Napoleon And The French Revolution - 850 Words

August 15th, 1769, a date that to this day many do not remember, but remains one of the most defining periods in France s history, and certainly a date that bore significant implications in what was to become the French Revolution; for on this day was the birth of one of the most influential political figures in France s history, as well as an astute and daring military commander-- Napoleon Bonaparte. Little did his upper-middle class parents know that on that day their miracle would write the history books and become one of the most powerful military commanders and influential political figures in legal history. As aforementioned, Napoleon is considered to be one of thee greatest critical thinking military minds and strategists to have lived. Napoleon graced the French military with distinction, and it was his power and reputation that drove him on. Napoleon rose fairly quickly through the ranks, having been made commander of the French army at the age of 27 where he defeated the Austrians in an attempt to seek peace. Following this victory, France’s borders extended east towards the Rhine River as a result of Bonaparte’s negotiations over the Treaty of Campo Formio. Following the Coup D’Etar of 1799, Napoleon came to power. It is perhaps here, where Napoleon’s rise would begin to truly ingrain itself into history starting with his long lasting contribution of the Napoleonic Code, today known as the Civil Code. The Napoleonic Code was written at a time in historyShow MoreRelatedNapoleon And The French Revolution1349 Words   |  6 Pages With all the glory and the splendour that some countries may have experienced, never has history seen how only only one man, Napoleon, brought up his country France from its most tormented status, to the very pinnacle of its height in just a few years time. He was a military hero who won splendid land-based battles, which allowed him to dominate most of the European continent. He was a man with ambition, great self-control and calculation, a great strategist, a genius; whatever it was, he was simplyRead MoreNapoleon And The French Revolution1023 Words   |  5 PagesApril 2015 Napoleon and the French Revolution From 1789 to 1799, France saw its bloodiest and most violent time in its history. The people of France were fed up with the living conditions of their society and the requirements that their government continued to pile onto them. An unsatisfied society, more often than not, will lead a revolt of some kind, at some point. This period in history saw rise to power the infamous Napoleon Bonaparte, with his many trials and tribulations. Napoleon BonaparteRead MoreThe French Revolution: Napoleon Essay954 Words   |  4 Pages The French Revolution was a period of social and political turmoil in France from 1789 to 1799 that greatly affected modern and French history. It marked the decline of powerful monarchies and the rise of democracy, individual rights and nationalism. This revolution came with many consequences because of the strive for power and wealth, but also had many influential leaders attempting to initiate change in the French government and the economy. In 1789 the peo ple of France dismissed King Louis XVIRead MoreNapoleon Bonaparte And The French Revolution1133 Words   |  5 PagesThe French Revolution, a revolutionary movement of extensive social and political upheavals triggered by the dissatisfaction of the monarchy. Inspired by the ideals of the Enlightenment, the Third Estate overthrew the monarchy and established many different governments and constitutions. These proved to be unhelpful and useless as anyone who came into power was blinded by it and became unreliable until Napoleon Bonaparte. Born as the fourth child of the Bonaparte, Napoleon grew up desiring to beRead MoreNapoleon Bonaparte and The French Revolution2105 Words   |  8 PagesNapoleon and The French revolution Napoleon Bonaparte was a visionary to some, and a ruthless ruler to others. The purpose of the French revolution was to free the oppressed and stop the bloodshed that was occurring in France. The real question is whether Napoleon was the legitimate heir to the visions of the French revolution. Napoleon was in essence a very powerful man that took control of France but threw out many of the ideals of the French Revolution. His actions during his takeover whereRead MoreNapoleon Bonaparte And The French Revolution1189 Words   |  5 PagesNapoleon Bonaparte is remembered as a more significant ruler who redefined the history of not only France but also Europe, and the world at large. Interestingly, he went about realizing his objectives by both continuing and breaking from the aims of the revolutionary predecessors. His battleground was critical to determine his prowess by either supporting or opposing the path that had been laid before him. Napoleon made tremendous contributions towards changing the political structure of FranceRead MoreNapoleon Bonaparte And The French Revolution1481 Words   |  6 Pages Napoleon Bonaparte (1769-1821), also known as Napoleon I, was a French military leader and emperor who was determined and had strong ambition the helped him conquer most of Europe in just 30 years. He rapidly rose to power through promoti ons during the French revolution (1789-1799). After gaining power in France he crowned himself the emperor in 1804. He was an ambitious and skillful militant how staged war against various coalitions of European nations and expanded the French empire howeverRead MoreThe French Revolution And The Rise Of Napoleon1806 Words   |  8 Pagesinvestigation explores the question: How did Napoleon Bonaparte gain power and what improvements did he create in France during his reign? During Napoleon’s reign, he had made changes to the education system along with the changes he made in the French government. This investigation focuses on the post-French Revolution period and Napoleon’s rise to power. An evaluation of the first source will be on John C. Davenport’s The French Revolution and the Rise of Napoleon, published in 2011. The origin of thisRead MoreNapoleon and The French Revolution, Questions and Answers1767 Words   |  7 PagesNo one can deny that Napoleon was a great leader, and can be considered one of the greatest in history. He accomplished many goals in his life, and completely changed the face of Europe in less than two decades. Napoleon would have never been able to accomplish these goals though, if the French Revolution had not taken place. Being born a foreigner, Napoleon was only able to rise to power, because of government reforms and his successful military service. In many ways, Napoleon owes his fortune toRead MoreNapoleon s Influence On The French Revolution1163 Words   |  5 PagesNapoleon had many impacts on the French Revolution between 1797 and 1815, due to his commanding of his military. Napoleon had many Political, and Military impacts on the French revolution. Military general and first emperor of France, Napoleon Bonaparte was born on August 15, 1769, in Ajaccio, Corsica, France. One of the most celebrated leaders in the history of the West, he revolutionised military organization and training, sponsored Napoleonic Code, reorganised education and established the long-lived

Demand and Supply Analysis of Australian Organic Market

