The View That Crime Is Socially Constructed Essay

Discuss the view that crime is socially constructed, give examples to illustrate your answer! Introduction Crime prevalently commits around the globe either refer back to past experiences or even within present or ongoing society. Crime is indeed not commendable to commit in any society. However, we cannot rule out the possibility that it is there as a complex issue and well explained as a part of any particular society. Therefore, what crime actually is? Crime delineates as an illegal act either against law, collective wellbeing, or even political wellbeing (Bradley Walters, 2011). It then overall deems as a kind of harmful behavior towards certain values or norms of the society it committed in. It is interesting to note that Becker (from labelling theory) claimed by saying no action in itself crime or deviant, it depends upon who commits it, who sees it, and what action is taken about it (Becker, 1991). So it is to underline that crime is really a social creation, and does not have such reality of its own, historical relative and characterized by the constant changing (Henry, 2001; Bradley Walters, 2011). This is not the whole thing, it is an ending quest as we continually seek an adequate answer to justify such claim that crime is a product of the society and that it characterized by shifting over time and setting. In this essay I will unpack three motives of why crime has been posited to be a social construction rather a reality in itself autonomous or neutral.Show MoreRelatedOutline the View That Crime Is Socially Constructed Essay763 Words   |  4 Pagesoffer different definitions of crime, suggesting that it is a social construction as it varies across culture, time and belief. It will examine the role of social construction, through interpretation and meaning, in the identification, reporting and legal consequences of criminal acts. After illustrating how fear, escalated by the media, can directly affect crime, it will conclude that crime and its consequences are socially constructed. The obvious definition of crime is the legal definition ofRead MoreOutline and assess the view that crime and deviance are socially constructed1021 Words   |  5 Pagesï » ¿Outline and assess the view that crime and deviance are socially constructed There has been a pleather of research regarding the issue of crime and deviance. A definition of crime and deviance can be explained in relative terms which are dependant on any particular society’s interpretation of crime and deviance. Cultures differ from one society to another and the general consensus of right and wrong can also evolve throughout time. Definitions of crime and deviance can evolve with factors suchRead More Social Norms1709 Words   |  7 Pagesspiritually divine form of ritualistic sacrifice in the ancient Aztec culture of Mexico. Yet in Western culture murder and the consumption of human flesh is considered highly revolting, dealt with by harsher consequences by law than most other deviant crimes. These differences are due to the way each individual society develops their own moral codes. These codes are often defined by cultural ideologies, adversity to other cultures and ritualistic practises which have become accepted, as well establishedRead MoreWha t Deviance Is Socially Constructed Essay1339 Words   |  6 PagesQuestion 1 – Explain what deviance is socially constructed means. Discuss 2 types of positive deviance and 2 types of negative deviance which are socially constructed in the United States. Provide examples of each. Deviance is socially constructed because it is defined and outlined firmly by society’s norms. As a result, a deviant act in one society may not be considered deviant within a different society. Societies define themselves through the shared common values of the individuals and in orderRead MoreCrime Is A Social Construction1083 Words   |  5 Pagesthis essay I will be discussing Christie’s (2004) viewpoint that crime is a social construction, drawing viewpoints from Henry (2001), Walklate (2007), and Cohen (1972). Firstly, it is important to address the construction of the dictionary definition of crime and then to delve further into the changing nature of crime itself, also reflecting on crime within certain contexts. This will happen by looking at the current definition of crime and cross-examining it with Christie’s theoretical perspectiveRead MoreCrime Is Defined And Recorded, And Will1415 Words   |  6 PagesBecker (1963) believes that an act of devian ce is created through the process of labelling. This view is based on the idea that societies have rules that determine what is acceptable or unacceptable. These are determined by those in power, such as the government and police. If someone breaks these rules, they are labelled deviant. This essay will look at the implications of this view in regards to how crime is defined and recorded, and will also assess the effect this has on official criminal statisticsRead MoreEffects Of Labelling On Deviant Behaviour1502 Words   |  7 Pagescan be dependent on one’s subjective views which can be influence the study of crime and reliability of crime statistics. Within my essay I’ll be exploring the effects of labelling on deviant behaviour, and the ways in which views differ due to the influence of various groups within society and the influence of the media on societies interpretation of deviance. Deviance is understood to be behaviour which deviates from what is seen as the norm or what is socially acceptable by violating the rules ofRead MoreSociology - The Comparative Method1739 Words   |  7 Pagesexposing misinterpreted norms. Norms that society consider natural and inevitable characteristics of human existence) reified (the human created norms or truths) beliefs. Obviously there are various ways in which a nomi (a labeled, sometime constructed, norm or truth) can be exposed. Which form of the comparative method should one use however? The answer, whichever one applies to the truth in question. For example, you certainly would not do a cross-gender form of comparison if you wishedRead MoreAssess the Sociological Explanation That Childhood Is a Social Construction.1499 Words   |  6 PagesAssess the sociological explanation that childhood is a social construction. Childhood is the time of a person’s life when they are a child. Childhood is said to be socially constructed, meaning that it has not been influenced by nature but has been shaped by the quality of family life and the culture within society. The social construction of childhood points out that childhood is dependent on a number of social factors rather than a biological stage. Sociologists argue about what the term ‘childhood’Read MoreSocial Construction Theory And Social Class1270 Words   |  6 Pagesincome, wealth, power, and occupation. Social class is socially constructed by the way we view how much income and wealth a person possess (Ore, 20011a, 10). In reality it is much more than that. According to the text, poverty is not only the shortage of income, but it is the rejection of opportunities and choices that leads a person to a standard way of living (Ore, 2011a, 10). Stereotyping also contributes to it being socially constructed. These stereotypes influ ence us by defining who is who based

