Computers with Relation to Student Learning :: essays papers

Computers with Relation to Student Learning The question of whether computers can improve student learning or not, depends on the instructor and how the technology is used. There are many conditions under which technology innovations can take place in classrooms, which causes problems for schools that do not have the money to buy new computers and are not presented with this new technology. Some of the contextual factors could include using email as a way of communication between the teacher and the student, as well as the parents. This new technique of communication has proved to be very useful for students that may be having trouble in the classroom and need some extra help outside of the classroom. â€Å"Email is also used outside the classroom in the work field and if the students get accustomed to using this new technology they will be at an advantage in the future,† (Chang, C., 2001). Teachers are also able to create web-sites pertaining to their subject that the students have access to, to get information t hat they may be having difficulty with in the class. This type of online communication is also helpful with regards to the parents of the students because the parents are able to look up the subject that their child is currently in and can know exactly what their son or daughter is learning at the time. Availability of the Necessary Resources â€Å"The access and use of computers are hindered by the interactions between technology and school realities,† (Chang, C., 2001). Not all schools and homes have this email available to them and if they do there are many things required to even be able to access this form of communication. First your computer will need access to a fundamental network and you must own a network computer. Buying the email software is the next step and setting the program up can be a problem if you are not familiar with the software. Email is only functional when everything is operating at once. Even the slightest problem with your computer, possibly not related to the email software at all, could be a potential threat to disabling your entire program. A problem many people also have would be the knowledge of teaching students how to use the computer software and incorporate it within each individual class.