Question: Discuss about the Demand and Supply Analysis of Australian Organic Market. Answer: Introduction: The essay paper has been critically designed to discuss the relation between supply and demand of a product in order to fix the product pricing. Supply and demand can be identified as the fundamental of economics to determine the product pricing of a particular product in a given market. The term supply mainly delineates the quality of a particular product offered to the consumers in a specific market. Conversely, the demand for a product signifies the actual quality needed for market consumers (Hochwald, Davidson and Smolensky, 2015). Meanwhile, the theoretical concept of demand and supply can control the pricing of a product in any given marketplace. Fundamentally, if supply remains constant for a particular product and demand increases, the price of the product will surge in an automatic way. Also, if supply shortage of a product can be seen, the price of a product will also increase. The identified article has been taken into consideration to know more about the demand surge of organic food products in the Australian market and the impact of the surging demand in the product pricing (Hendy, 2012). The growing demand for organic food products and organic wine has created significant investment opportunities for many entrepreneurs. Moreover, the healthy food habits and lifestyle of the Australian public has driven the demand for organic foods, cosmetics and beverages to the next level. In the current market scenario, Australians have shown more interest in chemical-free food products, cosmetics and beverages in the recent time. According to a report published by the Biological Farmers of Australia (BFA), 60 percent of Australians have gone for organic products whereas in 2008, the percentage recorded was 40. The sudden surge in demand for the organic products has opened up new prospects for the agricultural industry. Under the existing circumstances, the current growth rate of organic market is mere 1%. Meanwhile, due to the outstanding demand formation, the BFA has predicted that the organic industry will grow by 3-5% by 2020 (Hendy, 2012). Such expansion of the organic market in the retail industry can deliver massive economic structure to deal with in the upcoming future. Herein, the major question to be asked whether the massive surge in demand for the organic product will increase the price of those goods or not (Aspris et al., 2013). Through the identificatio n of vast retailers and market consumers available in the Australian market, a prediction of future pricing will be evident. The expanding business dimensions of the organic industry are not restricted by investments or availability of resources. Moreover, the booming growth in organic food, cosmetics and beverage industry has not impacted the pricing too much (Ravindra and Iyer, 2014). It can be seen through recent study that the production of organic products has increased in the recent years that has made the products easily available in the market. Currently, the supermarkets have turned towards the growth of organic product section with easy availability of products that has kept the supply adequate in the market (Hendy, 2012). A figure has been presented below that shows how the production of organic products have increased in the recent years. Figure: Increase in Organic farming Source: (Dring, 2013) The current situation of demand and supply in the organic market of Australia can be explained with the help of the diagram given below. It can be seen from the figure that the demand of organic products is increasing that may lead to a rise in the price of the products (Halpin, Daugbjerg and Schvartzman, 2011). A shift can be seen in the demand curve from D to D1 that leads to an increase in the price from P to P1. But, in actual scenario, the supply is also increasing due to new ventures and easy availability of products that has led to a shift in the supply curve from S to S1 results in stabilising the price at P. Figure: Australian Organic Market Demand-Supply Source: (Conacher and Conacher, 2011) Hence, it can be seen from the above explanation that the price of organic products has not raised in the past years because of increasing supply of the product. Many new farmers have moved towards the cultivation of organic products (Lockeretz, 2007). Along with that, new brands of organic products have been introduced by several small entrepreneurs that increase the level of competition and keep the price controlled. It is expected that the demand for organic products will rise at a higher pace as compared to the quantity supplied (Newton, 2015). This is because of the scarcity of water resources in the nation. Along with that, the increase price of water and draught in the nation will impact the production of organic products. The demand will keep on rising that will impact the price of the products in the future. A graph has been presented below for better understanding. Figure: Demand Supply Curve Source: (Hochwald, Davidson and Smolensky, 2015) It can be seen from the above graph that the quantity demanded for organic products will increase in the future that will shift the demand curve from Demand before to Demand after. But, the supply will remain constant in the future. It will result in the rise of the price of organic products from P1 to P2 in the future. Hence, estimation shows that the organic market of Australia will evident a price hike in the future due to the higher rate of increase in the demand (Halpin, Daugbjerg and Schvartzman, 2011). The organic market in Australia has advanced in the best possible way carrying the most suitable performing categories such as food sector, cosmetics sector and wine industry. Moreover, the sustainable availability of the organic ingredients has controlled the pricing of the products in an efficient. Nevertheless, the surge in sudden demand from the target demographics of natural products can play a crucial role in the price range of the products. Though the organic products are priced at affordable price tags, in future the surge in demand can increase the costs. Conclusively, the stability in demand and supply of organic products has kept the prices in check in the Australia that can be changed in the future if the demand exceeds supply. References Aspris, A., Finch, N., Foley, S. and Meyer, Z. (2013). Fundamental-based Market Strategies.Australian Accounting Review, 23(4), pp.380-392. Conacher, J. and Conacher, A. (2011). An Update on Organic Farming and the Development of the Organic Industry in Australia.Biological Agriculture Horticulture, 8(1), pp.1-16. Dring, T. (2013). A Fresh Start for Organic Farming Research.Organic Farming, 1(1). Halpin, D., Daugbjerg, C. and Schvartzman, Y. (2011). Interest-group capacities and infant industry development: State-sponsored growth in organic farming.International Political Science Review, 32(2), pp.147-166. Hendy, N. (2012).Talk about organic growth. [online] The Sydney Morning Herald. Available at: https://www.smh.com.au/small-business/growing/talk-about-organic-growth-20120523-1z4fv.html [Accessed Sep. 2016]. Hochwald, W., Davidson, P. and Smolensky, E. (2015). Aggregate Supply and Demand Analysis.Econometrica, 33(3), p.655. Lockeretz, W. (2007).Organic farming. Cambridge, MA: CABI. Newton, J. (2015).Profitable organic farming. Oxford: Blackwell Science. Ravindra, K. and Iyer, P. (2014). Decentralized demandsupply matching using community microgrids and consumer demand response: A scenario analysis.Energy, 76, pp.32-41.

