What is an Eating Disorder?

There are different types of eating disorders and while they are all different, in many ways they also have a lot in common. An eating disorder may develop out of a simple diet. Some people, to relieve tension or depression will go on a binge. A binge is eating a lot of food in a very short time until uncomfortably full. Although the binges relieve some tension, they also cause disgust, guilt, and concern about weight gain which will lead a person to purge after their binges. A purge is a way to compensate for all the extra calories by vomiting, excessive exercise, fasting, or using laxatives. It causes rapid gain and loss of weight, feelings of inadequacy, and an obsession with food. Binge Eating Disorder, Bulimia Nervosa and Anorexia Nervosa are the most common forms of eating disorders. Binge-Eating Disorder and Bulimia Nervosa are considered mental disorders because people with these disorders do not feel like they are in control of their eating behaviour. If a person binges more than twice a week, it is considered Binge-Eating Disorder. The combination of bingeing and purging is called Bulimia Nervosa. Anorexia, although still considered a mental disorder is more controlled, with the person either taking very small amounts of food or starving themselves to remain thin. It is estimated that 0.5 to 1% of women in late adolescence develop anorexia. It is most common between the ages of 10 and 30 and 90% of the cases are women. However, cases are increasing for men, minorities, older women and pre-teens. There are children as young as 8 showing concerns and behaviours around food, and up to 50% of these youngsters are boys. Anorexia is associated with feelings and behaviours related to the fear of â€Å"fatness†. These feelings include poor body image, a phobia about food and its ability to create fatness, and an intense fear of being a normal body weight. People with anorexia have not lost their appetite. They are very hungry indeed. They think about food all the time, want to be close to it – give it to others. What they don't do is allow themselves to succumb to their desire for food. Like all compulsive disorders, the roots of anorexia lie in deep anxiety, the sense that not only is life out of control, running away too fast, but that their ability to cope with life and all its demands is poor. Given these fears, it is all too easy for an individual to turn to the control of food and weight to gain some kind of control over their existence. Typically anorexia starts when a young person feels overweight. This may be because they have gained a little more weight than average at puberty, or have slim friends with whom they compare themselves. A decision to go on a diet may be triggered by a specific event such as a comment or remark from a peer. The diet is most usually the first ever tried and it is initially quite successful, giving the young person a real sense of achievement at an otherwise insecure time of life. There may initially be approval from friends or members of the family which is a positive form of attention. The anorexic never starts off intending to starve themself into emaciation. They just feels that life will be better if they lost a few pounds – which it is for a while. At some point in the diet there is a subtle psychological change – which is not experienced by normal dieters – and dieting actually becomes more intense as the diet progresses and the target weight is near. The dieting behaviour goes underground so that it can become a private secret rather than a public activity and strategies are developed to convince â€Å"others† that eating is taking place when in fact it is not. This requires a great deal of craftiness such as throwing food away, finding ways to get rid of it off a plate at mealtimes, or pretending to already have eaten. Hence by the time that weight loss is noticeable to the family, the anorexia is already well under way. In their own private eating world, the person developing anorexia will become very â€Å"ritualised† around food. This may take the form of eating fractions of portions of food at specific times of the day, – like one third of an apple – or eating the crusts around a sandwich but not the middle. They will toy with their food, cut it up into tiny pieces and eat them very slowly. Even non-fattening foods will be feared. Many anorexics weigh themselves several times each day. An anorexic can panic if they show a small change in weight after eating one lettuce. The physical effects of anorexia are mostly connected with the effects of starvation on the body: * menstruation stops(in women) * breathing, pulse and blood pressure rates plummet * mild anaemia occurs * osteoporosis * impaired kidney function * infertility * immune system fails to fight infection * physical weakness * sensitivity to heat and cold. * erosion of the teeth from acid in the stomach due to vomiting * as body weight falls to low levels the anorexic may be covered with a fine downy hair * ulcers and rough skin on legs and feet due to poor circulation * digestive problems as a result of starvation * constipation which makes the abdomen feel dense and large. * Bone loss as a result of under nourishment * shrinkage of the reproductive organs in both men and women * destruction of areas of the brain which are responsible for endocrine production. The most significant feature of anorexia is denial of the disease and anorexics are typically very intelligent people with a great deal of academic ability. Although there are several theories as to the causes of anorexia, it is increasing partly due to cultural changes and social pressure and development in food and nutrition, leading to an early maturation of young girls compared to that of the early 20th Century. (Phillip W. Long, M.D.1999 NIMH (National Institute of Mental Health)) Social &Cultural Theory It is understandable that anorexia hardly exists in third world countries where there is barely enough food for survival and where fatness is regarded as a sign of affluence. It is also rare in countries which have sufficient food but which do not see slimness as a sign of sexual attractiveness. However, in the developed countries where there is a tendency to associate fatness with negative attributes such as lower social or economic status and personal inadequacy, anorexia is on the increase. In countries where it's perfectly normal to be big, everyone is the same so it doesn't matter. As different cultures start to integrate and live in Western societies, the pressures to look like their counterparts leads them to have a low self-esteem of themselves. Young white women and girls faced with thin and beautiful white celebrities long to be like them — it would make sense to think that young Black and Hispanic women and girls, when faced with beautiful and thin celebrities, such as popstars and models sharing the same culture might also wish to achieve the same physical goals.( Furnham & Alibhai 1983) In addition, race discrimination in the professional job market may contribute to their low self-worth and desire to be loved and accepted. Those pursuing professions or activities that emphasise thinness, like modelling, gymnastics, dancing, singing, athletes, filmstars and wrestling are more susceptible to anorexia. Even today's men in the entertainment business are of a more muscular, slender build compared to the extremely skinny or bulkier type of years ago. While girls wish to attain a specific size, men who become anorexic are likely to have had a specific role model in mind – usually a sportsman or a rock star, when they begin to diet. Too much emphasis is being made on fashion being thin and the numerous diet pages in magazines and teenage literature. (About Face Organisation's Website) Environmental Theory Another social theory to the cause of anorexia could be family surroundings. The typical anorexic comes from a â€Å"perfect on the outside† family. The parents are often older and are reported by the child as demanding, placing emphasis on their educational or athletic achievements instead of them as a person. This is the parent's attempt of showing love. They feel that if they were to gain 99% in a test, they would be held accountable for not having got it all right. Their own body becomes their greatest achievement. Getting anorexia could be an unconscious choice, but by showing rigid control of their body and not eating with their family, the anorexic demonstrates independence in the only way they can. As a result, looking back on their early life, many anorexics remember growing up trying to please others and meet their expectations. They usually succeed, since many are high achievers and good students, anxious to please their parents or teachers and earn their approval. These are the children who are described by teachers as well behaved and conscientious, never causing trouble or disruption at school, and never giving their parents any of the usual forms of adolescent rebellion, such as rudeness or defiance. Evaluation These ideas show that it is perfectly reasonable to assume that the social pressures of being a young person in today's society