Computers Evolvement in Education :: Technology in Education Essays

Computers Evolvement in Education Picture rows of students all of different ages, having different knowledge and scholastic aptitudes, all in one classroomwith one teacher. This is the late 1700s when the teacher was the sole manager and source of knowledge in the classroom. Not until two hundred years subsequent in 1951 did the slightest bit of outside technology enter the classroom when the television was first used as a classroom instructional aid. In the midst of the Cold War, President Eisenhower passed the National Defense Education Act of 1958, bringing more money into the countrys schools to purchase new technology such(prenominal) as mainframe host computers. The problem was that many school systems were stuck to their ways, and insisting on continuing use of the 1700s-style instructional teaching method. President Kennedy further back up technological advances with his 1963 Vocational Education Act. Teachers and schools again j ilted technology, refusing to include the expensive mainframe and minicomputers into their lesson plans. It is surprising that computers ever got as far in education as are they are now. Two years later, in 1965, the Elementary and Secondary Education Act was born, giving public schools enough money to put the computers in all schools, but unfortunately, not in the classrooms. Computers were used primarily in administration and counseling offices at that point, not addressing the students instructional needs. President Richard Nixon decelerated the countrys advances for technology in the classroom. During his presidency numerous programs designed to give more money to the nations schools were cancelled. Host computers at this time were also rejected in the school systems, as they were seen to be unnecessary classroom components. After all, what more information do students need besides that given to them by their teacher? In 1975, about six years later, some schools across the nation finally were beginning to use mainframe and minicomputers, rejecting personal computers (PCs), which were steadily increasing in use and popularity outside the classroom. Apple Computer Company even donated Apple I PCs to schools that year in efforts to market PCs to primary schools.

Our Dysfunctional Haverworld Essay -- Personal Narrative Descriptive P

Our Dysfunctional HaverworldAs we seniors graduate and head bulge out into the world, one of the things I bet most of us entrust seek is community. This seems to be one of the requirements for a sustainable society one that is adaptive agree to small, diverse regions, so that local conditions are met with appropriate technologies, and one that functions with a strong ethic based on social ties. In my future I want to tone of voice I am included in and contributing to a supportive, caring and ethical community, whose values of sustainability determine our relationship to nature. I puzzle not effect this at Haverford College, as a collective society and an institution. (I hope you all can relate to this from Swarthmore as well. I doubt the cardinal are rightfully very different.) In fact, Haverford has helped me define what I do not want to be a part of--a large corporation that deals in the currency of its protest prestige as well as its funding, concentrated only on maximizi ng the profits of this kind, rather than valuing the equity and justice that we flummox agreed should tip over economic decisions. Al Gores comparison of US society to a dysfunctional family translates perfectly to the society at Haverford. This helps to explain the lack of moral philosophy concerning justice and sustainability, and suggests that in that respect is hope to resolve these problems.At Haverford and Swarthmore we embody the Cartesian model developed in the scientific revolution that focuses on the separation betwixt humans and nature, sagacity and body. Our colleges contain an extreme version of what Gore calls the disembodied intellect(524) in which we value our abstract academic thoughts above all else, as we encourage the fullest brass of thought while simultaneously stifling the e... ...ion of forest. We are committed to overconsumption in our extravagant use of paper, purchases of products to decorate our rooms and clean ourselves, and scourge of food in t he large cafeteria. I notice that most of us in this class have removed ourselves from these aspects of college culture as much as possible, to shield ourselves from it. I personally shield myself by trying to limit my interactions to those with my close friends, with whom my relationships are much less dysfunctional. I hope you all will relate in some form to my analysis, and I hope as a class we can carry this further. In pinpointing the aspects of liberal arts college behavior that lack the moral philosophy that are desirable and necessary to build sustainable communities, I hope we will dare to envision in detail the note that would make us feel fulfilled and at peace with ourselves and our environment. Our Dysfunctional Haverworld Essay -- Personal Narrative Descriptive POur Dysfunctional HaverworldAs we seniors graduate and head out into the world, one of the things I bet most of us will seek is community. This seems to be one of the requirements for a susta inable society one that is adaptive according to small, diverse regions, so that local conditions are met with appropriate technologies, and one that functions with a strong ethic based on social ties. In my future I want to feel I am included in and contributing to a supportive, caring and ethical community, whose values of sustainability determine our relationship to nature. I have not found this at Haverford College, as a collective society and an institution. (I hope you all can relate to this from Swarthmore as well. I doubt the two are really very different.) In fact, Haverford has helped me define what I do not want to be a part of--a large corporation that deals in the currency of its own prestige as well as its funding, concentrated only on maximizing the profits of this kind, rather than valuing the equity and justice that we have agreed should overrule economic decisions. Al Gores comparison of US society to a dysfunctional family translates perfectly to the society at Ha verford. This helps to explain the lack of ethics concerning justice and sustainability, and suggests that there is hope to resolve these problems.At Haverford and Swarthmore we embody the Cartesian model developed in the scientific revolution that focuses on the separation between humans and nature, mind and body. Our colleges contain an extreme version of what Gore calls the disembodied intellect(524) in which we value our abstract academic thoughts above all else, as we encourage the fullest expression of thought while simultaneously stifling the e... ...ion of forest. We are committed to overconsumption in our extravagant use of paper, purchases of products to decorate our rooms and clean ourselves, and waste of food in the large cafeteria. I notice that most of us in this class have removed ourselves from these aspects of college culture as much as possible, to shield ourselves from it. I personally shield myself by trying to limit my interactions to those with my close friend s, with whom my relationships are much less dysfunctional. I hope you all will relate in some form to my analysis, and I hope as a class we can carry this further. In pinpointing the aspects of liberal arts college life that lack the ethics that are desirable and necessary to build sustainable communities, I hope we will dare to envision in detail the situation that would make us feel fulfilled and at peace with ourselves and our environment.