Reflections on Visual Representation Of Mice and Men Free Essays

As a female, I was annoyed the way the novel made women out actively by using words like tramp’, ‘pitch’ and tart’ and the way men in the novel used them as prostitutes, so my representation shows the freedom and confinement of Curly wife – Eve given her power in my representation because her and the other women had none In the novel and Eve made the men all fairly insignificant In my representation because It wasn’t fair that they had all the power In the book. I felt Like Curlers wife was Like a caged bird In the novel because she desperately wanted to escape from her life, but just couldn’t. This is why I used a birdcage as the cost dominant thing in my representation. We will write a custom essay sample on Reflections on Visual Representation: Of Mice and Men or any similar topic only for you Order Now It is sparkles because I wanted it to look luring because Curlers wife was lured into marrying Curler because she thought that marriage would give her freedom. The bride’s veil hanging on the outside of the birdcage emphasizes that her hopes and dreams were out of reach and that marriage was central to her being trapped. Black chains are also wrapped around the sparkles cage, which makes her even more confined than Just being in the cage. A mans clothing and top hat sits over the veil, chains and the cage door, which shows hat men, and especially rich men like Curly and his father are the most powerful, have the most freedom In the novel, and are the ones who trap and confine other less powerful people. Bird’s feathers in the cage are a metaphor for Curler’s wife who is like a confined bird, and the fact that they are popping out the side of the cage shows that she is desperately trying to escape. Just like a bird is free to fly where ever it likes, her dreams were free once, but now they are caged. Curlers wife, the prostitutes and the girl in the red dress are all nameless in the novel Just like the bird in the cage – we now it is a bird because we can see its feathers, but we can’t actually see what type of bird it is. Even so, the feathers are black which has two symbolic meanings, firstly black symbolizes her misery and death, and the way the feathers are scattered everywhere reminds me of the description of the frenzy before her murder and of her dead limp body. Black Is also the color associated with evil and the author constructs her as a sank/flirt who Is trying to corrupt men. Eve Included one tiny single feather with beautiful red spots on it, which shows the way the men treat her potty feather is also like Curly wife’s hair – it is soft which tempts Ellen to touch it which eventually leads to him murdering her. Also, the red spotted feather is like her dreams that are mostly hidden now that she is confined in her marriage cage. Red is associated with prostitutes and was also the color of Curlers wife’s shoes and the red dress the girl was wearing who accused Ellen of rape, so in my representation, I have made it a feminine color. The red spotted feather also shows Curlers wife’s vibrant personality that we understand more when she explains how she could have en a movie star. The quote ‘An a guy tool me he could put me in pitchers†¦ On sparkly paper backs this up and is shown in bold lettering to show how forcefully she said the words, but Eve cut them in half on the poster to make the words hard to understand Just like in the novel when she spoke them to Ellen, he couldn’t really understand her which again emphasizes how trapped and alone she was. This idea is shown again in another quote ‘Satisfy night. Everybody out doing’ osmosis. Everybody! An’ what am I don? Standing’ here talking’ to a bunch of bindle stiffs’ which emphasizes tha t the men are all out and have friends, but she is not allowed to have either. The black font is damaged Just like she admits that she is damaged through this rhetorical question. Even so, Ellen and Crook are also excluded and confined and they are shown on my representation as stick figures/’bindle stiffs’ connected to this quote who I positioned at the outside of my picture, Just like they are at the outside of society. They have weird square heads and uneven bodies to show that they are different to the other powerful men represented by the suit and top hat on he cage in the middle of the representation, and the men in the newspaper article in the background. Colorful, red, shiny swirls are radiating from the cage and heading upwards which is like the singing/chirping bird because Curly wife was always trying to be happy and talk to the men because she was trapped and lonely. These red swirls floating upward also represent the freedom of dreams. But people can’t understand birds just like the men couldn’t understand Curlers wife’s loneliness which is also shown by a clump of red letters that are Jumbled up in a small pile hardly noticeable on the eight hand side of the cage. The Jumbled letters are separate from the men’s words, which are shown as colorful ‘happy words, all Joined together because they are all free to socialize with each other. Even so, the men’s words face inwards in a circle which shows their social circle and represents the way they keep her out and trapped in her cage. Curlers wife is excluded from the friendships and confined to her unhappy life on the ranch because she is female, and because she is the boss’s wife. By Paris Whittaker Year 11 How to cite Reflections on Visual Representation: Of Mice and Men, Papers

Benin Essay Example For Students

Benin Essay Benin, independent nation of W Africa, formerly called Dahomey. Once aFrench protectorate, it is a country of 40 ethnic tribal groups and alow-level economy. Land and Economy. Located in the bulge on the S side of W Africa, Beninis bordered by Nigeria, Toga, Berkina Faso, and Niger, with 75 mi (121km)on the Gulf of Guinea. The coast is hot and humid, and there are two rainyand two dry seasons; average annual rainfall is 32in (813mm). Benin hasthree plateaus, one fertile, another of bare rocks, and a third withstreams flowing to the Volta and Niger rivers and including the Atakorarange. The E section is a plain. Subsistence agriculture is the economicbase. Palm products and cotton account for half of export revenues. People. The leading class in Benin is composed of male-line descendantsof the Aja (Fons, or Dahomey) who had established the early kingdom. Trained for civil service by the French, they are the best educated;literacy is 25% among school-age children. In the N are the nomadic Fulaniand the Somba tribe, hunters with no political organization; E are Baribas. 90% of the population is rural, and 65% practices animist religion. Frenchis the common language. Government. Benin has been under military rule since 1970. Theconstitution of 1977 instituted a national assembly, whose members belongto the sole legal political party, the Benin Peoples Revolutionary Party. History. Benins history dates back to three principalitiesAllada,Porto-Novo, and Dahomeyin the S area who were being pushed by the NKingdom of Abomey in the 16th century. Dahomey was the most aggressive,pushing N and selling slaves. In 1863 the king of Porto-Novo sought Frenchprotection. By 1892 France had subjugated all groups and made themprotectorates as part of French West Africa. In 1960 the country becameindependent as Dahomey. The official name was changed to Benin in 1976. Economic and regional rivalries have caused numerous military coup dtatsand changes of government since 1960. The Marxist-Leninist militarygovernment in power since 1972, led by Brig. Gen. Mathieu Kerekou, relaxedits authority somewhat during the late 1970s and improved relations withFrance. Benin became the center of an international environmentalcontroversy in 1988 when it became known that European nations planned todump toxic wastes there. PROFILEOfficial name: Peoples Republic of BeninArea: 43,483sq mi (112,621sq km)Population: 4,663,832Density: 107.3per sq mi (41.4per sq km)Chief cities: Porto-Novo (capital);Cotonou Government: MilitaryReligion: Animist, Christian, and Moslem (Muslim)Language: French(official)Monetary unit: CFA franc Grossdomestic product: $1,400,000,000Per capita income: $340Industries: food processing, including beer, palm oilAgriculture: peanuts, cotton, coffee, tobaccoMinerals: petroleumTrading partners: France (major), other members of European Common Market,franc zone countries