Marxist, Neoclassical and Deep ecologist theories of ecological crises

According to Marxist theory the fundamental causes of environmental degradation is the mode of production that comes into contradiction with the natural processes. It is only capital accumulation that is taken into consideration, but the value of environment is given little attention. The mode of capitalist production is designed in such a manner to yield the biggest returns in terms of profits within the shortest time possible. This mode of production does not integrate the natural process.The capitalistic growth does not consider the time required for the resources to regenerate or formation. The mode of production has also been spread over the globe and does not respect the already existing social organizations (Kovel, 2007). The production and supply of energy is supposed to go ahead without interfering with the natural environment including the flora and the fauna. Marxist approaches argue that environmental degradation does not result from lack of wisdom in capitalist mode of p roduction, but result due to the logic that underline the system.The call for environmental protection that would result to qualitative growth as advocated by social democrats is stymied by the logic of capitalists (Eckersley, 2005). The flow of individual capitalist is determined by the rationality of capitalists, but the whole system become irrational due to competition among capital, innovative processes to improve on the mode of production and save on raw materials that does not materialize due to unfair competition. For this reason there is nobody who cares for the welfare of the environment and thus water, soil, air are polluted.Unfair competition has resulted to overproduction problems. This means that natural resources are overexploited into production of non profitable goods and services. Violations of environmental regulations have resulted due to this unfair competition in search of super profits (Kovel, 2007). This can be identified by such criminal behavior of use of su bstances that have been inadequately tested, use of harmful and toxic substances, dumping of toxic wastes in unauthorized places, use of chemical labels with false statement (Eckersley, 2005).Marxist theory of imperialists metropolises argue that most advanced environmental degradation resulting from economic growth is in the most developed countries. There is economic exploitation due to economic quantification of social, natural and historic substrata in these countries is governed by commodity production which has resulted to fragmentation of social processes which were used in production there is competition among owners of the centralized properties which have led to environmental problems in imperialist countries.There is much use of land to create business premises, industries, theme parks and other structures which have facilitated much traffic and commuting time, but the structure of needs have not been changed. There is much traffic congestion in these metropolitan areas d ue to traffic policing on the private cars on the use of petroleum fuel. This is a threat to these places (Eckersley, 2005). Centralization of property has demanded building of energy firms especially nuclear power stations and fossil fuels which are a threat to the air quality and are not rational in economic use of energy.In market production they see it advantageous to throw away, burn, flush out what they consider unimportant and this have contributed to waste problem (Kovel, 2007). The consequences of this is much waste in the environment a characteristic of capitalist overabundance which have resulted to environmental problems of; urban sprawl, destruction of ecological systems over congestion, air pollution, release of radioactive substances building up of toxic substances and wastes etc (Benton, 1996). The environmental failures cannot be corrected by capitalism.The environmental resources of water, air, soil, and wood are wasted polluted and degraded often without control b y capitalism these environmental resources are considered as exogenous factors in economy i. e. they are factors of making profit. The limited nature of natural resources is seen by those buyers of them but the sellers interest is to expound on them and don’t see the need to safeguard them. The current push for capitalist is deregulation that is controlling to the attempts made of controlling the exploitation of the natural resources.Otherwise they are contemplated on false premise that the good profits (environmentally friendly) and bad profits can be distinguished on the laws of value. The imperialist countries have designed their structure of the economy as to give end of pipe solution already when the harm has already been done. This has very little remedies to the environmental problems. The consumers within capitalist production have been shaped and have aggravated ecological crisis. The individual change however can contribute very little in searching for the solution of environmental degradation (Benton, 1996).Ecological problems in developing countries have been seen to be as a result of poverty. According to Marxist poverty in these countries is as a result of imperialist action and their economic policies but is not an outcome of fate. Environmental problems in imperialist countries are as a result of affluence and not due to market economy. The poor people have become the victims and agents of environmental degradation. In most developing countries there is shortage of basic commodities especially fuel, food and water.The environmental problems faced by the developing countries have the origin of capitalist production. Imperialist countries have dominated the world market and depend on developing countries for raw materials of their industry and this have contributed to overexploitation of natural resources in these countries. The imperialist countries have designed economic structure that are dependent on the world market and have imposed t hem to the developing countries. For this reason the environmental resources are chosen on this basis for export to facilitate production in the imperialist countries.The pressure falls on the poor people in their environments. The impact of exploitation of environmental resources is widely felt in developing countries than in capitalist metropolises. According to Marxist environmentally degrading dynamics and organizing contradictions of World Bank are carried to the developing countries. The actions of the World Bank are devastating and incorporable weaker forces oppose it . raw materials are exploited for world market and there is parallel development of such things like roads, power –plants etc.There is also heavy clearance of land to pave way for pasture land or farm land to produce products for