Impact of Technology free essay sample

Students in the early grades, from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs. In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem. ODwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test. We will write a custom essay sample on Impact of Technology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Michigans Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005). In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests. Cavanaughs synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Boster, Meyer, Roberto, Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. Wenglinsky (1998) noted that for fourth- and eighth-graders technology has positive benefits on achievement as measured in NAEPs mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used. Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information. Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry by engaging students in authentic, complex tasks within collaborative learning contexts (Roschelle, Pea, Hoadley, Gordin Means, 2000; Means, et. al. , 1993). While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouris Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students now take advantage of the eMINTS program offerings. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms scored higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers (eMINTS, 2005). Results from other studies (Perez-Prado and Thirunarayanan 2002; Cooper 2001; Smith, Ferguson and Caris 2001) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process. Roschelle, Pea, Hoadley, Gordin, Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a schools capacity for change. Back To Top FACTORS TO CONSIDER Inclusion: Reaching All Students A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning, technology will be of limited use in achieving the goals of NCLB if is not available to all students. Students at Risk. Research demonstrates that the challenge of helping teachers and students achieve ICT literacy, and the challenge of establishing frameworks for assessing their skills, is most acute in schools serving low-socioeconomic, minority students (Becker, 2000b; Becker Ravitz, 1997). While public debate about the digital divide centers on basic technology access, the gap is even wider when measured by the pedagogical practices associated with technology use in different schools. More than half (53%) of teachers in public schools who have computers use them or the Internet for instruction during class. But in schools whose students are from higher-income families, 61 percent of teachers with computers use them in class compared to 50 percent of those teaching in schools with lower-income students (Lenhart, Rainie Lewis, 2001). And as wired as many young people are, the same study that found 87 percent of young people use the Internet also found that 3 million remain without Internet access. Many of those without access come from financially disadvantaged backgrounds, and a disproportionate number are black (eSchool News, 2005a). Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression. A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low-SES schools correlated most strongly with using technology for reinforcement of skills and remediation of skills, while teaching in higher-SES schools correlated most with analyzing information and presenting information to an audience (Becker, 2000b). At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills (specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills (Lau Lazarus, 2002). Back To Top Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for todays information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of todays social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005). In Oregon secondary schools, wirelessly networked note taking is used to support Hispanic migrant students who speak English as a second language (ESL). As part of the InTime project, ESL students attend regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicate using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ESL students can read their note takers translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox and Anderson-Inman, 2001). Students with Disabilities. For several decades, the American educational system has taken a narrow view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the staff, faced a group of students with an incredibly wide range of abilities and disabilities and made the best of it. Today, that view of special education is giving way to a broader, more philosophical approach—an approach designed to weave inclusive practices into t he fabric of the whole-school environment. (MOSAIC, 2000a). The shift in recognizing the needs of students with disabilities in relationship to their general education peers began with the 1997 amendments to the Individuals with Disabilities Education Act. Before the law, many children with disabilities who were not in schools at all because schools had chosen to exclude them (MOSAIC, 2000b). IDEA clearly established that all students with disabilities have the right to public education. More than 6 million children with disabilities ages 3 to 21 years old are served in federally supported programs (Snyder Tan, 2005). However, students with disabilities frequently experience insufficient access to and success in the general education curriculum. This is especially true for adolescent learners, even non-disabled students, who must cope with the emphasis on learning from text (Biancarosa Snow, 2004; Kamil, 2003). Universal Design for Learning (UDL) takes advantage of the opportunity brought by rapidly evolving communication technologies to create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum (Rose Meyer, 2002). UDL assumes that students bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and make use of, these differences (Bowe 2000; Rose Meyer, 2002). To promote improved access to the general curriculum for all learners, including learners with disabilities, Rose Meyer (2002) have identified three key principles or guidelines for UDL: Presenting information in multiple formats and multiple media. Offering students with multiple ways to express and demonstrate what they have learned. Providing multiple entry points to engage student interest and motivate learning. For example, printed reading materials pose substantial challenges to the learning of students with disabilities (J. Zorfass: personal communication, October 2005). Technology can assist with such difficulties by enabling a shift from printed text to electronic text, which Anderson-Inman and Reinking (1998) assert can be modified, enhanced, programmed, linked, searched, collapsed, and collaborative. Text styles and font sizes can be modified as needed by readers with visual disabilities; read aloud by a computer-based text-to-speech translators; and integrated with illustrations, videos, and audio. Electronic text affords alternative formats for reading materials that can be customized to match learner needs, can be structured in ways that scaffold the learning process and expand both physical and cognitive access, and can foster new modes of expression through revision and multimedia (J. Zorfass: personal communication, October 