can be associated with the onset of anorexia so if today's culture is a risk factor for anorexia, and wanting to be thinner precipitates the illness, why is it that out of all the women and girls who diet at some time in their lives, only some go on to become anorexic? A youngster growing up in a strict family with high expectations feels that she has no control over herself as her parents are taking away her independence and are basically mapping her life out for her. The only thing left is her body, so she uses this to control what she eats as an achievement of her independence. This can backfire on the anorexic, making the parents more overbearing than before. Biomedical theory Genetic factors Eating disorders appear to run in families–with female relatives most often affected. This finding suggests that genetic factors may make some people prone to eating disorders. Female family members of women suffering from anorexia nervosa or bulimia nervosa develop eating disorders at rates up to 12.3 times higher than those of women who have never suffered from an eating disorder. Also, women who have sons or brothers that have had anorexia are also more likely to get this eating disorder themselves. Recent research looks at newborns of mothers with a history of eating disorders, and presents evidence that these babies also have characteristics that appear to put them at risk of having similar problems.( Dr. Michael Strober, lead author of the study and director of the Eating Disorders Program at the UCLA Neuropsychiatric Institute). Twins too showed a genetic tendency to develop the same disorder, with identical twins being 55% more prone to the disease than non – id entical twins at 7%. Biochemistry In an attempt to understand eating disorders, scientists have studied the biochemical functions of people with the illnesses. The hypothalamus is a part of the brain which controls the body's neuroendocrine system — the part which regulates the multiple functions of the mind and body, such as sexual behaviour and emotional arousal, physical growth and development, appetite and digestion, kidney function, heart, sleep, thinking and memory. An experiment on rats in the 1940's identified the hypothalamus as playing a crucial part in eating behaviour. It was discovered that abnormalities in the lower- central region of the hypothalamus, the VMH (Ventro-Medial Hypothalamus) caused the stop-eating signals to cease working so that the rats became extremely obese (Teitelbaum 1967). In the same way that the VMH inhibits eating, there is a part that stimulates eating, the LH (Lateral Hypothalamus). If this is damaged, it would cause the rat to starve. Opioid Addiction Opioids are substances that are produced naturally in the brain when under stress. Their job is to relieve pain and give pleasure. As self-starvation leads to stress for the body and the release of opioids, this gives the person a feeling of being high. Anorexics tend to exercise excessively as both starving and vigorous exercise produce high levels of endorphins in the brain. It could therefore be argued that anorexics become addicted to that â€Å"high† thus becoming addicted to their own opioids. Evaluation Firstly, it is very rare for the sons to get an eating disorder before the mothers, as it is generally young women with no children who are at risk. Secondly, if there is just as high a risk of anorexia if a brother has had an eating disorder as there is with a son, the answer must lie in a defective chromosome of the male which should be easy enough to rectify, given modern medicine today. Could it be possible that there was a stress factor that ran through the family that increased the risk anyway and a combination of the two factors led to an increased risk? Surely, as well, a baby born to a woman with these sort of disorders is going to be at risk of a number of things when he is growing up. Apart from being nutritionally deprived whilst in the womb(which might cause a number of neurological problems) there must be some sort of emotional problems living in that kind of environment. The bio-medical theory sounds the most understandable. As with all mental health problems the change in brain chemistry can cause the different parts of the brain to malfunction leading to all manner of psychoses. The only query is: does starving oneself cause physical changes in the brain, or are the chemical changes in the brain responsible for the eating disorder? Alternative Theories to the Causes for Anorexia Psychoanalytic Theory Puberty for women is seen by psychologists to be a time of change and the hormones of puberty create body fat in women and the girl is reminded by her bodily changes that she is becoming a woman. There is also a big change in the age of puberty, which used to be at 18 years and is now occurring at 10, 11 and 12. Girls are experiencing their sexuality at an age where they appear to lack the emotional equipment to handle it so early puberty is linked with self- destructive behaviour in girls. Some researchers believe that anorexia is an attempt to stop the clock – to avoid growing up and becoming a woman and to avoid the problems that maturity brings. Evaluation This is arguable as – are all young girls aware that their periods will stop when they starve themselves, and how long is it before they realise that the bust is less affected by weight loss than other parts of the body. This theory does not take male anorexics into account. Learning Theory When a young person feels they need to lose a bit of weight, sometimes due to remarks from peers or the opposite sex, they go on a diet. As the weight starts to drop off, appraisal replaces the remarks. This leads to the desire to lose more weight which in turn leads to more attention. The diet soon escalates out of proportion and before long the positive attention turns to a more concerned attention. The anorexic enjoys this attention, whatever the kind and sees their behaviour as a way of being liked and being popular. This behaviour is carried on sometimes until the need for intervention by the medical authorities, which then sees the anorexic receiving attention and concerns from everyone around them, including their families. Evaluation This explanation is quite arguable as it is usually an unconscious decision to start starving yourself – the intention was to lose just a few pounds. Anyway, lack of attention, which is the issue, from people or family when young could quite easily lead to over-eating or other forms of self-abuse. Treatments and Outcomes Early treatments for anorexia were based on behavioural and psychotherapeutic techniques. These treatments were largely unsuccessful in the long term. Anyhow weight gain alone is not the only goal of treatment. The â€Å"best outcomes† are with therapies that treat the whole individual, and provide a variety of approaches, nutritional, psychological, personal growth and relaxation therapies. Part of this process would include building self-esteem. For those anorexics who are too far gone for these therapies to benefit them, a stay in hospital will apply where they can be force-fed under the powers of the Mental Health Act, since severe emaciation destroys the ability to think rationally, thus making any form of therapy very hard to do. Anyway, many therapists believe that it is impossible to carry out psychotherapy with an anorexic person unless weight has first been restored. ( The National Centre For Eating Disorders August 1999). Medical Treatment Scientists have found that the neurotransmitters serotonin and norepinephrine, (chemical messengers which control hormones in the brain) function abnormally in people affected by depression. Researchers funded by NIMH (National Institute of Mental Health) have recently learned that these neurotransmitters are also decreased in extremely ill anorexia and bulimia patients and long-term recovered anorexia patients. Because many people with eating disorders also appear to suffer from depression, some scientists believe that there may be a link between these two disorders. In fact, new research has suggested that some patients with anorexia may respond well to the antidepressant medication fluoxetine which affects serotonin function in the body. Cognitive Treatment Treatment of anorexia is often a long, drawn – out duration, requiring a combination of cognitive and analytic interpretative techniques to explore the past, identifying the underlying cause of the maladaptive behaviour. For older women personal therapy works best whereas family therapy is especially helpful for adolescent patients as every member of the family can understand what the patient is going through (Murray et al., 1997). Anorexia can be fatal if left untreated. About one fifth of people with anorexia recover,   a further two fifths gain weight but develop other problems with eating such as bulimia nervosa or binge eating disorder. About one third of sufferers remain anorexic, with only one aim in life – to stay thin.   Death rates in long term anorexics are as high as ten percent, usually due to heart failure in the case of bulimic anorexia, suicide or lack of resistance to illness.