Amadeus Essay -- essays research papers

At the age of the Enlightenment, Antonio Salieri receives the most triumphant musician in the city of Vienna, however, without any warning his harmonious universe comes to an utter halt. Salieri&8217s coercive faith in the world, in himself, and in divinity fudge is all at once diminished by this spontaneous child composer. When the two gelid ends meet, in that respect emerges a fury, a rage, and a passion in Salieri to sabotage the boy that has secured Salieri&8217s deserved God given talent to destroy the wizard pubescent child that has made him so mute and naked now in a world of discordance. Salieri&8217s entire reputation and boyhood prayer to move fame frankincense rests on his ability to annihilate that child prodigy, Wolfgang Amadeus Mozart.In analyzing the two composers, Salieri and Mozart, there is a distinct line that clearly divides them. Salieri&8217s operas receive astounding receptions, fashioning them the &8220 spill the beans of the city, shaking the roofs, buzzing the cafes, and even the name Salieri &8220sounds throughout all of Europe (2,3). The reason for Salieri&8217s success, as well as many musicians of the eighteenth century, is because they obligate become enslaved by the well-to-do and hence are &8220no better than servants (1,3). This applies especially to the king. For example, in Amadeus, His Majesty forbid any ballet in his operas. violet commands such as this are not to be interpreted in any way, in other words, they are to be merely obeyed without any dispute. Since operas list to the unavoidably of the high society in order to obtain recognition, the operas must communicate through the language of the nobility, that is, Italian. In addition, since the majority of the audience is made up of the upper class, the subject matter of the operas must consist of elevated themes. Such as, mythological heroes, kings, and queens, and so forth. According to the eighteenth century view, operas are supposed to be a sublime an d an aggrandizing art. The elevated subject matter is then chosen in order to venerate and honor the nobility. It&8217s purpose is to &8220celebrate the never-failing in man says Van Swieten (2,4). Meaning that there is an element in a noble person that lasts without any end, like God who is immortal. God represents the everlasting and the eternality of existence, thus God gives inspiration to operas that... ...n do now is to die. And so he does. Although Mozart does suffer loss, the loss of his life and career, and is somewhat responsible for his downfall, he does not evoke benignity or recognition. However, it is Salieri who contains all four elements of a tragic hero. Salieri loses practically everything he has faith in before Mozart appears. He suffers from the loss of dignity, esteem, and honor. Salieri also recognizes something he has never tangle before, that is the &8220pain as I had never know it, (1,5), the pain from the beauty and delight of Mozart&8217s music. Thus, recognizing the limitations of his own talent, the mediocrity of his talent compared to the genius kit and boodle of Mozart. He grows an awareness of disharmony in the universe that he has never encountered. Salieri clearly is culpable of his own tragedy. He is the Court Composer, his works are respect throughout Europe, and because he is not stupid, he does not say he is the better composer. Instead, he is the minority who actually appreciates Mozart&8217s music. There is definitely munificence for Salieri, in that all human beings can work as hard as they want to at