2005). It represents one way that technology can support the achievement of students with disabilities. Technology also has a role to play in the testing of students with disabilities. A notable outgrowth of NCLB is the legislations mandatory requirement that states account for individual subgroups, which has further challenged schools and districts to acknowledge students with disabilities (McLaughlin, S Embler, K Nagle, 2004; Nagle, 2005). State academic content and achievement standards now define the goals of education for all students, and most students with disabilities are now expected to reach the same level of proficiency as their non-disabled peers. In order to ensure that disabilities do not prevent students from participating in standardized assessments, students with disabilities are entitled to take these tests in the same way as their peers, with accommodations, or with an alternate assessment (Thompson, Thurlow, Moore, 2003). These accommodations or alternatives must not alter the content standard being measured nor the achievement standard (McLaughlin, Embler Nagle, 2004). While technology can support such accommodations and alternatives, striking a balance between accommodation and standardization across all students testing experiences remains a subject of debate today (Murray, 2005). Back To Top Educational Technology and Data Driven Decision Making The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions. NCLB has prompted educators to think much more systematically about educational decision-making and the use of data to inform their decisions about everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish targeted, responsive, and flexible ways to improve this academic standing (Mitchell, Lee, Herman, 2000, p. 2). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey Makar, 2005; Olsen, 2003; Hammerman Rubin, 2002; Herman Gribbons, 2001; Kearns Harvey, 2000). Recent research conducted by EDCs Center for Children and Technology has found that educators working at different levels of a school system have distinctive intuitive approaches to the process, despite the absence of systematic training in a particular approach to data-driven decision-making. For example, school administrators use high-stakes test data to allocate resources and plan professional development and other kinds of targeted intervention activities by identifying general patterns of performance, class-, grade-, and school-wide strengths and weaknesses. Teachers tend to use multiple sources of data—homework assignments, in-class tests, classroom performances, and experiential information—to inform their thinking about their students strengths and weaknesses (Brunner, Fasca, Heinze, Honey, Light, Mandinach Wexler, 2005; Light, Wexler Heinze, 2004; Honey, Brunner, Light, Kim, McDermott, Heinze, Bereiter Mandinach, 2002). While drawing on varied sources of data to form opinions about students competencies is not new behavior for teachers, significant research (Mandinach, Honey, Light, Heinze, Rivas, 2005; Confrey Makar, 2002, 2005; Hammerman, Rubin, 2002, 2003) suggests that teachers examine factors that contribute to individual patterns of behavior and think case-by-case, rather than identify patterns in data at different levels of aggregation, from student-to-student, class-to-class, and year-to-year, and systematically analyze the relationship between student performance and instructional strategies and materials. Data literacy—the ability of instructional leaders and teachers to work individually and collectively to examine outcomes-based achievement data, formative assessment measures of student performance, and students work products, and to develop strategies for improvement based on these data—is now widely recognized as a critical strategy in the academic performance of schools (Fullan, 1999; Haycock, 2001; Johnson, 1996; Love, 2004; Schmoker, 1999; Zalles, 2005). A key concept of data literacy is generating only the data that are needed and making full use of whats collected. The National Research Council (1996) notes that, far too often, more educational data are collected and analyzed than are used to make decisions or take action (p. 90). Those resources become meaningful to educators only when they are transformed into information, and ultimately into usable or actionable knowledge (Mandinach Honey, 2005). Taken as a whole, the emerging research in this area suggests that what is needed is a comprehensive and purposeful approach to the use of data that not only informs the practices of individual teachers, but is supported as an essential and strategic part of school-wide improvement strategies. New professional development programs are now training teachers and school leaders in how to make use of data in systematic and rigorous ways to continuously improve student performance. For example, TERC has created Using Data, a professional development model that introduces teachers to a process through which they learn to frame questions, collect data, formulate hypotheses, draw conclusions, take action, and monitor results (Love, 2002). Preliminary studies have indicated that this model has had an impact on teacher classroom behavior and on their approach to data analysis and interpretation (Love, 2004), and has also improved student learning as indicated by state and formative assessments (Zuman, 2005). Results from external evaluations of the intervention conducted in various locations have shown substantial gains in student performance on state accountability measures in the areas of math and language arts. Technology has a vital role to play in enabling data-driven decision-making. Web-based test data reporting systems provide an interface to the state and city testing results by organizing raw data into information that is aligned with state standards and mobile computing devices, such as handhelds, provide teachers with a platform to administer and analyze the data of classroom-based assessments. For example, according to the 2004 Quality Education Data, 55 percent of the nations public school districts used PDAs or handheld PCs in the 2002-2003 school year with an additional 8 percent expected to purchase them for use during the 2003-2004 school year. The numbers released by Wireless Generation, a for-profit company that designs educational assessment applications for handheld devices, suggests an even greater increase. During the fall of 2005, Wireless estimates that roughly 80,000 teachers, working in 48 states will be using their software to collect and analyze data for up to one million students in pre-K through sixth grade. The company currently has contracts with ten Reading First states, as well as with some of the largest school districts in the nation, including the New York City Board of Education and Chicago Public Schools. While using PDAs to administer assessments and view data are becoming increasingly popular, few studies have examined the effect they have on teacher practice and student achievement (Brunner Honey, 2001; Hupert, Martin, Heinze, Kanaya, Perez, 2004; Sharp Risko, 2003; Sharp, 2004). Studies that have begun to examine this trend suggest that that these tools assist teachers in thinking more substantively about students progress. As a whole, the research