export and use of pesticides, chemical fertilizers that have resulted to pollution. The action of the World Bank raise a question about the poor people since they are pushed to r egions marginalized and therefore burns forest to pave way for farming. Cutting hillsides settling in flood prone areas or in arid zones etc contributing to ecological crisis (O'Connor, 1997). According to Marxist this question about the growth of cities in the developing countries is causing environmental problems.These cities have also resulted to waste disposal problems since dump wastes in unauthorized places. There are also energy shortages in these countries. The problems of the developing countries are aggravated by debts to imperialist countries and World Bank which often mean exploitation of more resources for export and thus increase in the level of poverty capitalist countries also transfer hazardous materials into the developing world and therefore pollute their environment. According to Marxist seeking to solve environmental problems of the developing world is a serious problem that often does not materialize.Credits and debts given to them only compound the problem and what is supposed to be done is reduce depending on the imperialist countries (O'Connor, 1997). The system of bureaucratic societies has also resulted to similar environmental problems as in imperialist countries. The reason for this is that they have only overcome the capitalist laws of value only partially but they have depend on capitalist and world market dependency on technological progress of the imperialist economies has also contributed to environmental degradation. Bureaucratization was expected to develop a social economy but it eliminated democracy.The issue of environments was only addressed in small departments. Deep ecology is based on the idea that the environment is supposed to stay intact and does not exist to serve human beings. According to deep ecology species have the right to exist no matter the unfaithfulness to their human being (Orton, 1999) Deep ecology places value on biodiversity which is necessary to the flourishing of both living and nonliving. Accordin g to this approach the origin of ecological crisis can be located on the systems of human beliefs, i. e. either religious or philosophical. Human beings are seen to dominate nature (O'Connor, 1997).According to the deep ecologist the right to live for all living things is universal and cannot be quantified. Therefore even human beings cannot be excluded from biotic community. It is believed that members of biotic community are supposed to preserve its integrity beauty and stability (Orton, 1999) Deep ecology shows that the civilization of human beings has damaged the integrity of nature. Ecosystem can absorb limited amount of water only if they do not exceed the carrying capacity. Through this approach ecologist have shown that human activities have changed the biosphere from its natural state.Deep ecologist gives holistic approach to environmental problems. The field of deep ecology uses two approaches i. e. scientific and deep ecology. Scientific ecology explains the relationship between living species of the earth and the environment (Orton, 1999). The field uses four directions i. e. Spirituality, Ideas, Feelings and Action. Spirituality tries to explain our relationship with what we see as sacred. Live here is seen as being sacred and it is believed that the power of life acts through the work of the earth recovery. Ideas on the other hand are based on idea that we are parts of nature rather than outsiders of nature.As part of nature we should use the ability to develop the ecosystem rather than destroy them. We should be the stewards of the environment rather than have dominion over it. Feelings unable us to see the state of the nature since we are part of it. As stewards we act according to these feelings. As environmental stewards we act for live (Orton, 1999) Marxist, Neoclassical and Deep ecologist theories of ecological crises. Neoclassical theory originated from several abstraction i. e. individualistic utility theory, firm theory and market theory . .Neoclassical values economy more other than anything else.Ecosystem is seen as just mere elements within the economy. In contrast to Marxist theory and deep ecology, neoclassical do not recognize the physical limits of nature and therefore they support for infinite growth. They hold that he failure that have resulted to ecological crisis occur due to lack of market values. However neoclassical economics have tried to integrate environmental issues in the market systems. This is contrary to Marxist theory, where Marxist sees all the environmental issues as a result of capitalism production. Neoclassical economist believes that markets will make everything right.In reality neoclassical do little to account for value of environment (Laferriere & Stoett, 1999). According to neoclassical economics market failures occur in three instances i. e. externalities, imperfect structure and public goods. Externalities in neoclassical economic approaches, crisis results due to negative external ities that result to inefficiency in the market. In this approach what is considered to be an externality is something that is external and is not determined by the nature. An example is where waste effluent from a firm is discharged into a water course resulting to water pollution.According to neoclassical economics this only happens because the value of the community water is not accounted for in the cost of production since this value is not available in the market tot be purchased by the community (Laferriere & Stoett, 1999). . This is contrary to Marxist theory and deep ecology approach. Marxist theory argues that such ecological crisis does not arise because of lack of wisdom but money driven factor which are aimed at maximizing profit. Deep ecology on the other hand has explained our actions towards the environment using the four directions as mentioned earlier.In this approach our actions towards the environment should be that of stewardship and such actions of discharging e ffluent into water body does not support the integrity, beauty and stability of nature and therefore this is wrong. According to Marxist theory, the environment is therefore undervalued, unprotected and polluted. Even where neoclassical economics call for internalizing the externalities so that amount of pollution is obtained. It is contrary to deep ecology since deep ecology support for the integrity of nature (Plumwood, 2002).The denial that externality only results from diversions from the real world lead to structures that are irrelevant to all the living things and the environment according to deep ecology approaches to ecological crisis. This is because it is only in the real world