Coca-Cola Case Study

I. CURRENT SITUATION A. Past Corporate Performance IndexesThe Coca-Cola Company Heritage Timeline 1886-1892 – Atlanta Beginningsâ€Å"COCA-COLA IS ENJOYED IN THE UNITED STATES.† Coca-Cola made its debut in Atlanta, at the Jacob’s Pharmacy soda fountain, where it sold for 5 cents in a glass. In the first year, the Company sold about 9 glasses of Coca-Cola a day. The first advertisement for Coca-Cola appears in the â€Å"Atlanta Journal.† Frank Robinson suggests the name Coca-Cola and pens the now-famous Coca-Cola trademark in Spencerian script; the script is still used today. Free drink coupons are distributed to encourage people to try Coca-Cola. Coca-Cola first uses calendars and outside posters for advertising.1893-1904 – Beyond Atlanta â€Å"COCA-COLA IS ENJOYED IN THE UNITED STATES.† Coca-Cola hires first Celebrity Spokesperson Hilda Clark, a Music Hall performer. The Coca-Cola trademark is registered in the U.S. Patent Office. In Chicago , Coca-Cola makes its first appearance a World’s Fair. Coca-Cola is first put into bottles in Vicksburg, Mississippi, by Joseph Biedenharn. â€Å"Coca-Cola is sold and consumed in every state and territory of the United States,† proclaims Asa Candler. The Coca-Cola Company branded urns and clocks.Large-scale bottling begins in Chattanooga, Tennessee. The annual advertising budget for Coca-Cola surpasses the $100,000 mark for the first time. The first magazine ads for Coca-Cola appear in national consumer publications.1905-1918 – Safeguarding the Brand â€Å"COCA-COLA IS ENJOYED IN 8 COUNTRIES WORLDWIDE† To combat copycats, Coca-Cola develops a unique bottle, the Contour Bottle. Cuba, Canada and Panama become the first three countries outside the U.S. to bottle Coca-Cola. Bottles of Coca-Cola are delivered by horse drawn  carriages. The annual ad budget reaches $1 million.Copycat beverages try to capitalize on the success of Coca-Cola. The 6 1/2 – ounce refillable glass contour bottle is introduced to distinguish Coca-Cola from competitors. Though patented in 1915, the contour bottle to the public in 1916. Asa Candler resigns from The Coca-Cola Company and is elected Mayor of Atlanta.1919-1940 – The Woodruff Legacy â€Å"COCA-COLA IS ENJOYED IN 53 COUNTRIES WORLDWIDE. Coca-Cola introduces the Six-Pack, a convenient packaging revolutionizes soft drink consumption by enabling people to enjoy Coca-Cola anywhere. Coca-Cola is listed on the New York Stock Exchange, at $40/share. The first European bottling plants open in Paris and Bordeaux, France. Robert W. Woodruff is elected president of The Coca-Cola Company, beginning six decades of leadership. The first billboard for Coca-Cola appears.The IX Olympic Games open in Amsterdam and Coca-Cola is there – its first Olympics. The first large neon sign for Coca-Cola is placed in Times Square, New York. The bell-shaped glass is adopted as the standard glass for serving C oca-Cola at soda fountains. The Coca-Cola Santa Claus, created by Haddon Sundblom, first appears in advertising. The first standardized coin-operated vending machines are used.1941-1950 –The War and its Legacy â€Å"COCA-COLA IS ENJOYED IN 120 COUNTRIES WORLDWIDE† The elf-like Sprite is introduced to promote the use of the word â€Å"Coke† when asking for Coca-Cola. The term â€Å"Coke† is used for the first time in magazine ads to help establish it as a trademark. During World War II, Technical Observers are sent to operate bottling plants overseas; they supervise the shipment and operation of 64 complete bottling plants that will distribute over 5 billion bottles of Coca-Cola to American troops. A new sleek look for the Coca-Cola fountain dispenser – created by fame industrial designer Raymond Loewy – is introduced. Coca-Cola becomes the first-ever product to appear on the cover of TIME Magazine. The annual budget surpasses $30  million. The first king-size and family-size bottles are introduced. The Santa Claus doll is issued for the time on a limited basis. Coca-Cola is a welcome accompaniment to 1950s leisure activities such as bowling, picnics and road trips.1960-1981 – A World of Customers â€Å"COCA-COLA IS ENJOYED IN 163 COUNTRIES WORLDWIDE.† During the 70’s, Coca –Cola thrilled the world with its exciting and dynamic advertising. The 12-ounce can for Coca-Cola is introduced. Sprite is introduced.TaB, the Company’s first diet soft drink, is introduced.The first lift-top cans are introduced.The Dynamic Ribbon Device – commonly called the Coke â€Å"wave† – is introduced to the public as part of a new 1970s look for Coca-Cola. Georgia Coffee is introduced to Japan.Coca-Cola comes to China – the only packaged cold drink allowed in the country. The U.S. Olympic Hall of Fame is founded by the U.S. Olympic Committee and The Coca-Cola Company. Roberto C. Goizueta becomes chairman and CEO of The Coca-Cola Company.1982-1989 – Diet Coke and New Coke â€Å"COCA-COLA IS ENJOYED IN 165 COUNTRIES WORLDWIDE.