indicates that the single most powerful affordance of the technology is its ability to support teachers in using assessments to acquire information about students thinking and learning, and to use the understanding gained to further shape their instructional practice (Brunner Honey, 2001; Hupert et al. , 2004; Sharp Risko, 2003). Such a strategy places assessment squarely in the center of the classroom where it can potentially count the most. Back To Top The Complex Nature of Change Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan Melmed, 1996; Hawkins, Panush, Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers perceptions of their students capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement. Back To Top IMPLICATIONS These findings have implications for every district and school using or planning to use technology. Research on successfully developing, evaluating, studying, and implementing a wide range of technology-based educational programs suggests that the value of technology for students will not be realized unless attention is paid to several important considerations that support the effective use of technology (ISTE, 2002; Byrom Bingham, 2001; Chang, Henriquez, Honey, Light, Moeller, Ross, 1998; Cradler, 1997; Frederiksen White, 1997; Hawkins, Panush, Spielvogel, 1996; Honey, McMillan, Tsikalas, Light, 1996; National Foundation for the Improvement of Education, 1996; Pea Gomez, 1992). These considerations are: Specific educational goals and a vision of learning through technology Ongoing professional development Structural changes in the school day A robust technical infrastructure and technical support Ongoing evaluation Back To Top 1. Educational Goals and a Vision of Learning Through Technology Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals? To answer these questions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. In fact, communitywide involvement in determining the schools technology goals benefits the entire educational process (Byrom Bingham, 2001; Panel on Educational Technology, 1997). Rather than using technology for technologys sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology. Cuban (cited in Trotter, 1998) states, The obligation is for educators, practitioners, and educational policymakers to think about what they are after. Only with clear goals can educators be intelligent about how much they want to spend for what purpose and under what conditions. If there is a clear understanding of the purpose of and type of technology used, evaluating the impact is easier and more valuable. According to Hawkins, Panush, and Spielvogel (1996) and Byrom Bingham (2001), school districts that successfully integrate technology show a clear and meaningful connection between technology and larger educational goals. Next, the planning team develops a vision of how technology can improve teaching and learning. Without a vision, lasting school improvement is almost impossible (Byrom Bingham, 2001). Team members come to consensus in answering the question How Will You Use Technology to Support Your Vision of Learning? Essential to this vision is an emphasis on meaningful, engaged learning with technology, in which students are actively involved in the learning process. Educational technology is less effective when the learning objectives are unclear and the focus of the technology use is diffuse (Schacter, 1999). The schools vision of learning through technology also emphasizes the importance of all students having equitable access and use of technology—females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. All students need opportunities to use technology in meaningful, authentic tasks that develop higher-order thinking skills. (For further information, refer to the Critical Issue Ensuring Equitable Use of Education Technology. ) Back To Top 2. Professional Development After the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen Weil, 1995). Wenglinsky (cited in Archer, 1998) found that teachers who had received professional development with computers during the last five years were more likely to use computers in effective ways than those who had not participated in such training. Yet teacher induction programs too often focus narrowly on helping new teachers survive the initial year (Fulton, Yoon, Lee, 2005). Ongoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom (Ringstaff Kelley, 2002). Teachers must be offered training in using computers, notes Sulla (1999), but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process. In successful projects, teachers are provided with ongoing professional development on practical applications of technology. Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum (Kanaya Light, 2005). Teachers also need embedded opportunities for professional learning and collaborating with colleagues in order to overcome the barrier of time and teachers daily schedules (The National Council of Staff Development, 2001; Kanaya Light, 2005). Skills training becomes peripheral to alternative forms of ongoing support that addresses a range of issues, including teachers changing practices and curricula, new technologies and other new resources, and changing assessment practices. This time spent ensuring that teachers are using technology to enrich their students learning experiences is an important piece in determining the value of technology to their students. According to Soloway (cited in Archer, 1998), teachers always have been the key to determining the impact of innovations, and this situation also is true of technology. Besides pedagogical support to help students use technology to reach learning goals, teachers also need time to become familiar with available products, software, and online resources. They also need time to discuss technology use with other teachers. Transforming schools into 21st century learning communities means recognizing that teachers must become members of a growing network of shared expertise (Fulton, Yoon, Lee, 2005). Professional collaboration includes communicating with educators in similar situations and others who have experience with technology (Panel on Educational Technology, 1997). This activity can be done in face-to-face meetings or by using technology such as e-mail or videoconferencing. The effects of introducing technology on teacher professionalization include increased collaboration among teachers within a school and increased interaction with external collaborators and resources. Back To Top 3. Structural Changes in the School Day It is important to build time into the daily schedule allowing teachers time to collaborate and to work with their students. Engaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research projects for which they are making use of online resources (such as artwork, scientific data sets, or historical documents), they may need more than a daily 30- or 40-minute period to find, explore, and synthesize these materials for their research. As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time (Becker, 1994). Back To Top 4. Technical Infrastructure and Support Increased use of technology in the school requires a robust technical infrastructure and adequate technical support. If teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. Back To Top 