something and can still fail miserably. Amadeus Essay -- essays inquiry papers At the age of the Enlightenment, Antonio Salieri becomes the most triumphant musician in the city of Vienna, however, without any warning his harmonious universe comes to an utter halt. Salieri&8217s absolute faith in the world, in himself, and in God is all at once diminished by this spontaneous child composer. When th e two opposite ends meet, there emerges a fury, a rage, and a passion in Salieri to sabotage the boy that has secured Salieri&8217s deserved God given talent to destroy the one pubescent child that has made him so mute and naked now in a world of discordance. Salieri&8217s entire reputation and boyhood prayer to attain fame thus rests on his ability to annihilate that child prodigy, Wolfgang Amadeus Mozart.In analyzing the two composers, Salieri and Mozart, there is a distinct line that clearly divides them. Salieri&8217s operas receive astounding receptions, making them the &8220talk of the city, shaking the roofs, buzzing the cafes, and even the name Salieri &8220sounds throughout all of Europe (2,3). The reason for Salieri&8217s success, as well as many musicians of the eighteenth century, is because they have become enslaved by the well-to-do and hence are &8220no better than servants (1,3). This applies especially to the king. For example, in Amadeus, His Majesty forbid any bal let in his operas. Imperial commands such as this are not to be interpreted in any way, in other words, they are to be merely obeyed without any dispute. Since operas tend to the needs of the high society in order to obtain recognition, the operas must communicate through the language of the nobility, that is, Italian. In addition, since the majority of the audience is made up of the upper class, the subject matter of the operas must consist of elevated themes. Such as, mythological heroes, kings, and queens, and so forth. According to the eighteenth century view, operas are supposed to be a sublime and an aggrandizing art. The elevated subject matter is then chosen in order to venerate and honor the nobility. It&8217s purpose is to &8220celebrate the eternal in man says Van Swieten (2,4). Meaning that there is an element in a noble person that lasts without any end, like God who is immortal. God represents the everlasting and the eternality of existence, thus God gives inspiration to operas that... ...n do now is to die. And so he does. Although Mozart does suffer loss, the loss of his life and career, and is somewhat responsible for his downfall, he does not evoke sympathy or recognition. However, it is Salieri who contains all four elements of a tragic hero. Salieri loses practically everything he has faith in before Mozart appears. He suffers from the loss of dignity, esteem, and honor. Salieri also recognizes something he has never felt before, that is the &8220pain as I had never know it, (1,5), the pain from the beauty and delight of Mozart&8217s music. Thus, recognizing the limitations of his own talent, the mediocrity of his talent compared to the genius works of Mozart. He grows an awareness of disharmony in the universe that he has never encountered. Salieri clearly is culpable of his own tragedy. He is the Court Composer, his works are respected throughout Europe, and because he is not stupid, he does not say he is the better composer. Instead, he is the minority who actually appreciates Mozart&8217s music. There is definitely sympathy for Salieri, in that all human beings can work as hard as they want to at something and can still fail miserably.