† Diet Coke was introduced – the very first extension of Coca-Cola trademark and had become the top low-calorie drink in the world. The Coca-Cola Foundation is established.Coca-Cola becomes the first soft drink to be consumed in space when astronauts test the â€Å"Coca-Cola Space Can† aboard Space Shuttle Challenger. The Company introduces a new taste for Coca-Cola (â€Å"new Coke†) and brings back Coca-Cola classic after protests by loyal customers. Coca-Cola becomes the first trademark displayed in Pushkin Square, Moscow.1990-1999 – New Markets and Brands â€Å"COCA-COLA IS ENJOYED IN NEARLY 200 COUNTRIES WORLDWIDE.† Coca-Cola is  introduced in East Germany.World of Coca-Cola, an attraction dedicated to the Company’s history, opens in Atlanta. Coca-Cola introduces the first bo ttles made partially with recycled plastic, an innovation for the industry. The Coca-Cola Polar Bear first stars in advertising.The 20-ounce plastic contour bottle is introduced; the bottle helps distinguished Coca-Cola form other brands. Barq’s root bear and cream soda brands join the Coca-Cola Company’s family of brands. The Coca-Cola Company sponsors the Summer Olympic Games in its hometown, Atlanta. The Coca-Cola extends its Project Hope initiative in China by awarding four-year grants for collegiate study to nearly 700 students. Coca-Cola extends its FIFA partnership with a long-term committed to the Federation Internationale de Football Association.The Company’s long association with sports was strengthened during this decade with Rugby World Cup and National Basketball Association and also became the Official Soft Drink of NASCAR racing. Dasani, a bottled water product; Powerade, sports drink; and Qoo, a children’s drink, joins the Company’s line-up of brands. The Company further expanded through acquisitions, including Limca, Maaza, and Thumbs Up in India; Inca Kola in Peru and Cadbury Schweppes’ beverage in more than 120 countries.2000-Present – Coca-Cola Now â€Å"COCA-COLA IS ENJOYED IN MORE THAN 200 COUNTRIES WORLDWIDE† Coca-Cola global marketing platform makes its debut.The â€Å"Fride Pack† – a thinner, longer 12-pack designed to take up less space on refrigerator shelves – is launched in the U.S. The Winter Olympic Games are hed in Salt Lake City, Utah, marketing the 74th consecutive year The Coca-Cola Company has been an Olympic Sponsor. Coca-Cola is one of two primary sponsors of â€Å"American Idol† in the U.S., the music contest program that became a pop culture phenomenon. E. Neville Isdell is elected chairman of the board and CEO of the Company. The Company extends its sponsorship of the Olympic Games through 2020. Coca-Cola Zero, a zero-calorie cola with r eal Coca-Cola taste, is introduced.B.Strategic PostureCurrent Mission Our Roadmap starts with our mission, which is enduring. It declares our purpose as a company and serves as the standard against which we weigh our actions and decisions. To refresh the world To inspire the moments of optimism and happiness To create value and make a difference Current ObjectivesOur Main Objective is to be globally known as a business that conducts business responsibility and ethically and to accelerate sustainable growth to operate in tomorrow’s world. By having these objectives, we form the foundation for companies in the decision making process Current StrategiesOur company aims to be globally known, we do this by targeting different areas across the globe with different products, gaining our brand and popularity. All our bottling partners work closely with our customers such as convenience stores, grocery stores, movie theaters and street vendors to create and use localized strategies de veloped in partnership with the Company. Our competition with other beverage companies are also narrowed down as they own various brands that could be possible competition. Our Company often reviews and evaluates business plans and performance to improve their earning and analyze their competitive position in the market.Current Policies We firmly commit to conduct all our business activities in a socially responsible manner, ensuring: The health and safety of our employees The protection of our consumers and other external stakeholders The protection of the environment. Some of our policies that we uphold are: Environmental Policy Equality of Opportunity Policy Quality and food safety policy Health and wellness Policy Climate Change Policy And the likes.