5. Evaluation Ongoing evaluation of technology applications and student achievement, based on the overall educational goals that were decided on, helps to ensure that he technology is appropriate, adaptable, and useful. Such evaluation also facilitates change if learning goals are not being met. Administrators can acknowledge and recognize incremental improvements in student outcomes as well as changes in teachers curricula and practices. Gradual progress, rather than sudden transformation, is more likely to result in long-term change. Baker (1999) emphasizes that besides being a means to collect, interpret, and document findings, evaluation is a planning tool that should be considered at the beginning of any technology innovation. She adds that the overall focus of evaluation is student learning. Heinecke, Blasi, Milman, and Washington (1999) note that multiple quantitative and qualitative evaluation measures may be necessary to document student learning outcomes. To ensure that evaluation procedures are adequately designed and carried out, administrators and teachers may wish to consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. All of these issues are important in using technology to improve student achievement. Educational technology is not, and never will be, transformative on its own. But when decisions are made strategically with these factors in mind, technology can play a critical role in creating new circumstances and opportunities for learning that can be rich and exciting. At its best, technology can facilitate deep exploration and integration of information, high-level thinking, and profound engagement by allowing students to design, explore, experiment, access information, and model complex phenomena, note Goldman, Cole, and Syer (1999). These new circumstances and opportunities—not the technology on its own—can have a direct and meaningful impact on student achievement. When educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members nderstand what role technology is playing in a school or district and how its impact is being evaluated. Finally, they will be able to justify the investments made in technology. To help states, school districts, and school personnel plan ways to measure the impact that technology is having on classroom practices and academic achievement, Dirr (2004) in partnership with the Appalachian Technology in Education Consortium and the Mid-Atlantic Regional Technology in Edu cation Consortium, identified the following evaluation strategies: Encourage SEAs and LEAs to set aside 10 percent to 15 percent of funds to evaluate their technology grants. Provide a model comprehensive plan for states and districts to consider as they design their own evaluation plans to include a statement of purpose, identifies clear objectives, demonstrates valid approaches to research design, and specifies appropriate time frames for analysis and reporting. Support efforts to develop shared instruments and sets of common data elements. Develop a database of best practices for technology programs and applications that have shown to support student achievement in scientifically based research studies. Develop a list of highly qualified researchers and evaluators from whom SEAs and LEAs can obtain guidance. Explore the development of validated instruments that could be shared across states. Back To Top ACTION OPTIONS: Administrators, the technology planning team, and teachers can take the following steps to improve student achievement through technology. Administrators and the Planning Team (comprising teacher representatives, technology coordinator, students, parents, and interested community members): Review a range of national and state educational standards for student learning (such as those listed in Developing Educational Standards). Seek out content standards that articulate the goals for students to achieve. Determine key aspects of national and state student learning standards for the school or district to focus on as educational goals. Involve teachers in this process to ensure that their expertise and opinions are considered. Charge cross-disciplinary groups of teachers and technology coordinators with finding new ways that technology can help students to achieve those learning goals. Collaborate to create a technology plan for the school. (Refer to the Critical Issue Developing a School or District Technology Plan. ) Set one-, three-, and five-year goals for improving student learning through technology. Identify specific curricula, practices, skills, attitudes, and policies that can be enhanced through the use of technology to foster significant improvement in the character and quality of student learning. For example, if the district is interested in improving students writing performance, word processing with an emphasis on revision and editing should become a salient part of the curriculum across disciplines. ) Identify classrooms in the district where students are already producing exemplary work using technology; or visit virtual classrooms by viewing CD-ROMs (such as the Captured Wisdom CD-ROM Lib rary produced by the North Central Regional Technology in Education Consortium), videotapes of echnology use in schools (such as the Learning With Technology videotapes), or Internet sites relating to technology integration in content areas (such as lessons using the Amazing Picture Machine and the Handbook of Engaged Learning Projects). Build a database or other resource that allows the school to share these best practices with school staff and the community in general. Be aware of state technology plans, district technology plans, and related policies. Ensure that the school is in compliance. Become familiar with factors that affect the effective use of technology for teaching and learning. Learn about research studies conducted in real school settings that describe how technology use is influenced by teachers experience with technology, adequacy of release time, professional development opportunities, and length of class periods. Ensure that teachers are aware of the value of technology for all students, especially those considered at risk of educational failure. (Refer to the Critical Issue Using Technology to Enhance Engaged Learning for At-Risk Students. ) Ensure that all students have equitable access to effective uses of technology. Develop strategies for addressing access inequities, strategies for addressing type-of-use inequities, and strategies for addressing curriculum inequities. Provide ongoing, extensive, and research-based professional development opportunities and technical support to help teachers use technology to develop meaningful instructional strategies for students. (Refer to the Critical Issues Realizing New Learning for All Students Through Professional Development and Finding Time for Professional Development. ) Ensure that new, research-based approaches to professional development are consistent with the National Staff Development Council (NSDC) standards for staff development. Provide incentives, structures, and time for teachers to participate in highly effective staff development (such as study groups and action research) to help them integrate technology into their teaching and learning. Find ways to make app ropriate structural