Michelangelo Was One Of The Greatest Artists Of All Time. He Excelled

Michelangelo was one of the greatest artists of all time. He excelled in architecture, sculpture, painting, poetry, and engineering. He was a true Renaissance man who lived a long emotional life. In painting The Last Judgment, Michelangelo was able to incorporate all that he had learned about the human body. He was able to show the way the body moved, as well as it's displays of unrestrained passion, overwhelming grief, or endless torment. This is what makes The Last Judgment such a unique and exceptional work of art. In the spring of 1534, Michelangelo received a commission from Clement VII to paint The Last Judgment on the altar wall of the Sistine Chapel. He was also commissioned at this time to paint a Fall of the Angels on the entrance wall, but this second work was never executed. He had painted the ceiling of the Sistine Chapel some twenty eight years prior, but the style of his The Last Judgment would greatly differ from that of the ceiling. Before Michelangelo could begin, there were many preparations to be made. A scaffold had to be built and the wall had to be prepared. Five paintings by Perugino and Michelangelo had to be removed. Two windows had to be walled up and Michelangelo ordered it to be inclined forward by about half an ell toward the top, hoping in this fashion to protect his work against the accumulation of dust. (Brandes 388) Sebastiano del Piombo had persuaded the pope that the painting would look best in oil, and the wall was therefore prepared to receive oil pigments. This delayed the beginning of the work, since Michelangelo declared oil-painting to be an effeminate art and insisted on painting al fresco, as he had done with the ceiling. The wall had to be done over and Michelangelo never spoke to Sebastiano, who had once been a student of Michelangelo. (Brandes 389) There were many previous depictions of the Last Judgment which influenced Michelangelo's plan for the painting. Such other works include Giotto's painting on the wall of the Camposanto in Pisa, Giovanni Pisano's sculpture on the pulpit of the San Andrea in Pistoia, and Fra Angelica's and Signorelli's frescoes in Orvieto. Finally, there is the reverse side of a medallion his old teacher Bertoldo had made for Archbishop Filipo de' Medici. (Brandes 385) Michelangelo began the giant painting sometime during April and May of 1536. He worked rigorously on the project until he fell from the scaffolding a few months prior to the completion of the painting and seriously hurt his leg. Following his recovery, Michelangelo returned to work on The Last Judgment. It was completed in October of 1541 and unveiled on Christmas Day two months later. (Symonds 328) Many were appalled to see the great amount of nudity which filled the painting. They did not feel that it was appropriate for such holy people to be depicted without clothes on. Michelangelo felt that it was the body which ascends to Heaven, not the clothes. Unfortunately, Michelangelo's masterpiece only remained intact for fourteen years, at which point artists were commissioned to paint clothes on the most beautiful nudes. (Brandes 392-394) The central figure of The Last Judgment is of course, Christ. However, the Christ which appears in Michelangelo's The Last Judgment, is not the typical loving, and sympathetic Christ depicted throughout the Renaissance. The fresco is dominated by Christ as the medieval judge of the world--a giant whose might right arm is lifted in a gesture of damnation so broad and universal as to suggest he will destroy all creation, Heaven and earth alike. (Croix, Tansey, and Kirkpatrick 665) Michelangelo followed the tradition of others in having Christ at the top, with his hand raised, brighter than the rest of the angels and demons. Christ seems to have a harsh and cold expression which furthers Michelangelo's depiction of Christ as the Judge. Standing closest to Jesus on the right is St. John. He is the young man who forms the counterpart to the Madonna, but he is completely in awe of Christ, while the Madonna seems to droop in some sort of dismay. She does not look toward Christ, nor toward anyone else. The large man to the right, holding the key to heaven

Spanish Diminutive Suffixes

Spanish Diminutive Suffixes Just because something is diminutive in Spanish doesnt necessarily mean its small. Diminutives May Soften Meaning or Show Affection Spanish speakers frequently use the diminutive suffixes such as -ito not only to indicate size but also to make a word less harsh or to indicate affection. Just as you can imagine someone referring to a 6-foot-tall adult son as my little boy or to a full-grown beloved pet as a doggy, so it is that the Spanish diminutives, although often translated using the English word little, often indicate more about the speakers feelings toward the person or object than to its size. The most common Spanish diminutive suffixes are -ito and -cito along with their feminine equivalents, -ita and -cita. In theory, these suffixes can be added to almost any noun, and they are sometimes used with adjectives and adverbs as well. The rules arent hard and fast as to which suffix is used; the tendency is that words ending in -a, -o or -te form the diminutive by dropping the final vowel and adding -ito or -ita, while -cito or -ecito is added to other words. Also commonly used as a diminutive suffix are -illo and -cillo along with their feminine equivalents, -illa and -cilla. Other diminutive suffixes include -ico, -cico, -uelo, -zuelo, -ete, -cete, -à ­n and -ià ±o along with their feminine equivalents. Many of these suffixes are more popular in some regions than others. For example, the -ico and -cico endings are quite common in Costa Rica, and its residents are nicknamed ticos as a result. The diminutive suffixes tend to be a spoken phenomenon of Spanish more than a written one, and they are more common in some areas than others. In general, though, they are used far more than English diminutive endings such as the -y or -ie of words such as doggy or jammies. You should keep in mind some words in diminutive form may not be understood the same way in all areas, and that their meanings can vary with the context in which they are used. Thus the translations given below should be seen as examples only and not as the only translations possible. List of Diminutive Uses Here are the most common ways the diminutive suffixes are used in Spanish: To indicate something is small: casita (little house, cottage), perrito (puppy or little dog), rosita (little rose, rose blossom)To indicate something is charming or endearing: mi abuelita (my dear grandmother), un cochecito (a cute little car), papito (daddy), amiguete (pal)To provide a nuance of meaning, especially with adjectives and adverbs: ahorita (right now), cerquita (right next to), lueguito (quite soon), gordito (chubby)To give a friendly tone to a sentence: Un momentito, por favor. (Just a moment, please.) Quisiera un refresquito. (Id like just a soft drink.)  ¡Despacito! (Easy does it!)To talk to very young children: pajarito (birdy), camisita (shirty), tontito (silly), vaquita (cowie)To indicate something is unimportant: dolorcito (tiny ache), mentirita (fib), reyezuelo (petty king), me falta un centavito (Im just a penny short)To form a new word (not necessarily a diminutive of the original): mantequilla (butter), panecillo (bread roll), bolsillo (pocket), cajetilla ( packet), ventanilla (ticket office), carbonilla (cinder), caballitos (merry-go-round), cabecilla (ringleader), nudillo (knuckle), vaquilla (heifer), de mentirijillas (as a joke) Note: The diminutive -ito ending should not be confused with the -ito ending of some irregular past participles such as frito (fried) and maldito (cursed). Sample Sentences Using Diminutives El gatito es frgil y es completamente dependiente de su madre. (The kitten is fragile and is completedly dependent on its mother.) Yo sà © de una chamaquita que todos las maà ±anitas ... (I know of a dear girl who every morning ... - lyrics from the childrens song El telefonito or The Telephone.)  ¿Quà © tal, guapita? (How are you, cutie?) Disfruta de cervecita y las mejores tapas por Madrid ...  ¡por 2,40 euros! (Enjoy a nice beer and the best tapas in Madrid - for 2.40 euros! Mis amigos me llaman Calvito. (My friends call me Baldy.) Tengo una dudita con la FAQ que no entiendo. (I have a quick question about the FAQ that I dont understand.) Es importante limpiar la naricita de tu bebà © cuando se resfrà ­e. (It is important to clean your babys nose when she gets a cold.)