Exegetical Project Essay Example | Topics and Well Written Essays - 1000 words

Exegetical Project - Essay Example In Mathew and Mark, Jesus is anointed in the house of Simon Peter the leper. As he sat at a table, a woman came with an alabaster flask containing expensive spikenard oil. She broke it and poured the oil on Jesus’ head. The people around criticized this action as the oil could have been sold for three hundred denarii and given to the poor (Ehrman, 2004). However, Jesus defended her saying that she had done a good work. He says, â€Å"For you have the poor with you always, and whenever you wish you may do them good; but Me you do not have always. She has done what she could. She has come beforehand to anoint My body for burial.† In Luke, a sinful woman anoints Jesus when he was at a Pharisees house where he had been invited for dinner. The woman leaned on Jesus’ feet with an alabaster jar of perfume. She stood behind him weeping then began to wet his feet with her tears. She wiped Jesus’ feet with her hair, kissed them then poured perfume on them. When the Pharisee saw this, he said to himself, â€Å"If this man were a prophet, he would know who is touching him and what kind of woman she is—that she is a sinner.† Jesus replied Simon by telling him the story of a moneylender. One man owed him five denarii while the other owed him fifty but he forgave them both. Then Jesus asked which of the two were happier. Simon replied that the one who was forgiven the most debt was happier. Jesus said that in the same way, â€Å"Therefore, I tell you, her many sins have been forgiven—as her great love has shown. But whoever has been forgiven little loves little† (Ehrman, 2004). In John, Six days after Passover Jesus went to Bethany where Lazarus lived whom he had raised from the dead. A dinner was set in his honor. Mary came with a pint of pure and, an expensive perfume, poured it on Jesus’ feet, and wiped his feet with her hair. However, Judas Iscariot objected saying that that perfume could have been sold and mo ney given to the poor. Jesus replied, â€Å"It was intended that she should save this perfume for the day of my burial. You will always have the poor among you, but you will not always have me.† The four bible stories have certain similarities and differences. In Mathew, Mark, and John, the anointing occurred in Bethany while in Luke the anointing occurred at an unspecified place in Pharisees house. In all the bible stories, women did the anointing. In two of the instances, the women wipe Jesus’ feet with their hair after anointing it. In the other instance, the anointing is done on Jesus’ head instead of his feet. In all the instances, the anointing is done when Jesus is honored by a meal in all the houses. The host in three of the instances was named Simon while the other was Lazarus (Ehrman, 2004). In Mathew and Mark, no specifics are given about the name of the woman in question while in Luke, the woman is described as the woman in the city, which was a sinn er. In John, the woman is Mary the sister of Martha and Lazarus. In all cases, the event took place in Bethany. In Mathew and mark, it is clear that Jesus was in Bethany while in Luke Jesus was from Capernaum and Nain which are on the way to Bethany. In John also, Lazarus lived in Bethany. In Mathew, Mark, and Luke, the alabaster box of precious ointment was used. To Mark and John, the ointment of spikenard was used. In Mathew, Mark, and John, the people around believe that the precious ointment could have been s

Has ayer shown that causal determinism is compatible with free willin Essay

Has ayer shown that causal determinism is compatible with free willin answering this question you should first explicate ayer's compatibilism and then defend or criticize it - Essay Example Ayer, from her point of view, depicts that all human actions substantiate due to causal laws or they are not. Accordingly, if the causal laws govern these actions, then they are necessary or paramount. Alternatively, if causal laws do not govern these actions, they occur by chance (Ayer 255). Resultantly, one is not acting from a free perception. He depicts free will, and determinism are perfectly compatible. For instance, there are situations where one seems compelled to do something. According to Ayer, one can choose to act or not act out of free will. That is; one can choose to do one thing or otherwise. The position Ayer is that one act with or without compulsion despite the truth of determinism (Ayer 275). Most of the philosophers such as Campbell tries to show that compelled activities do not articulate any article of free will. However, Ayer tries to argue against that view. He insists that one can choose to do something else different from what he or she gets forced to do. The force is external, but the decision made is internal and cannot get changed. This is only different if free will expresses a different perception to act according to the force used or demands made. First, Ayer stipulates that when one is under a constraint, he or she does not act freely. However, the choice gets made. Such an individual may make a decision because of the constraint (Ayer 274). However, Ayer does not fully believe that a specific decision can get dictated despite the constraint. One has the option of making an alternative decision despite the decision made. Ideally, this position may not hold if real implications get accounted. Let’s take an example where a political confidant is forced to air secrets of a political party at gun point. The reality is that one perceives that the only option left is telling the truth or getting killed. Ayer holds that being compelled to talk out the secrets does not mean that one should tell the truth (Ayer 22). He or she has

Corning Incorporated Research Paper Example | Topics and Well Written Essays - 2500 words