changes in the school day and class scheduling to support engaged learning with technology. Consider block scheduling as a possibility. Educate parents about new assessment methods that enable teachers and administrators to make judgments about the effectiveness of technology in supporting student learning. Use appropriate evaluation procedures and tools to determine the impact of technology use on student achievement based on the learning goals that were set. Consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. Share findings with the community. Teachers: Determine the purpose of using technology in the classroom, as determined by the specified educational goals. Is it used to support inquiry, enhance communication, extend access to resources, guide students to analyze and visualize data, enable product development, or encourage expression of ideas? After the purpose is determined, select the appropriate technology and develop the curricula. Create a plan for evaluating students work and assessing the impact of the technology. Coordinate technology implementation efforts with core learning goals, such as improving students writing skills, reading comprehension, mathematical reasoning, and problem-solving skills. Collaborate with colleagues to design curricula that involve students in meaningful learning activities in which technology is used for research, data analysis, synthesis, and communication. Promote the use of learning circles, which offer opportunities for students to exchange ideas with other students, teachers, and professionals across the world. Encourage students to broaden their horizons with technology by means of global connections, electronic visualization, electronic field trips, and online research and publishing. Ensure that students have equitable access to various technologies (such as presentation software, video production, Web page production, word processing, modeling software, and desktop publishing software) to produce projects that demonstrate what they have learned in particular areas of the curriculum. Encourage students to collaborate on projects and to use peer assessment to critique each others work. In addition to standardized tests, use alternative assessment strategies that are based on students performance of authentic tasks. One strategy is to help students develop electronic portfolios of their work to be used for assessment purposes. Ensure that technology-rich student products can be evaluated directly in relation to the goals for student outcomes, rather than according to students level of skill with the technology. Create opportunities for students to share their work publiclythrough performances, public service, open houses, science fairs, and videos. Use these occasions to inform parents and community members of the kinds of learning outcomes the school is providing for students. Learn how various technologies are used today in the world of work, and help students see the value of technology applications. (Pertinent online information can be found in the 1998-99 Occupational Outlook Handbook and the Bureau of Labor Statistics Career Information. ) Participate in professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum. Use technology (such as an e-mail list) to connect with other teachers outside the school or district and compare successful strategies for teaching with technology.

Free Essays on Gender Codes

â€Å"A gender code is a culturally constructed belief system that dictates the appropriate roles and behavior for men and women in society. Though often justified on the basis of appeals to the ‘natural’ differences between the two sexes, gender codes usually reflect cultural values rather than natural facts.† (Sonia Maasik, Jack Solomon) In many ways, people identify themselves, or are identified by their gender. â€Å"I am a man† or â€Å"I am a woman.† Gender is undeniably the most defining characteristic of all creatures. Since the dawn of time, women and men have played distinctly different roles in society, simply because they have a different anatomy. Although gender codes have come a long way since the full skirt wearing days of the 1950’s, we have a ways to go. The movie Far From Heaven shows several blatant examples of gender coding. When Mrs. Whitaker comes home with the groceries, her daughter is not allowed to help while her son is ordered to. I don’t remember my brother ever offering to bring in the groceries, and he sure wasn’t ordered. Even though unloading the groceries isn’t exactly strenuous labor, the boy is told to do it to prepare for his later role as the â€Å"hunter and gatherer.† The dialect in this movie seemed almost fake, I can’t remember the last time I heard a boy call his mother â€Å"Ma’am† or a husband call his wife â€Å"Darling.† Kids and adults were much more respectful of each other in the 1950’s. I can’t think of a more obvious gender code than the Christmas morning scene. The boy gets a train and the girl gets pink ballet slippers. I think this has been reversed in the past few decades. I got a toy truck for my 6th birthday because my Dad thought I needed to toughen up. Our generation’s parents who were once the children of Kathy Whitaker’s era have made a conscious decision to treat their children equal. Christmas brings G.I. Joes for the little girls instead of... Free Essays on Gender Codes Free Essays on Gender Codes â€Å"A gender code is a culturally constructed belief system that dictates the appropriate roles and behavior for men and women in society. Though often justified on the basis of appeals to the ‘natural’ differences between the two sexes, gender codes usually reflect cultural values rather than natural facts.† (Sonia Maasik, Jack Solomon) In many ways, people identify themselves, or are identified by their gender. â€Å"I am a man† or â€Å"I am a woman.† Gender is undeniably the most defining characteristic of all creatures. Since the dawn of time, women and men have played distinctly different roles in society, simply because they have a different anatomy. Although gender codes have come a long way since the full skirt wearing days of the 1950’s, we have a ways to go. The movie Far From Heaven shows several blatant examples of gender coding. When Mrs. Whitaker comes home with the groceries, her daughter is not allowed to help while her son is ordered to. I don’t remember my brother ever offering to bring in the groceries, and he sure wasn’t ordered. Even though unloading the groceries isn’t exactly strenuous labor, the boy is told to do it to prepare for his later role as the â€Å"hunter and gatherer.† The dialect in this movie seemed almost fake, I can’t remember the last time I heard a boy call his mother â€Å"Ma’am† or a husband call his wife â€Å"Darling.† Kids and adults were much more respectful of each other in the 1950’s. I can’t think of a more obvious gender code than the Christmas morning scene. The boy gets a train and the girl gets pink ballet slippers. I think this has been reversed in the past few decades. I got a toy truck for my 6th birthday because my Dad thought I needed to toughen up. Our generation’s parents who were once the children of Kathy Whitaker’s era have made a conscious decision to treat their children equal. Christmas brings G.I. Joes for the little girls instead of...