How to Fake a French Accent

How to Fake a French Accent We love the beautiful accent that the French have when they speak English, and it can be fun or even useful to imitate it. If youre an actor, comedian, grand sà ©ducteur,  or even if you just have a French-themed Halloween costume, you can learn how to fake a French accent with this in-depth look at how the French speak English.* Please note that the pronunciation explanations are based on American English; some of them wont sound right to British and Australian ears. *Si vous à ªtes franà §ais, ne men voulez pas  ! Jai à ©crit cet article parce quil sagit dun sujet intà ©ressant et potentiellement utile. Franchement, jadore votre langue et jadore à ©galement votre accent quand vous parlez la mienne. Si vous voulez, vous pouvez utiliser ces tuyaux pour rà ©duire les traces de franà §ais dans votre anglais. Mais, mon avis, ce serait dommage. French-infused Vowels Nearly every English vowel is affected by the French accent. French has no diphthongs, so vowels are always shorter than their English counterparts. The long A, O, and U sounds in English, as in say, so, and Sue, are pronounced by French speakers like their similar but un-diphthonged French equivalents, as in the French words sais, seau, and sou. For example, English speakers pronounce say as [seI], with a diphthong made up of a long a sound followed by a sort of y sound. But French speakers will say [se] - no diphthong, no y sound. (Note that [xxx] indicates IPA spelling.) English vowel sounds which do not have close French equivalents are systematically replaced by other sounds: short A [à ¦], as in fat, is pronounced ah as in fatherlong A [eI] followed by a consonant, as in gate, is usually pronounced like the short e in getER at the end of a word, as in water, is always pronounced airshort I [I], as in sip, is always pronounced ee as in seeplong I [aI], as in kite, tends to be elongated and almost turned into two syllables: [ka it]short O [É‘], as in cot, is pronounced either uh as in cut, or oh as in coatU [ÊŠ] in words like full is usually pronounced oo as in fool Dropped Vowels, Syllabification, and Word Stress When faking a French accent, you need to pronounce all schwas (unstressed vowels). For reminder, native English speakers tend toward rmindr, but French speakers say ree-ma-een-dair. They will pronounce amazes ah-may-zez, with the final e fully stressed, unlike native speakers who will gloss over it: amazs. And the French often emphasize the -ed at the end of a verb, even if that means adding a syllable: amazed becomes ah-may-zed. Short words that native English speakers tend  to skim over or swallow will always be carefully pronounced by French speakers. The latter will say peanoot boo-tair and jelly, whereas native English speakers opt for peant buttr n jelly. Likewise, French speakers will usually not make contractions, instead pronouncing every word: I would go instead of Id go and She eez reh-dee rather than Shes ready. Because French has no word stress (all syllables are pronounced with the same emphasis), French speakers have a hard time with stressed syllables in English, and will usually pronounce everything at the same stress, like actually, which becomes ahk chew ah lee. Or they might stress the last syllable - particularly in words with more than two: computer is often said com-pu-TAIR. French-accented Consonants H is always silent in French, so the French will pronounce happy as appy. Once in a while, they might make a particular effort, usually resulting in an overly forceful H sound - even with words like hour and honest, in which the H is silent in English.J is likely to be pronounced zh like the G in massage.R will be pronounced either as in French  or as a tricky sound somewhere between W and L. Interestingly, if a word starting with a vowel has an R in the middle, some French speakers will mistakenly add an (overly forceful) English H in front of it. For example, arm might be pronounced hahrm. THs pronunciation will vary, depending on how its supposed to be pronounced in English: voiced TH [à °] is pronounced Z or DZ: this becomes zees or dzeesunvoiced TH [ÃŽ ¸] is pronounced S or T: thin turns into seen or teen Letters that should be silent at the beginning and end of words (psychology, lamb) are often pronounced. French-Tinted Grammar Just as English speakers often have trouble with  French possessive adjectives, mistakenly saying things like  son femme  for his wife, French speakers are likely to mix up  his  and  her, often favoring  his  even for female owners. They also tend to use  his  rather than  its  when talking about inanimate owners, e.g., This car has his own GPS. Similarly, since all  nouns have a gender  in French, native speakers will often refer to inanimate objects as  he  or  she  rather than  it. French speakers often use the pronoun  that  for a subject when they mean  it, as in thats just a thought rather than its just a thought. And theyll often say  this  instead of  that  in expressions like I love skiing and boating, things like this rather than ... things like that. Certain  singulars and plurals  are problematic, due to differences in French and English. For example, the French are likely to pluralize  furniture  and  spinach  because the French equivalents are plural:  les  meubles,  les  Ãƒ ©pinards. In the present tense, the French rarely remember to conjugate for the third person singular: he go, she want, it live. As for the past tense, because spoken French favors the  passà © composà ©Ã‚  to the  passà © simple, the French tend to overuse the formers literal equivalent, the English present perfect: I have gone to the movies yesterday. In questions, French speakers tend not to invert the subject and verb,  instead  asking where you are going? and what your name is? And they leave out the helping verb  do: what mean this word? or what this word mean? French-flavored Vocabulary Faux amis  are just as tricky for French speakers as they are for English speakers; try saying, as the French often do, actually instead of now, and nervous when you mean  Ãƒ ©nervà ©. You should also throw in occasional French words and phrases, such as: au contraire  - on the  contraryau revoir  - good-byebien  sà »r !  - of course!bon appà ©tit  - bon appetit, enjoy your mealbonjour  - hellocestdire  - that iscomment dit-on ___  ?  - how do you say ___?euh  - uh, umje  veux  dire  - I meanmerci  - thank younon  - nooh l  l  !  - oh dear!oui  - yespas  possible !  - no way!sil  vous  plaà ®t  - pleasevoil  - there you go French Faces And, of course, theres nothing like  gestures  to make you look more French. We particularly recommend  les  bises,  la  moue, the  Gallic shrug and  dà ©licieux.

A Just War Essay Example | Topics and Well Written Essays - 2000 words

A Just War - Essay Example The power of modern means of destruction weighs very heavily in evaluating this condition. These are the traditional elements enumerated in what is called the "just war" doctrine. The evaluation of these conditions for moral legitimacy belongs to the prudential judgment of those who have responsibility for the common good. The first question the definition brings is who has "the responsibility for the common good" This is Catholic Doctrine so one would assume that the leadership of the Catholic Church is responsible for defining it for the Catholic community. The doctrine does put the responsibility on the leadership of the Catholic Church and that would be the Pope. But, the Catholic Church turns that responsibility back to the people when they ask the community to keep them informed (Catholic Answers). The Pope and the Church pass some of this responsibility to the members of the Church by educating the people of the church (using the Catechism). The idea of condoning a war would seem to be in direct conflict with many of the scriptures and teachings of the Catholic Church and the Bible. ... This gives the impression that when challenged one should not react in an aggressive manner (according to the Bible). This contradicts Catholic doctrine that allows for the evaluation of war as just or unjust. To condone war would mean acceptance, to some extent, of Catholic Doctrine over the writings of the Bible. In order to evaluate the Iraq war as just or unjust according to Catholic Doctrine (Catechism) the teachings of the Bible need to be set aside as not relevant. The Catholic Church is assumed to have evaluated it all for its congregation and given its rulings in its Catechism (like a judge interprets the law when making a ruling in a court case). Evaluating the Iraq War will be done assuming the Catholic Catechism is the law. 2. Just or Unjust War The first part of the Catechism to be examined is this: "the damage inflicted by the aggressor on the nation or community of nations must be lasting, grave, and certain."(Catholic Catechism paragraph 2309). This question challenges whether the Iraqi leadership (or the country itself) is expected to cause lasting, grave, and certain damage to the community of nations. During the first Gulf War it was evident that Iraq (the country) intended to take over Kuwait and cause great harm to Israel and any other country that was part of the coalition forces that liberated Kuwait. When the World Trade Center was bombed it was clear that it was an attack on the United Statesbut initially unclear who was responsible. The men who carried out the attacks on 9-11 were from the Middle East and were apparently funded by Osama Bin Laden. "Osama bin Laden Promises More Attacks on United States" (ABC News,