human being and other species live and therefore the models do not prescribe solutions to the problems that already exist in it. Moreover environment is treated as a thing that can be abstracted, exploited according to this approach of negative externalities regardless of the fact that it is dynamic living component.To place value on the environmental components so that they can be internalized in market it is contrary to Marxist theory since this value is placed only due to individual preferences. Such evaluation of environmental goods is hypothetical markets, contingent market valuation etc which have resulted to interference with the integrity of nature since nature is complex and human being cannot successfully value it. In neoclassical economic methods it remains clear that environment is a commodity that can be substituted once hedonic pricing and anthropocentric allocation of prices has been successfully determined (Plumwood, 2002).The values of natural resources are not prioritized by the market mechanism and it is only the exchange value base that is considered (Laferriere & Stoett, 1999). This is in contrast to deep ecology since resources under this doctrine should be part of nature and they have value in themselves and should be allowed to pursue their own good. In contrary resources are valued if they bring environmental benefits that can be evaluated or economic benefits according to neoclassical economists.It therefore means that species with no use value which have been attached to them have no any effect on optimal allocation of resources. Human beings have limited knowledge about the biodiversity, biophysical and therefore optimal valuation of the components of the environment often leads to irrational choices. Therefore market failure is not the problem or the one that brings the conflict between environment and the economic activities. The conflict merely arises due to impossibilities of the market structure to place a reasonable value of all the components of the environment in the real world (Plumwood, 2002).Ecological crisis have resulted to irreversible changes to earth and its inhabitants. Damage to the environment has threatened many species of the earth. Initially the issue was infinite growth which cannot be supported by our f inite earth. The threats created by ecological destructions can be dealt with by altering the concepts of economic growth . this is in contrast with neoclassical approaches that support market economies and holds that the crisis are due to market failure (Foster, 1997).The ecological crises are threatening the species of the earth. According to Marxist and deep ecologist crisis result from human activities that impact on the earth. According to Marxist there is need to change the mode of production and there is no need to wait for scientific evidence of their ecological consequences. However this is contrary to neoclassical economics where some firms are still maintaining harmful production techniques with little technological innovations the technological progress instead is acting on environment and destroying it.The industrial revolution of the 19th century resulted to production of much waste that polluted the environment. The wastes had consequences of degrading the environment and also threatening the health of all human being especially occupational workers since 19th century ecological degradation has become fast and furious. Ecological degradation is an outcome of technological advancement with little care of nature. This occurred on the eve of 19th century with innovation of cars petroleum use, the rise of chemical industry and agricultural sectors with heavy use of fertilizers and pesticides.The issue of planned economics and industrialization of the third world has also contributed to qualitative leap of resources (Benton, 1996). Deep ecologist has deep understanding of the nature. Marxist on the other hand analyzed the society and excluded co-evolutionary understanding of the relationship between nature and human beings. According to deep ecology analysis of nature the two cannot be vied as separate entities or independent bodies. Rather, sees the two as co-evolutionally and they change each other in dynamic processes.The historical forces and soc ial forces forms the basis in which human beings treat the environment Marxist’s assert that historical materialism in economic degradation is designed with structures that are degrading environment systematically and are exceeding the carrying capacity of the earth (Burkett, 1999). This is contrary to the views of neoclassical economists. Therefore they have caused much environmental degradation instead of establishing a co- evolutionary relationship.For Marxist there is both crisis of nature and social crisis that have resulted to ecological crisis. The ecological crisis has resulted due to the mode of production and reproduction that are designed to exploit the resources (Burkett, 1999). Marxist theory agree that human being have become both agents and victims of the ecological crisis and this has been evidenced by; social alienation malnutrition and pollution and poisoning to the environmental components in which human being depend and also see capitalism as being as spec ific historic form.( Benton, 1996). Bourgeois society which is criticized Marxist but supported by neoclassical economics is created by capital which also results to appropriation of nature and the social bonds to the members of the society. The great civilization of man results to nature being seen as an object for human beings, which is supposed to be utilized and fail to be recognized (Burkett, 1999). The discovery of the laws of the nature is seen as merely ruse in order to subjugate it to human needs as objects of utilization or facilitate production.Bibliography Barry J, Eckersley (2005): The State and the Global Ecological Crisis. ISBN-13: 978-0-262-52435-3, MIT Press. Benton T (1996): The Greening of Marxism. ISBN 157230118X. Guilford Press. Burkett P (1999): Marx and Nature: A Red and Green Perspective. ISBN 0312219407, St. Martin's Press. Eckersley R (2004): The Green State: Rethinking Democracy and Sovereignty, ISBN 0262050749, MIT Press. Foster, John Bellamy (1997): The Crisis of the Earth. Organization & Environment (journal), Vol. 10, No.3, 278-295 DOI: 10. 1177/0921810697103003 Kovel J (2007): The Enemy of Nature, ISBN: 9781842778715 Laferriere E, Stoett J (1999): International Relations Theory and Ecological Thought: Towards a Synthesis, ISBN-13: 978-0415164795, Routledge. O'Connor J (1997): Natural Causes: Essays in Ecological Marxism. SBN 1572302739, Guilford Press Orton D (1999): Deep Ecology and Criticism, ISBN: 0-8476-8929-8, Littlefield. Plumwood V (2002): Environmental Culture: The Ecological Crisis of Reason. ISBN 0415178770, Routledge