Corning Incorporated - Research Paper Example The optical-fiber system enabled the easy transmission of data and voice over extremely wide distances, or billions of kilometers around the globe (Hecht, 1999). The optical-fiber technology was used by telecommunication companies and systems in different parts of the world. It was evolved to support mobile technology and the transmission of satellite information, data and voice messages throughout the world. With time, Corning became a global leader in the production of optical-fiber materials around the world. They became the pioneering entity from 1984 to 2000 where their revenue rose from $100 million to $900 million in the year 2000 (Miller, 2011 p1). However, the telecom bubble burst caused other forms of communication to take over from the fiber-optic technology that Corning had a monopoly over (Matthews, 2002 p445). This led to the quick decline of profits in Corning because they had invested a lot of their capital into controlling the fiber-optic market that they had a full grip on. This led to the decline of the company. There was the need for a quick turnaround in the company and its operations. This paper analyzes Corning as a business entity. The paper will undertake a critical analysis of the organizational systems, strategic patterns and important elements of the organizational structure. This will be discussed in conjunction with the company's history, the 21st Century turnaround and current trends of the company. Organizational Summary (WWR) From its stable growth of about $70 million in turnover each year from the mid-1980s to year 2000, the company now makes higher profits above the $900 million level they reached in 2000 before dipping into a decline. According to Corning, (2012), there has been a tremendously increased volume of trade and revenue. Annual sales for 2011 was $7.9 billion. This shows that a lot has changed in the company to merit such high levels of revenues. The sales figure of $7.9 billion represent 19% increase from the $6. 6 billion earned in 2010. Sales volume increased by 7%. This shows that there is a strategy that is supporting the growth and evolution of the company. Earnings per share was $1.77 in 2011. Although this was lower than the increase that was made in 2010, the company again shows that it is increasing investor wealth and this presents a strong case that justifies the fact that it is a growing company. Aside this, the company had free cash flow of $544 million. This implies that they have enough cash in their possessions to finance working capital and other needs that can support it to expand and meet its future objectives and obligations. These indicators announces to the world that Corning is making a lot of improvement in its operations and financial position. The company has had an incredible turnaround that makes it a major player in the global electronic industry. On further analysis of the 2011 financial statements, the information given by Flaws, a Board Member and Chief Financ ial Officer of the company indicates that there are some important themes that define Corning's current strategy and long-term vision. Growth The company is now focusing on growth. This is based on its vision to capture a larger market share. In order to attain this end, it aims at expanding its asset base. This is being done through mergers, acquisitions and other international

Summary chp.25-emergence of the us-american history Term Paper

Summary chp.25-emergence of the us-american history - Term Paper Example But he could not keep up with this policy and soon sent a special envoy, Sumner Welles, to encourage Machado, the oppressive president of Cuba, to resign in 1933. Machado was replaced by Ramon Grau and later by Colonel Fulgencio Batista. His regime was immediately accepted by America leading to favorable trade agreement. In 1939 Mexico nationalize all foreign owned oil companies. This infuriated the American oil interest and demanded them back asking Roosevelt to use military force if necessary. In 1941 the issue was solved when Mexico and America agreed on a fixed amount of compensation. While the relations with Latin America remained agreeable, the same was not true for Asia. In September 1931, the Japanese army stationed in Manchuria seized control of it. Following Japan’s success, America invoked the Stimson Doctrine. The idea of Greater East Asian Co-Prosperity sphere was also generated by Japan. A similar idea was also circulating in Europe, Germany, and Italy. Adolf Hitler came to power in 1933 based on the promise to improve the economy of Germany and to increase its role in the world. Benito Mussolini of Italy also expressed his wish to expand Italy. In response to the increased tension in the world, in August 1935 the congress passed the Neutrality act of 1935 which prohibited the sales of arms and munitions to any nation at war. On October 3, 1935, Italy invaded Ethiopia. Roosevelt announced America’s neutrality on the issue and denied the sale of war supplies to either side. However, the non-war trade continued between Italy and America. On May 9, 1936, Italy annexed Ethiopia. In March 1936, Germany occupied Rhineland and in July a civil war broke out in Spain. Roosevelt again proclaimed America’s neutrality on the issue. Congress passed the Second Neutrality Act forbidding loans to countries at war. Roosevelt easily defeated Landon

What Is Management Essay Example | Topics and Well Written Essays - 1000 words

What Is Management - Essay Example The need for management: The core idea behind management is to bring things in order, achieve the objectives and reduce any hassle and unwanted activity and process that hinder the overall task undertaken. In short management is to do things in the right way. Key words: synchronization, management, theories, order and chaos. Management in organizational context: The concept of management is directly associated with the field of administrative and business activities. The management may be associated with that of personnel, resources, processes, or other activities that collectively make up for the part of project and are undertaken under given scheme of action and policy to deduce distinct outputs and objectives. Henry Fayol defined it as commanding control and planning of actions (Murugan, 2007. 2) Domain of Management: Management in different spectrums may have the following means and impacts: Organizational management: this is related to the holistic management of the organization . Which may include the dealings and negotiations, the centering of policies, handing of manpower or any other function that may seek direction and guidance. Key steps in management: The function of management itself requires organization and balanced thinking and functioning. Thereby the process of management in itself requires consideration and scheme of action undertaken. The first of these steps is that of planning. Planning what to do will allow for comprehension over how to do. This is followed by the acting phase. The third phase is that of administration and monitoring while the final stage is that of checking over in a feedback stage. Budget management: Budget in an organization serves as the driving force and enables purchase and exchange of goods, machines and other components. Budgets play a vital role towards the success or failure of any project undertaken. Therefore management in this domain is highly important and it serves as the focal point of overall project. Dry up due to budget limitation may result in halting of the processes or possible compromise of the original manifesto and objectives understated initially. Excessive usage of capital may lead to defaulting. Hence management comes to rescue in such scenarios and enables handling the important domain of budget accordingly. Budget may also be associated with the salaries, increments and bonuses of the customers which serves indirectly towards the motivation and encouragement of the personnel associated. Hence in an analogical manner, it can be deduced that management of budget is akin to satisfaction of the workers involved in the project or overall organizational operations. Theories of Management: There are many theories that are used in different circumstances and scenarios by different organizations and enterprises. Each of these vary subject to its applicability, scope and other relevant factors. Two of these theories are: Bureaucratic theory of management and administrative: The or igin of this theory stretches its roots to Europe. With the word being French in its origin, yet the concept being propelled and main streamed by Max Weber (Dolan & Rosenbloom, 2003, 8), the German sociologist. Since in inception three centuries ago, the theory still holds good and is part of major organizations, governmental institutes and other structures. This theory is more solid in its implementation towards organization with large size of workforce, administrative domain and other relevant functions and schemes. For this reason this theory finds its applications on governmental level (Singla, 2010, 57). The pre requisites of this theory require, merit, specialization,