The Story of an Hour by Kate Chopin Essay Example | Topics and Well Written Essays - 500 words

The Story of an Hour by Kate Chopin - Essay Example Contrary to most racism and sexism stories, there was no implication of any form of abuse inside the house of the couple but the trouble that was happening was within the thoughts of Mrs. Mallard. She recognized the norms and mores of her time and tried her best to be the wife society expected her to be but her natural desire for the outside world was so strong she desired more of the outside world than her home. This circumstance brought the tragedy in her life, not being contented with a life that seemed to have imprisoned her. During Mrs. Mallard’s solitude, it was mentioned that she loved her husband sometimes but often did not, for whatever reason, the author chose for the reader to think about. However, the very following sentence explains that the self-assertion she finally possessed was the strongest impulse of her being, even stronger than the love she felt for her husband. One could almost imagine the husband to be a loving man and probably that was what made Mrs. Mallard love him. However, living in a society that could affect even the events inside the home, Brently Mallard could have been the type who lived according to the suggestions of his environment so that he had to keep his wife inside the house and make the expected homebody wife out of her. Unfortunately, the wife was not the common type of woman who would be satisfied staying in the house all day long. The whispered words of Mrs. Mallard, â€Å"Free! Body and soul, free!† that she kept repeating exposed the perception of the woman of herself. That she had been kept as a prisoner in the house, is what made her want to escape and take the freedom that she always desired. Physically, her being kept in the house could have had a tremendous effect on her way of thinking, considering herself more of a prisoner than a wife who needs to attend to the necessities of housekeeping. However, the line â€Å"There would be no powerful

Education in Schools Essay Example for Free

Education in Schools Essay The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and

The Case for Torture :: Michael Levin Ethics

I seek to provide an analysis on Michael Levin's article on "The Case for Torture." This article mainly articulates that the use of torture is necessary in order to safeguard the lives of the many innocents and is justifiable. In his given example, he argues that the mass murder of millions of innocent people by a terrorist justifies the use of torture to stop such an extreme barbaric act. Indeed this is a question of moral on the action of inflicting pain. Take a look at the scenario of a war. We will never say that it is immoral to let out soldiers kill or inflict pain on the enemies in a war because we know that it is the only way to safeguard our nation's sovereignty and the lives of our people. The motives are very clear as mentioned. Thus it is justifiable to let our soldiers kill those who intended to harm the lives of our citizens. When a terrorist has clearly intended to harm the lives of millions, why is it not justified then, to inflict pain on the terrorist, with the mot ive of wanting to protect the lives of many more innocent people? Surely it is! Take a look at this argument: Constitution seeks to protect the interest of one's rights. To torture a person is to breach that protection of interest. Therefore, Torture is unconstitutional. Torturing is however, unconstitutional only when the motives behind it are deemed reasonably immoral. We should then of course not inflict pain mainly just to force the other party to confess the truth to a matter if he does not wish to. But what if the truth will then lead to the location of say, a timed-bomb, which will then be diffused in time to prevent an entire office block to collapse, bringing with it a thousand or more lives? Should the constitution then continue to protect the terrorist against such torture? The author said that millions of lives outweigh constitutionality. Surely it is not justiable for a constitution to uphold the rights of a terrorist, but at the expense of the thousands that, t oo, holds the right to live never asked to be placed in such danger. Again, the moral of one's action must be reviewed in such cases. On a personal note, I feel that to sacrifice one that is convicted, in exchanged for the many innocents, is a permissible one.

How to Multitask? Essay

Sometimes I wish I could clone myself and be present in several places at the same time! † says Vedika. Don’t we wish all we could do that ? Living in this busy world, we never seem to have enough time to get everything done. The best way to get our tasks done is to learn how to organize our time. Women are the best example of multitasking. They need to take care of so many things at once; their children, houses, husbands, and sometimes careers! (Catherine Bush,2001) Although women are born with this skill that doesn’t mean it’s not an attainable skill. The most successful business men are those who learned the art of multitasking. So much work needs to get done, so little time to do it. After all as they say in the business world â€Å"time is money! † Doctors are also are a great example. As a doctor you have a big number of patients to look after, not to mention the multiple surgeries that you have to perform each day, which means you have to focus on getting each task done in its own time. In order to master the art of multitasking, we can always follow a few simple steps in order to get our lives much more organized & accomplishing more. If you want to be a professional multitasked; you have to take in a consideration writing down your to do list, prioritizing, having a timeline, sticking to your time line and finishing   tasks on time. A to do list is the most common way to organizing your tasks. Write down the things you need to get done for the day in the evening before, spend 10-15 minutes writing down your list. There fore, the first thing you should start your day with is deciding what would you do depending on how busy your day os going to be. Now a days, Technology has become much more aware of the important of To Do Lists so we can find such pocket organizers, programs in computers, online websites, and mobile phones as well. Having a to do list will make your day more organized, much clear of what to do. Moreover, it will make you feel less stressed, then you will be much more capable of accomplishing your tasks. After writing down a to do list prioritizing would be your second step. To know when to switch tasks, you must distinguish between the tasks you must perform and those you can afford to blow off. Prioritize your list in order depending on the tasks must be done first. Rank them as daily, weekly, monthly, and yearly categories (Catherine Bush, 2001). Then, you have to decide what tasks need to be done first according to the level of importance and the amount of time you have to get it done. Keep in mind that you have to carry on with your schedule under any circumstances (Sanjay). Timeline would be your redline, so you should prepare yourself to be always on time. First, set a time line for each task so you won’t waste your time. Secondly, you must decide the amount of time you can spend on each task so that you will have enough time to finish them all (Triana Mukherjee,2004). Some tasks un expectedly take more time thus affecting your whole plan. It’s alright, the more you practice this, the better you will be in your time judgment After setting your timelines you have to stick to it. Always, stick to your time line, and finish each task before starting the next one. Doing this will be a good exercise on time management. E. g: when having to work on a project for school, set on estimate for the time required for the preparations step, research step, and writing step. You will be able to finish on time if you stick to your time line . Multitasking at your current level leads to other levels and that is a natural progression. The ‘challenge’ factor keeps you going. You can do other things and do them well† Observes Sanjay, The amount of tasks needed to be accomplished each day depends on a lot of factors; the amount of time you can afford to spend, the quality you want your work to be, your limitations, strength and ambitions.