Beta Blocker Treatment in Heart Failure Literature review - 1

Beta Blocker Treatment in Heart Failure - Literature review Example Studies confirm that Carvedilol therapy is more superior to the latter two Beta Blockers compared. This is due to its nature characteristics that entail possessing Alpha1 Beta1 and Beta2 whereas the two have only Beta1-selective receptors. Besides Carvedilol has vasolidilating characteristics, which is not evident in other Beta Blockers. However, not all people having Systolic malfunction qualify for Beta Blocker therapy. Since, it necessitates that one be in a stable condition and non-hospitalized. Random admission of the therapy on patients with absence of meticulous scrutiny normally results to patients’ death or complex predicaments, besides physical deterioration of the body. Admission of Beta therapy encompasses starting with small and regulated dosage until the patient attains the tolerable state for large doses. This therapy also sternly shuns attempts meant for abrupt discontinuation of the dosage because of its grievous effects. Since it yields to circulatory deterioration characterized by electrophysiologic unsteadiness. Finally, it has various side effects that if not attended to effectively may yield to be ruinous to the patients. For instance, some comprise Bradycardia, Fatigue, lightheadedness and frequent headaches, Insomnia, Chronic chest aches, High triglycerides and depression. Beta Blocker besides its present efficacy as a remedy for heart malfunction, it requires further study to reduce both the evident and future derivatives. This will ensure ailing persons do not suffer other complications while trying to cope with the main grievous predicament (chronic heart failure). Nakamura, K, Murakami, M, Miura, D, Yunoki, K, Enko, K, Tanaka, M, Saito, Y, Nishii, N, Miyoshi, T, Yoshida, M, Oe, H, Toh, N, Nagase, S, Kohno, K, Morita, H, Matsubara, H, Kusano, K, Ohe, T, & Ito, H. 2011, Beta-Blockers and Oxidative Stress in Patients with Heart Failure, Pharmaceuticals,

Violence In Philadelphia Research Paper Example | Topics and Well Written Essays - 2250 words - 1

Violence In Philadelphia - Research Paper Example The society is headed for ethical and societal deterioration due to such criminal activities and lawlessness. Several organizations and centers have come into action to improve the conditions of the city by improving the morale and anger-management in the youth. These intend to improve the upcoming generations and simultaneously control the violence in Philadelphia. Apart from this, numerous pointers have also been identified by the local residents of Philadelphia through a community forum. These include law enforcement and severe penalties for those in defiance of the law. It also encourages the parental involvement in children’s lives in order to exercise control over them. Some have recognized the publicity of horrors the families of the unfortunate victims go through in order to make them realize the extent of these activities. An opinion has also arrived about controlling unwanted pregnancies by teenagers. The unwanted children have also become a factor of breeding hatred in the generations. Philadelphia is a one of the largest and most populous cities of Northeastern United States, lying in the Common Wealth of Pennsylvania. It was once the capital of United States before the capital was shifted to Washington. Philadelphia is said to be enriched with cultural and traditional background, historical occurrences and symbolism. Philadelphia is known by other names as well like â€Å"Philly† and â€Å"City of Brotherly Love†. According to a source, â€Å"(Philadelphia) is the sixth most populous city in the US, fifth largest city area by population in the US, and the US’s fourth largest consumer media market† (Pennsylvania). It is believed that 1.5 million people reside in the city alone. Philadelphia has contributed immensely to the American history, serving as the grounds for American Revolution and American Independence efforts initiated by Benjamin Franklin back in the 18th century. It was

Treaty Of Versailles Essay Example for Free

Treaty Of Versailles Essay In 1919, then President Woodrow Wilson of the United States came home from a conference in Paris with a treaty for the US Senate to ratify. It was the Treaty of Versailles which defined the conditions of surrender by the Germans to end World War I, and it proposed to establish the League of Nations. The senate’s major bloc, the Republicans, strongly opposed the treaty. Sen. Henry Cabot Lodge was then the leader of the majority. President Wilson and Sen. Lodge were extreme opposites on the issue of the League of Nations. While President Wilson’s vision for America was to band with the other world powers in a post-war era, Sen. Lodge was for America to pursue its economic interests without the obligation to consult other member nations of the League. Sen. William Borah (R, Idaho) believed that the League would only serve to further the imperialistic interests of the other big member nations like France and Britain. He argued that America has reached its status as a great nation without the restricting influence of its allies. His eloquence moved his colleagues that no one had the heart to debate his position. Sen. Myers (D, Montana) had reservations about the terms of surrender by the Germans as provided in the Treaty. He cited the inaction of the allied powers to bring war crimes to trial so he was concerned that the Germany was not being given the treatment it deserved. The senator, nonetheless, voted for the ratification of the treaty with the Lodge reservations. The Lodge reservations were meant to ensure the League would honor the political and territorial sovereignty and independence of member nations while it is in existence and in the event of its dissolution. The treaty was never ratified by the US senate. The rejection caused the US what would have been a valuable membership to the League. Instead it has to contend with its isolationist position, an outsider in the League. BIBLIOGRAPHY Henning, Arthur Sears. â€Å"Senate Rejects Treaty of Versailles.† Los Angeles Times, March 20, 1920. MSN Encarta, http://encarta.msn.com/sidebar_761594078/senate_rejects_treaty_of_versailles.html Stromberg, Joseph R. â€Å"The Ghost of Henry Cabot Lodge.†Anti-War.Com, 2002, http://www.johndclare.net/America2.historians.htm â€Å"Henry Cabot Lodge: Reservations with regard to the Treaty and the League of Nations.† June 2001. http://www.etsu.edu/cas/history/docs/ledgereser.htm