Optical Distortion, Inc Case Study Example | Topics and Well Written Essays - 1000 words

Optical Distortion, Inc - Case Study Example The aim was to increase the egg production and meat for its customers. The firm, serving in most regions in the United States, has increased its revenue and is making substantial margins from the sale of eggs The population of birds continues to grow not only in the US but it is rapidly spreading to other parts such as Europe, South America and Latin America. It has increased the efficiency of poultry production by reducing the psychological stress and trauma caused by debeaking and cannibalism.. However, the main challenge has been price fixing as farmers would not want to be exploited or exorbitantly charged. The ODI continues to penetrate new and unexploited markets through timely strategies set by its executives. It has gained reputation in the last 50 years due to excellent customer excellence, cost leadership and continued research and development in the industry. Through timely panning, execution and evaluation of its marketing and other programs, it has gained and continues t o gain a larger market share in the industry. ANALYSIS Consumer Orientation A critical analysis of the firm reveals a set of problems that faces the firm. First, it how to hedge the ever increasing costs when farmers respond negatively to any increase in price. As the pointed out in the article, farmers would wish prices to remain low and affordable. This is regardless of many benefits a farmer derives from the services offered by the technical specialists from the firm such as reduced cannibalism, less trauma and greater feeding efficiency. It is pointed that advertising and promotional costs can only be offset if prices go beyond $0.08 per pair. Consumers learn about products from the advertising campaigns enacted and executed by the firm through promotional tools like trade shows, exhibition and newspapers in both local and national papers. Brand Awareness Consumers are well informed about the optical lenses manufactured by the firm as shown by the increasing population of birds in the all regions surveyed. A thorough examination of the chicken census reveals an upwards trend and has an incremental percentage of 6. %.It can deductively be revealed that more and more consumers both individual and organizational have favorable and regular purchasing patterns. Furthermore, through the services of breed and other extension service officers, consumers are motivated to purchase from the firm stocks. Company Capacity Optical Distortion Inc is worried about the costs that may soar higher with an increase in services without rising of prices. As evidenced from the financial statements, is an upcoming firm in the industry with a leaner budget and high production costs than the already established companies. Due to its limited resources and stiff competition from the mature firms, one of the executives is really worried about costs. The executive is indifference as whether to increase the advertising and promotional costs without increasing the price, as it will impac t negatively on its financial performance. Its capacity is further tainted by the firm’s dedication by the management as none of them, if fully devoted to the affairs of the company. As pointed out p6, their financial and managerial is limited as evidenced on the company’s balance sheet. However, the company has adopted offensive strategies of diversification, innovation and product development to suit a variety of needs of customers. Collaboration

Structure of proposal, summarise major components of research Essay Example for Free

Structure of proposal, summarise major components of research Essay The objective of this research is to assess the impact of food garden projects on the livelihoods of communities on household and community levels. Also, to assess the impact of the food garden initiatives, in the reduction of food insecurity and poverty. The objectives are also to describe and evaluate the impact of Government and various role players, assistance in the sustainability of the food garden projects in various regions. The study will be conducted in various regions in the Western Cape, where various departments and role players launched projects on world food day. In the year 2014 Suurbrak was the community identified by the Department of Agriculture the theme/aim for the year was Family Farming: Feeding the world, caring for the earth. In the year 2015 Pella was the community identified by various role players the theme for 2015 was â€Å"Social Protection and Agriculture: Breaking the cycle of rural poverty†. The year 2016 Graafwater was identified as the community and launched on World Food Day. Numerous people across the globe live in extreme poverty and are faced with food insecurity. Food insecurity is a major issue especially in rural communities, that rely directly on resources at their disposal. Safety Nets are usually an aid to sooth or assist in reducing food insecurity in rural communities, through Governmental projects implemented. In the Western Cape province, rural communities rely on support programmes form NGOs or Government projects to reduce food insecurity and to Sustain their Livelihoods. The Western Cape Province also experience elevated levels of food insecurity and malnutrition due to extreme poverty conditions that occur in rural communities. Key Words: Food insecurity, Food Security, Poverty reduction, Sustainable Livelihoods, Food garden initiatives, Title: Assessing Food garden initiatives/projects to alleviate food insecurity and assessing the impact of the projects on the Livelihoods of communities: A Case Study in the Western Cape Background to the Research: The numerous Food garden projects was launched by various role players to eliminate poverty and to increase food security. Problem Statement: Primary focus of the Research, Question format Problem Statement 1.1 The City of Cape Town, like any other cities in South Africa, faces high rates of poverty and inequality. Poverty remains a real and alarming problem. It is estimated that 22.1% of residents live in poverty. 1.2 Poverty is multi-dimensional and manifests in many ways. One of the key manifestations for people who are poor is a lack of access to basic services such as, food, water, electricity and sanitation which improves quality of life. Access to basic services significantly affects the lives of women and girls who are often tasked with household chores. Although, the 2011 Census reports that 87.28% of people living in Cape Town have access to piped water, 90.20% to a toilet facility, 93.98% to electricity and 94.94% to refuse removal services, challenges exist in providing quality services that are sufficient, efficient, affordable and appropriate to meet the needs of communities. 1.3 Poverty is both a cause and result of marginalisation. Many vulnerable groups such as women, children, the elderly and people with disabilities are overrepresented amongst the poor and they face a range of complex social, economic, cultural and physical barriers in getting out of poverty. 1.4 Food security is generally viewed as closely related to poverty. Research in Khayelitsha, Philippi and Ocean View1 indicated that four out of ten households in Cape Town’s poor areas go without food at least once a week because they cannot afford to buy it. Poverty disproportionately affects female-headed households and makes them especially vulnerable to food insecurity. 1.5 Poverty and food insecurity are linked to poor health and it also severely affects the healthy development of children. Food insecurity may result in malnutrition which has long-term physical and developmental effects. 1.6 The City of Cape Town is committed to addressing poverty and improving the quality of life of all people living in the city, particularity people who are poor, vulnerable or marginalised. The Social Development Strategy sets out how the City plans to do this. However, there is a need to articulate the interventions aimed at meeting the needs of the poor who may be helped through food garden initiatives amongst other interventions 1.7 The City needs to coordinate its efforts aimed at alleviating the plight of the most vulnerable with the work that is done at a national and provincial level. Provincial Government fund and implements a number of programmes aimed at addressing poverty through sustainable livelihood programmes or projects. There is a need to ensure that the work done by all spheres of government in the city is strategic and has the maximum impact. Key Research Questions Detailed Literature Review: Importance of the Research: Methodology: Timescale/ Research Planning: Hypothesis: List of Reference