Ballroom Dancing

20 TYPES OF BALLROOM DANCING Cha Cha The Cha Cha is a lively, flirtatious ballroom dance full of passion and energy. The classic â€Å"Cuban motion† gives the Cha Cha its unique style. Partners work together to synchronize each movement in perfect alignment. Foxtrot The Foxtrot is a ballroom dance that is lots of fun and simple to learn†¦ an excellent dance for beginners. The Foxtrot is a smooth dance in which dancers make long, flowing movements across the floor. Jive Jive is a ballroom dance style that originated in the United States from African-Americans. It is a lively form of Swing dance, and a variation of the Jitterbug. Lindy Hop The Lindy Hop is the ballroom dance considered to be the father of all Swing dances. It is known for its unique, athletic style, and often contains aerial jumps, twists and flips. Mambo The Mambo is one of the most sensual and emotional Latin American ballroom dances. Swaying hip movements, facial expressions, arm movements and holds all add to the sensuality of the dance. Paso Doble The Paso Doble is one of the liveliest ballroom dances, originating in southern France. It is modeled after the sound, drama, and movement of the Spanish bullfight. Quickstep The Quickstep is a quick version of the Foxtrot. It is a ballroom dance comprised of extremely quick stepping, syncopated feet rhythms, and runs of quick steps. The Quickstep is exciting to watch, but among the most difficult of all the ballroom dances. Rumba The Rumba is considered by many to be the most romantic and sensual of all Latin ballroom dances. It is often referred to as the â€Å"Grandfather of the Latin dances. † Samba Possibly the most popular of all Brazilian ballroom dances, the Samba is popular with young people as well as older generations. The Samba can be performed solo or with a partner. Tango The Tango is one of the most fascinating of all ballroom dances. This sensual ballroom dance originated in South America in the early twentieth century. Viennese Waltz The Viennese Waltz is a quick rotating ballroom dance with a subtle rise and fall. It is considered by most to be one of the most difficult dances to learn. The simple and elegant rotational movement characterizes the Viennese Waltz. Waltz The Waltz is one of the smoothest ballroom dances. It is a progressive dance marked by long, flowing movements, continuous turns, and â€Å"rise and fall. The dance is so graceful and elegant, Waltz dancers appear to glide around the floor with almost no effort. East Coast Swing East Coast Swing (ECS) is a form of social partner dance. It belongs to the group of swing dances. It is danced under fast swing music, including rock and roll and boogie-woogie. Orininally known as â€Å"Eastern Swing† by Arthur Murray Studios, the name East Coast Swing became more common betwe en 1975 and 1980. Bolero Bolero is a genre of slow-tempo Latin music and its associated dance and song. There are Spanish and Cuban forms which are both significant and which have separate origins. 1]The term is also used for some art music. In all its forms, the bolero has been popular for over a century. The Day We Fall in Love – Park Shin  Hye Korean Version : Eonjebuteo yeosseulkka nae mame jakku deureowa Dugun dugun tteolryeowa jageun neoui misokkajido Oraen sigan dongan na gidaryeoun unmyeong gateun sarang Geugeon neoyeosseo, nan alsu isseo Oh~ nae sarang geudaeran geol Geudaeneun nae mame on jongil noganaerin somsatang gata Geudaeneun nae mame nunbusige dagaon mujigae gata Naegeman deulrige dalkomhan mogsoriro yaegihaejulhae Cheoeumbuteo geudae maeum do everyday loving me saranghae just be my love Waenji jakku utge dwae jangnanseureon ne moksori Jageun du nune bichin nae moseub majeodo tteolryeowa Oraen sigan dongan na gidaryeoun unmyeong gateun sarang Geugeon neoyeosseo nan alsuisseo Oh~ nae sarang geudaeran geol Geudaeneun nae mame on jongil noganaerin somsatang gata Geudaeneun nae mame nunbusige dagaon mujigae gata Naegeman deulrige dalkomhan mogsoriro yaegihaejulhae Cheoeumbuteo geudae maeum do everyday loving me saranghae just be my love Geudaen aranayo Uri ireohge saranghage doeneun nal Geudaen mideonnayo Haneureseo bonael kkyupiteu hwasareul Geureohge dagaon gijeokeui seonmul gateun geudael saranghae Yeongwonhi hamkkehaejwo Everyday loving me saranghae Just Be My Love English Version : Since when is it, You come into my heart My heart keep thumping even for your little smile For along time, I’ve been waiting for this fate like love It’s you, I know it. Oh~ That my love is you You’re like a cotton candy that melting my heart all day. You’re like rainbow that coming dazzlingly into my heart Will you whispered me with your sweet voice That from the beginning your heart everyday loving me too I love you just be my love. Why I keep laughing when i heard your playful voice When your two little eyes stare at me, I even trembling like this For along time, I’ve been waiting for this fate like love It’s you, I know it. Oh~ That my love is you You’re like a cotton candy that melting my heart all day. You’re like rainbow that coming dazzlingly into my heart Will you whispered me with your sweet voice That from the beginning your heart everyday loving me too I love you just be my love. Do you know? The day we fall in love like this Do you believe? The Cupid’s arrow sent from Heaven I love you who come like miracle’s gift Let’s be together forever. loving me everyday I love you just be my love