Employment Law Essay

The main issue under consideration in this case is whether a claim under the Age Discrimination in Employment Act of 1967 (ADEA) can be subjected to compulsory arbitration pursuant to an arbitration agreement in a securities registration application. Gilmer contends that it is not. Among the arguments raised by Gilmer are: a) the compulsory arbitration of claims under the ADEA pursuant to arbitration agreement is inconsistent with the purpose of the Federal Arbitration Agreement; b) the compulsory arbitration of claims will undermine the role of the EEOC in enforcing the ADEA; c) compulsory arbitration will deprive the claimant of the judicial forum provided for by the ADEA; d) compulsory arbitration should not be countenanced because of the inherent inequality in the bargaining power between the employers and the employees. The Supreme Court affirmed the judgment of the United States Court of Appeals for the Fourth Circuit holding that an ADEA claim may be subjected to compulsory arbitration. The Supreme Court ruled that it does not see any inconsistency between the purpose of FAA and the enforcement of agreements to arbitrate under age discrimination claims. The Sherman Act, the Securities Exchange Act of 1934, RICO, and the Securities Act of 1933 all are designed to advance important public policies but claims under these statutes may still be subjected to compulsory arbitration. Also, it is incorrect to argue that compulsory arbitration will undermine the role of EEOC in enforcing the ADEA because a claimant subject to arbitration agreement is still free to file a charge with the EEOC. Further, compulsory arbitration agreements will not deprive the claimants of their right to seek judicial recourse under ADEA rather it even broadens the right of the claimants as they now have the right to select the forum for resolving their disputes whether judicial or otherwise. Mere inequality in the bargaining power between the employer and the employee is not sufficient to hold that arbitration agreements should not be enforceable as it is precisely the purpose of FAA to place arbitration agreements in the same footing as other contracts. In effect, the Gilmer case required claimants who are under compulsory arbitration agreements to comply with the said agreements before they seek judicial recourse even if it involves a claim under the ADEA. In the dissenting opinion of Justice Stevens, he argued that arbitration clauses contained in employment agreements are specifically exempt from coverage of the FAA thus respondent corporation cannot compel petitioner to submit his claims arising under the Age Discrimination in Employment Act of 1967 (ADEA) to compulsory arbitration. One of the arguments raised is that the requirement of compulsory arbitration between the petitioner and the respondent is not embodied in the contract of employment. In fact it was admitted by both parties that there was no contract of employment between them. Instead, the Compulsory Arbitration clause was embodied only in Gilmer’s application for registration before the NYSE. Moreover even if there was a contract of employment, the FAA should be not held to apply to employment-related disputes between employees and employers. It would be contrary to the spirit of the FAA to allow the same people who have practiced discrimination against an employee to bargain with them for the purpose of settling their disputes. I agree with the majority opinion. In the first place, the injured party in discrimination suits is the employee. As the injured party, they have the freedom to seek judicial recourse for the purpose of obtaining relief for the damage done to them. However, they also have the freedom to opt for other alternatives. In an effort to settle their dispute with their employers, they may choose to enter into arbitration. Indeed, it would be more in keeping with the laissez faire doctrine to allow both the employers and the employees to settle their dispute among themselves.

Analysis for Jeep Grand Cherokee Essay Example

Analysis for Jeep Grand Cherokee Essay Example Analysis for Jeep Grand Cherokee Paper Analysis for Jeep Grand Cherokee Paper The advert denotes a jeep on rough terrain driving past a wooden shack. The scene is set in the countryside where nothing can be seen for miles. The writing takes up a small amount of the whole page, which shows the advertisers, want you to concentrate on the jeep rather then the text.  The anchor on the advert could be interpreted in different ways to the intended one. 8 on the Richter scale shows the jeep is powerful and can blow anything away. Richter scale is probably the keyword as it connotes ideas of power and strength. The wooden hut looks like it has been in an earthquake but in fact the advertisers wants to show you can drive it and feel commanding. At the bottom of the advert it tells you about the engine specification and the luxurious interior. The company wants to show off the best bits of the car. In the top left hand corner it has the company logo and the words THERES ONLY ONE. The advert works as a whole by placing the signifier for power (V8 Engine) next to the logo Jeep. This represents to consumers only this jeep will give you the ideas and hopefully persuade people to buy one. The caption will influence a consumer in their perception of the product: Jeep is a unique 44 manufacturer that upper class people may drive around town to do their errands or people who want to be powerful/commanding and use the car to its maximum limit. This suggests it is indexical. Earthquakes are associated with power/noise and the seismic rumble from under the bonnet makes people want to buy it. This signifies to most people, a meaning that it is a good, stylish car that will impress and everybody will want. The blurred background is also important because it connotes an impression of speed and immense power, which will help to sell the car. Furthermore the man in the car is not very young for a reason. The advert is designed, obviously, to target people who can afford the 30,000 jeep, and so the image of the middle aged man, who maybe has enough money to buy one, is important. The photography of the car is responsible for making the advert work as well. Although the blurred background is probably computer generated, the car is a photograph. The camera never lies, but here it has been chosen to capture the image when the wheel hubs are blurred with speed and the slight glinting off the bonnet and headlights adds to luxury ride ordinary people could be experiencing. In looking at the image of the iconic jeep, the advert denotes a car travelling on a long distance terrain in a natural setting, which signifies that the jeep is capable of handling rough terrain as well, a smooth ride. Also it is a realistic representation of the kinds of roads the car maybe travelling on and whatever it (or lack of it) throws at you. The juxtaposing of a dark sky and natural environment signifies a smoothness and air of mystery, further implying to the consumer that it is desirable. This is the same with the car, as it is a dark colour too. This dark/natural colour setting is predictably continued to the jeep itself, so that the consumer associates the values signified by the natural setting to the product. The picture of the jeep is on the left hand side where the sky is darker which suggests the car has just driven through the earthquake and survived. The advert is more likely aimed at men, who tend to be the main money earners and more interested in cars and also the representation of colour for males is usually dark, and for females, dark, which further implies it is aimed at men. The ideology at work here is significant: the car represents power and authority and consequently, men learn to aspire to such images. The advertisement makes the reader feel in control and make people buy the product at price.