Impact of Technology Essay Example for Free

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

A Tree, A Rock, A Cloud by Carson McCuller

A Tree, A Rock, A Cloud by Carson McCuller Philosophy of the modernism and postmodernism period takes twists and turns at every chance it can. As the world begins to change at a speed previously unseen, people all over the world are confused and scared of what might come next. Though today writers have taken to the internet to show the world their ideas, writers during these periods expressed the emotions human beings felt through many different genres of literature. First a man must help those around him but then the philosophy shifts to a man must help himself to gain meaning in this life. As each man struggles to find a place for himself in the world, each man is also subject to the actions of others. So each man is a master of his own destiny but yet he is also a slave to the whims of others. This knowledge scares men, women and children all over the world. Yet human beings continue to find themselves among the fear. We all find meaning for ourselves yet sometimes questions arise after we find the meaning which defines ou r life. Some questions being: Is this the meaning I wasted my time on? Is this worth all the time I spent alone? In A Tree, A Rock, A Cloud by Carson McCullers these questions pop out to me after reading the tramps so called science of love. The tramp in the story had his heart broken by a woman so severely he believed he could never love again. While the philosophy of love today would suggest otherwise, the tramp wandered the country in isolation, searching for his lost love and searching for love itself. He believes he has discovered the science of love, his own personal philosophy he uses to define his life in the world. He never finds the woman he held to be so dear nor does he find another woman he loves as much as her even after he develops his science of love. The disillusionment the tramp faces after losing his first love tears down the natural beauty of what love really is. Natural not scientific I should say. Science can tell many things and uncover many truths but one thing science has no power over is the ability we have to love freely. This I believe the tramp fails to understand. The tramp tried to fragment love. Thats like trying to tear Mount Everest apart with a rubber mallet. It cant be done. Nor can you apply logic to love. You cannot apply logic to something that contradicts itself as much as love does. Yet the tramp did not realize this as he tried to break down love. The tramp tells the boy he speaks to I meditated on love and reasoned it out. All he reasoned out was how to believe he loved something or someone. He believed love was only one love. According to his science you could love a rock as easily and as deeply as you loved a woman or your child. This is not the case as most would agree. I myself have never loved my iPod or my car as much as I have loved my girlfriends or my family. The tramp failed to realize many things but chief among them was that love comes not from what others can give you to make you happy but rather love exists when your desire to make another happy matchs your own desire to make yourself happy. An inanimate object could never return the love that men chase, so this science of love is base on false beliefs. Another question that comes to mind after reading the story is how can you love an inanimate object as deeply as you could a person and then loss said object? Do you react the same way you would if your parents died? If my iPod breaks (again) you wont see me crying and mourning something that cannot be replaced with a few hundred dollars. While I wont exactly be thrilled to hand out that money, its easier than losing a loved one. Once again the science of love is incorrect. The tramp was isolated from the human world as he traveled the country developing his science. He tried to replace the love he held for this woman with a love for other things. As Thoreau once said There is no remedy for love but to love more. Perhaps this is what the tramp thought as he traveled the country. He could not love the woman who left him anymore so he began to love everything he could in hopes of finding a love just as strong as his first love. Although I could not find his last name a man named Jeffery once said Love never dies, even if you have found a new love, the sweet memory of the past will continue to hunt you for the rest of your life. So no matter what the tramp did the memory of his past love would stay with him forever. He might think about her less and less but she will never truly be gone from his heart. This is true to me because even though I rarely think of her, I can still remember the feeling I got when I held the first girl I ever loved in my arms. Suc h depth of love does not disappear we just become accustomed to the lost. Once again the science of love could not explain the true depth of love. The tramp should have labeled this theory on love as the philosophy of love because thats all it really is. To use the world science is to imply that there are hard facts behind the theory. This work of literature aimed to create a fragmentation and disillusionment of love. The disillusionment came from the shattering of the naivety of what love is. The fragmentation came from the attempt to apply reasoning to something as complex as love. While in the present day most would agree that this science is untrue and full of false perceptions, how it was received in the post modernism period reflects how the world society felt about love. With the rising of all the new sciences and the conflict of World War II, many people around the world were lost and searching for answers. At the rapid rate the world seemed to become engulfed in the war, people everywhere must have questioned when they were going to be swallowed by the war. So at a time of war love was a very precious thing. Yet what was love? For people all across time have had questions about love, and this story attempts to explain what McCullers had to think of love. In conclusion, while this story has a spotty philosophy on love at best, it does open the mind to think a bit about love. Love itself is an experience to have in any life we might imagine for ourselves. We all must understand however that love will strike us however and whenever it so chooses. Love is an emotion and all emotions rise when we least expect them. Logic cannot be applied to emotion. McCullers tried to apply logic to love through this story but like William Shakespeare once said To say the truth, reason and love keep little company together now-a-days.