Kemp's The Instructional Design Process (New York: Harper & Row, 1985). It is however, out of print, and this is one case where I do think the next edition was not as good as the first. Another good choice is, Robert Branch's Common Instructional Design Practices Employed by Secondary School Teachers, Educational Technology, 34, (Englewood Cliffs, NJ: Educational Technology Publications, 1995). The more familiar you become with HTML, the more you will be able to enhance your course's web site. This can be a good thing, and it can also be not so good. Adding components and extra â€Å"bells and whistles† to your web site should be done as a conscious choice to support your educational objectives and not just because the â€Å"bells and whistles† are there. Stands for Common Gateway Interface and is the coding that allows the information collected from forms on webs sites to be manipulated. This can be as simple as allowing students to send specific assignments to you, or can be as elaborate as on-line registration. Every Web-delivered course will have a number of components. These will vary depending upon your needs, your style and the degree of interactivity in the course. There are some components that should be part of your site, in order to make the course appealing to your customer. I feel that some components of a web-based course are essential and others are optional. These can be divided into static and dynamic. These components change very little. They can be put on your web site and only updated as needed. This will often come directly from your University calendar. This can be as informal or as formal as you like. What kind of first impression do you wish to make? How much do you wish to add? Do you wish to link to your own personal Web site (if you have one)? Again, this can often come from your university calendar. It is always a good point to specify any particular computing hardware, software or skills that will be required for students to be able to take your course. Here is a nice place to put a scanned cover of the text – along with the ISBN, the publisher and all of the information needed for your potential students to acquire this text. Here is a good place to put a link to your institute's bookstore – assuming it has a web site. This is where you put as much information as you can about how students can reach you. Will you have office hours? Virtual office hours? Can they reach you via Email? How do they reach each other? Is there a listserv, a secure server? Students all seem to want to know what they have to do to get a mark. This is a good place to tell them about assignments, quizzes, mid-terms and finals, and any other expectations you have of them. These components may change often. They might be updated, or supplemented once a week or every few days. This gets used much more in the first part of the class. As the class gets â€Å"into it† this seems to be used less frequently. These can be placed on the web site before the class begins for all assignments, or can become readable at given times or as new assignments are given. These are the actual components of the web site that allow interactivity in the course. The real power of the WWW is global communication. And this is what makes web-based courses so exciting. Your course's communications may include any number of the following: These use standard Email to allow all members of the class to send and receive messages from any other member of the class, including the instructor. Messages are automatically sent to all of the individual's personal Email addresses. These are places where people can interact. Student-to-student, student-to-teacher and teacher-to-student or teacher to the entire class. These are sections on the web that students go to and are able to read messages and participate in on-line, asynchronous ‘conversations.' 7.2.1.2.6 Interactive ‘real time' two-way audio or video There are numerous pieces of software available now that allow desktop two-way video and audio. These tend to require very high bandwidth, and because they are ‘real-time' they require the participating parties to all be on the web at the same time. This is a place where your marking scheme can be listed. It is also a place where you can post marks or assignments in (if you have a secure server that only your class can access). As each week progresses, or just prior to each week's work, students may need to have the equivalent of lecture notes to supplement what is covered in the text book, or what has been assigned on the web. Some web software will allow you to put the all the notes on the web site – and as certain dates arrive, students then have access to the notes. These may be essential, depending upon your requirements. These may be as sound files (.WAV or .AU), audio streaming (Real Audio, Soundstream, Shockwave) or MIDI files. These may be as animated .GIFs, QuickTime, Shockwave or Java applications. 7.2.2.3 Quizzes, especially â€Å"self-correcting† quizzes These may be as part of a web educational software (WebCT) or can be developed by yourself or your institution. These may be as included as text pages or may be referenced to other sites. This is one area where copyright can really come into play. The cost of clearing copyright on a set of Harvard business case studies can be out of the question. These may be as QuickTime © video or may be done with the new Real Video that allows real-time video streaming. These will allow you to maintain and provide access to databases over the web. These may be as simple as step-by-step instructions for any topic with branching provided to additional sites. They can also be we intelligent tutorials with on-line interactive testing. An â€Å"open server† will allow anyone, anywhere on the web to access your information. A â€Å"secure server† will only allow persons with some type of authorization code to access your information. (This list does not constitute an endorsement on anyone's part. These resources are a jumping off points to help you get your course on the web.) Please do not overlook the many resources on your own campus. This site has links to courses, resources, helper sites that aid you in choosing which type and format of media to use, sites that check your HTML for errors or idiosyncrasies, and much more. http://www.unb.ca/web/wwwdev/resources.html 8.2 Conferences, on-line or face-to-face NAWeb '98 – The Virtual Campus (October 3-6, 1998). This international conference is in its fourth year. It is intended solely for those developing courseware for delivery on the WWW or for those delivering courseware over the WWW. http://www.unb.ca/web/wwwdev/naweb98/ 8.3 Books, listservs and associations Badrul Khan's Web-Based Instruction (Englewood Cliffs, NJ: Educational Technology Publications, 1997) is quite good. I host the WWWDEV listserv. This listserv hosts the NAWeb conferences, and has 1400 members from around the world – developing for delivery over the WWW or actually delivering courseware over the WWW. The DEOSNEWS listserv is involved in all aspects of distance education. You can join that one by sending this message DEOS-L is a service provided to the Distance Education community by The American Center for the Study of Distance Education, The Pennsylvania State University. Opinions expressed are those of DEOS-L subscribers, and do not constitute endorsement of any opinion, product, or service by ACSDE or Penn State. The Canadian Association for Distance Education (CADE) can often help The Association for Media and Technology in Education – Canada (AMTEC) is another favorite of mine. Use every and any resource you can. Join groups for support, and support others in similar projects. This is a rapidly emerging field, and it is evolving and growing just as fast as it is emerging. Here is where you add ideas you pick up at the conference. This site has links to courses, resources, helper sites that aid you in choosing which type and format of media to use, sites that check your HTML for errors or idiosyncrasies, and much more. http://www.unb.ca/web/wwwdev/resources.html 8.2 Conferences, on-line or face-to-face NAWeb '98 – The Virtual Campus (October 3-6, 1998). This international conference is in its fourth year. It is intended solely for those developing courseware for delivery on the WWW or for those delivering courseware over the WWW. http://www.unb.ca/web/wwwdev/naweb98/ 8.3 Books, listservs and associations Badrul Khan's Web-Based Instruction (Englewood Cliffs, NJ: Educational Technology Publications, 1997) is quite good. I host the WWWDEV listserv. This listserv hosts the NAWeb conferences, and has 1400 members from around the world – developing for delivery over the WWW or actually delivering courseware over the WWW. The DEOSNEWS listserv is involved in all aspects of distance education. You can join that one by sending this message DEOS-L is a service provided to the Distance Education community by The American Center for the Study of Distance Education, The Pennsylvania State University. Opinions expressed are those of DEOS-L subscribers, and do not constitute endorsement of any opinion, product, or service by ACSDE or Penn State. The Canadian Association for Distance Education (CADE) can often help The Association for Media and Technology in Education – Canada (AMTEC) is another favorite of mine. Use every and any resource you can. Join groups for support, and support others in similar projects. This is a rapidly emerging field, and it is evolving and growing just as fast as it is emerging. Here is where you add ideas you pick up at the conference.