The Boxer Rebellion

The Boxer Rebellion Introduction The Boxer rebellion, which is also referred to as Boxer Uprising or Yihetuan lobby group, was a proto-separatist group by the Righteous Harmony Society in China. The lobby group emerged between 1898 and 1901. The group was against foreign invasion and introduction of Christianity in China.[1] The revolution was also against the partitioning of China. Colonial interference led to conflicts ranging from interruption of opium trade to economic exploitation.Advertising We will write a custom research paper sample on The Boxer Rebellion specifically for you for only $16.05 $11/page Learn More Chinese citizens were against the signing of treaties that benefited only foreign powers. The Qing regime was forced into signing unpopular treaties that aimed at subjugating the people of China. For instance, British foreigners used the power of the treaties to acquire land that was later appropriated to the church. The Chinese peasants were forced to surrender their resources to foreigners. The activities of foreigners in China resulted to rebellion that was later termed as Boxer rebellion. In 1900, the Boxer members waged war on foreigners, forcing them to seek asylum in the Legation area. The Empress, who requested the foreigners to leave, supported the demonstrators. Consequently, foreigners were at the mercy of the Boxer fighters for approximately fifty-five days. Those attacked included envoys, civilians and foreign soldiers. The government of China weighed options between destroying the residence of foreigners and requesting them to leave peacefully. Within the Chinese forces, there were those who supported extermination of foreigners. Others preferred to send them back to their homelands peacefully. This caused a delay that later on led to the defeat of the boxers and the Chinese government. Eight nations agreed to send troops to crash the boxers. Indeed, twenty thousand soldiers were deployed in China. Through the alliance of eig ht nations, the imperial army of China was defeated and foreigners captured Beijing. In September 1901, the Boxer protocol was signed, which ended the uprising. Consequently, the Boxers were heavily punished for being aggressive to foreigners. The Chinese government was ordered to pay sixty seven million pounds as compensation to the eight nations involved in the war. This paper will therefore analyze the causes of Boxer uprising. The paper evaluates whether the uprising was successful. To do this, a brief history of the Boxer organization will be outlined. Origin of Boxer Organization As earlier stated, the Boxer organization was also referred to as the society of Righteous and Harmonious Fists. The Boxer secret society was established in the northern coastal province of Shandong. The society consisted of people who had been deprived of their rights. Members of the group had been rendered jobless due to the effects of colonialism. Colonialists had taken everything from them, includ ing their trade.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, natural disasters had affected many people, which forced them to fight for survival in society. The group gained the name because of their fighting skills. The members of the group had received a superb form of training that enabled them to engage foreigners in war effectively. They had been trained in martial arts and aerobics. The group was typified by spirit ownership that included the spiraling of weapons, aggressive prostrations and reciting prayers to Taoist and Buddhist feelings. Members of Boxer uprising assumed that through exercise, diet, antagonistic arts and hope they would perform surprising acts including flight. The Boxers had strong faith since they believed that spirits would come from heaven to help them in flushing out foreigners from their land. The Boxers comprised of peasants and other m embers of society that had been displaced by foreigners. Foreigners had taken over opium trade, which was relied upon by locals. Missionaries had further criminalized the use of opium, forcing many youths to adjust their lives. It was difficult for some of them to do without opium. Therefore, they decided to fight back in order to eliminate opium trade. On the hand, the Boxers could not target missionaries alone since Christian servants were protected under the treaty of extraterritoriality[2]. Chinese peasants accused Chinese Christians for allowing foreigners to terrorize them. The Boxers did not have sophisticated weapons that could match the kind of weapons possessed by foreigners. They relied on supernatural spirits, which proved futile in war. The Boxers could be likened to American Ghost Dance fighters. Such fighters try to fight for their rights due to frustrations and stress in society. In China, various activities went on in society. The aims of various groups were diverse . The Boxers of Shandong were particularly concerned with conservative social and ethical principles, such as filial piousness. Most of the leaders of the organization were traditional medicine men. For instance, Zhu Hongdeng was a traditional doctor who specialized in curing ulcers. The leader offered his services for free hence gaining respect in society. He was determined to revive the Qing regime by flushing out all foreigners. His ambition was however cut short when the eight nations invaded China. Causes of Boxer Rebellion The causes of the rebellion can be divided into two. There were internal causes and international causes. Therefore, it can be summarized that global tension and national unrest precipitated the intensification and spread of the Boxer movement. Between 1897 and 1898, farmers in China were hit by a prolonged drought followed by floods. Many farmers and other small businesspersons decided to move to towns to look for food and better lives.Advertising W e will write a custom research paper sample on The Boxer Rebellion specifically for you for only $16.05 $11/page Learn More Many people depended on farming, which was badly affected by drought. In towns, Chinese farmers could not find employment because they did not have enough skills to operate machines in industries. Life in urban areas was characterized by frustrations and stress, which forced farmers to seek for other alternatives[3]. They saw that flushing out foreigners would be a good idea. They would then take over businesses owned by Europeans. Another cause of Boxer revolution was the activities of missionaries in the country. The Boxers were against the activities of both Protestants and Catholics. The missionaries flocked China after 1980. The missionaries had hidden agendas, which disillusioned many farmers. They could be given free land and other public resources to construct churches. Furthermore, missionaries were not subjected to law. Missionaries were the major cause of conflict in China. In November 1897 for instance, a group of aggrieved Boxers stormed one church run by a German missionary referred to as George Stenz. The youths killed two priests and injured others. In retaliation, a group of Christians defended the church by engaging the Boxers in attacks. The event is referred to as the Juye incident. The event had a negative effect to the residents of Shandong. The German leader ordered soldiers to occupy Jiazhou Bay, which was in the southern coast of Shandong. These soldiers frequently harassed residents of Shandong because they did not respect missionaries. A section of Boxers attacked missionaries in October 1898 at Liyuantun village. In this village, a Chinese temple had been replaced with a catholic church. The premise had been allocated to the church illegally since the Chinese locals built it. This attack is also important in understanding the Boxer rebellion because it is out of this that the Boxers made a res olution to attack foreigners. Foreign powers realized that tension was high between missionaries and the locals, especially the Boxers. In 1899, the French official intervened to ease out the pressure on missionaries. The official declared that missionaries could intervene in cases involving their relatives without following the due process. This was highly criticized by the Chinese officials. Local Chinese leaders feared that foreign powers were intending to colonize China in bits. Chinese officials protested by claiming that foreign powers had to withdraw missionaries and stop opium trade if they were to be allowed to stay in China. This was not attended to since local leaders had no military power to counter the influence of foreign powers. This is a clear indication that the activities of missionaries angered many people in society. It is not surprising that Boxers decided to rise against them.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another cause of Boxer revolt is the Hundred Days Reform plan. The program was established in 11 June 1898 and was supposed to run up to 21 September 1898. Progressive officials within the Chinese government established the program with back up from Protestant Christians. The missionaries urged the emperor to come up with reforms that would benefit them. However, the reforms alienated many educated Chinese, who went ahead to support guerilla movements such as the Boxer. The Empress sided with educated Chinese by supporting the activities of Boxer movement. Afterwards, the empress took over power as the Chinese leader but the western powers refused to accept the empress as the de facto leader of China. The new leader promised to overturn the plans established by the previous regime. This was against the interests of Europeans, who wanted to control decision-making processes in the state. The empress was forced to utilize illegal groups such as the Boxers to claim power. The Boxers fo ught to institute a regime that would be responsive to their sufferings. The previous regime served the interests of colonial powers but not the wishes and desires of the majority Chinese. Furthermore, the opium trade precipitated the Boxer rebellion. The western powers forced the Chinese population to utilize opium, which caused many sufferings since productive population was rendered useless mainly because of drug addiction. Local leaders were against European invasion because the illegal drug had disorganized the youths. Other issues that were opposed by the regime include the imposition of unequal treaties and formalizing Christianity as the only form of accepted religion in the state. Foreigners disregarded other religions such as Buddhism and Shinto. Foreigners were given special treatment at the expense of locals. Foreign firms could easily violate the law without punishment. Indeed, by 1900, colonial powers had seized Chinese land and tricked the government into entering in inauspicious treaties. The government realized later that the accords were not beneficial to the people of China. This caused bitterness and intolerant reactions leading to uprisings such as the Boxer revolt. China had been divided into spheres of influence. Each power had its own territory meaning that China was under various foreign administrations. The people of China saw that their culture and sovereignty was under threat. Conservative Chinese saw it wise to engage foreign powers in conflicts in order to restore sovereignty. Therefore, Boxer revolt was staged because of continued loss of sovereignty. Change in the administration is also seen as one of the causes of Boxer revolution. In January 1900, the empress reversed her policy concerning Boxers. The empress supported the activities of Boxers, which was highly disputed by foreign powers. The administration supported the Boxers by giving them technical support and protecting them from the law. The Boxers could torch Christian houses without facing the long hand of the law.[4] The Boxers engaged themselves in rowdy behaviors after realizing that the regime in power supported their activities. On June 5, they uprooted the railway that connected Beijing to other parts of the country. It was difficult for foreigners to conduct business since the railway was the main means of transport. Furthermore, the Boxers engaged in boisterous behaviors by unleashing terror to foreign diplomats. The German official ordered the murder of one of the Boxer member who was found roaming in the Legation Quarter. This is seen as the immediate cause of Boxer war. In the same afternoon, Boxers turned up in large numbers to participate in war. They terrorized Christians and other foreigners by burning their houses and beating them senselessly. The British soldiers engaged the rioters in war, which angered other villagers and the government. The Boxers received support from other extremist groups such as the Kansu braves. The After math It can be reported that the Boxer war was not successful. This is because of various reasons. After the war, the Russians invaded Manchuria and imposed ominous laws. Manchuria was forced to sign treaties that did not benefit its members. Russian forces took advantage of the war to weaken the people of Manchuria economically. The foreign powers occupied most cities and other urban areas in China for over one year. It was reported that German soldiers killed many Boxers because they trailed them to villages. German soldiers had clear instructions to kill but not to take Boxers as prisoners of war. The people of China paid dearly because the French officials moved to villages to collect indemnities in form of wealth[5]. Furthermore, women and children underwent hard times because they were forced to spend their nights in the cold. The Russian forces abused women sexually. On their part, the Japanese beheaded Boxers and their supporters. In the streets, soldiers and civilians loote d public resources and destroyed public infrastructure. Surprisingly, the Cathedral was used as a market center for disposing stolen goods. Some foreign officials distanced their governments from looting but it was mere publicity. Generally, the Boxers suffered because their properties were confiscated and given to Chinese Christians. The society lost a lot because it was reported that Chinese women committed suicide after being raped by soldiers. Families were left unattended, which led to untold sufferings. After the revolution, Chinese people had nothing to eat, forcing them to rely on grants from the government. Many foreign firms took advantage of the war to utilize the services of Chinese workers cheaply. Administratively, the Qing family was not overthrown. Foreign powers guaranteed the empress of her safety in case she cooperated. On the other hand, the advisers of the empress urged her to go on with the war, arguing that her regime would win the war. However, other leaders agreed to surrender but on condition that their security was guaranteed. This shows that the war was not successful at all because most parts of China were taken over by foreign powers. Even areas that were previously controlled by Chinese leaders were taken over by foreign powers. Foreign powers agreed to offer protection to local leaders on condition that they mobilized cheap labor for them. Local leaders were afterwards supposed to collect taxes and present free labor to foreign mining sites. The Qing court cooperated with the foreign powers by allowing the signing of Boxer protocol on 7 September 1901[6]. The treaty was hostile to the people of China because it ordered the execution of planners of the war. This caused psychological trauma to families of the affected. Moreover, the war was never triumphant since China was ordered to pay millions of dollars. The reparation was to be paid within thirty-nine years, which was a short period given that the state was weak economically. It is estimated that each Chinese had to pay one tael of silver. The Chinese government could no longer sustain itself. It had to rely on foreign powers for funding of major projects. This allowed foreigners to manipulate decision-making processes in government. Foreigners were given access to the economy because they could import sub-standard goods and force the locals to buy them. Furthermore, there was unfavorable balance of trade because the Chinese government exported its products to foreign states at a cheaper price. However, goods entering China were exempted of taxes meaning that the government got nothing from importation. Through analysis, it is established that some benefits accrued from the Boxer war. The US government taxed Chinese farmers to educate their children abroad. This was under Boxer indemnity scholarship program. The US government opened up an education center that would teach English language to local youths, who would then apply for scholarships in the US. Those trained in the US would then come back to their country to teach their fellow compatriots. Through this arrangement, the first university was established in China, which was referred to as Tsinghua University. Conclusion The Boxer rebellion was caused by factors such as confiscation of private property and displacement of the local population. The locals wanted to flush out foreigners so that they could get some space to conduct business. The activities of missionaries angered the Chinese because public land was misappropriated to them. The missionaries did not appreciate the existence of other religions. Furthermore, they did not follow the laws of the land. On the other hand, Boxer war was caused by natural disasters whereby farmers lost everything due to draught. They were forced to seek for employment in urban centers. The foreigners were reluctant to offer them jobs since they were illiterate. They decided to flush out foreigners in order to take over their businesses. T he rebellion was never successful because the people of China paid dearly. Many lives were lost and property worth millions of dollars was destroyed. Furthermore, the people of China were taxed in order to compensate foreign powers. Bibliography Elliott, Jane. Some Did It for Civilization, Some Did It for Their Country: A Revised View of the Boxer War. Hong Kong: The Chinese University Press, 2002. Print. Harrington, Peter. Peking 1900: The Boxer Rebellion. Oxford: Osprey, 2001,  96. Print. Hevia, James. Leaving a Brand on China: Missionary Discourse in the Wake of the Boxer Movement. Modern China 18.3, 1992, 304-332. Hunt, Michael. The Forgotten Occupation: Peking, 1900-1901. Pacific Historical Review 48.4, 1979, 501-529. Sharf, Frederic and Harrington, Peter. China 1900: The Eyewitnesses Speak. London: Greenhill, 2000. Print. Thompson, Clinton. William Scott Ament and the Boxer Rebellion: Heroism, Hubris, and the Ideal Missionary. Jefferson, NC: McFarland, 2009. Print. Footnotes Jane, Elliott. Some Did It for Civilization, Some Did It for Their Country: A Revised View of the BoxerWar. Hong Kong: The Chinese University Press, 2002. Print. P.63 Peter, Harrington. Peking 1900: The Boxer Rebellion. Oxford: Osprey, 2001,  96. Print. P. 41 Thompson, Clinton. William Scott Ament and the Boxer Rebellion: Heroism, Hubris, and the Ideal Missionary. Jefferson, NC: McFarland, 2009. Print. P.58 Michael, Hunt. The Forgotten Occupation: Peking, 1900-1901. Pacific Historical Review 48.4, 1979, 501-529. Frederic, Sharf and Peter, Harrington. China 1900: The Eyewitnesses Speak. London: Greenhill, 2000. Print. P.124 James Hevia,. Leaving a Brand on China: Missionary Discourse in the Wake of the Boxer Movement. Modern China 18.3, 1992, 304-332.