Frida Kahlo essays

Frida Kahlo essays Her life "I suffered two grave accidents in my life. One in which a streetcar knocked me down.....The other accident is Diego." Frida Kahlo was born on July 7 1907, in the city of Mexico. However, she claimed that she was born in 1910, the year of the Mexican Revolution because she liked to think that her life began at the same time as modern Mexico. In fact, there are many anecdotes or lies like this in her life. At the age of six, doctors discovered that she had polio; her right leg was very much smaller than the left one. That didn't make a difference for her. When she entered high school many years later, she was known as the 'tomboy' of her class and soon of the school. It's at this school (National Preparatory School) that she met her husband, the great muralist Diego Rivera. At eighteen, she was involved in an important bus accident with damage to her spinal column, a broken collarbone, broken ribs, a broken pelvis, and 11 fractures in her right leg. More than that, her right foot (the one with polio) was crushed and her shoulder was dislocated. She had to stay immobile for an entire month! It 's after this accident that she began to paint because she had nothing else to do in bed. With all her operations, she found the prosper profession for herelf! She couldn't be a nurse who always runs around or a ballerina, since she had about 30 operations! Unfortunately, she used drugs, alcohol, cigarettes and medication only to try to forget her pain. It's in a meeting to which a friend had brought her that she became closer to Diego. Maybe he was not the best thing in her life but at least he made her express her feelings on canvas and lead her to be emotionally stronger than she was. They married on August 21, 1929. In fact she married twice with him. At the beginning it was really a love marriage, there were no other reasons like money or contacts. But the more time went on, the more it became difficul ...

What Is the Advanced International Certificate of Education (AICE)

What Is the Advanced International Certificate of Education (AICE) SAT / ACT Prep Online Guides and Tips For students looking for a more challenging high school experience or for a chance to earn college credit, many high schools offer advanced college-level programs. The newest one of these is the Cambridge AICE, an international diploma program created via the University of Cambridge in England. Curious about whether this program is right for you? In this article, I'll explain the AICE approach, the coursework necessary to get the diploma, and how it compares to AP and IB classes. What Is the Cambridge AICE? AICE, which stands for Advanced International Certificate of Educationand is pronounced like the word "ace," is aset of challenging college-level classes forhigh school students. It was developed by Cambridge Assessment, a non-profit, non-teaching department of the University of Cambridge in England. Like theAP and IB programs, AICE was designed to give students the option to pursue a more rigorous and ambitiouscurriculumby teaching youkey skills to succeed in college-level work.At the same time, AICE classes and the diploma structure are flexible enough to let students tailor the coursework to their specific interests and strengths. Besides the academic and intellectual appeal of learning in greater depth, AICE lets you earn an advanced diploma toboost your college application. Italso has the potential toget you college credit or let you place out of intro courses once you're a freshman. However, because it is still a newer program, not all colleges viewAICE classes in the same way they do AP classes. You can use the Cambridge Assessments lookup tool tocheck whether your target college accepts AICE. Where Is AICE Offered? Currentlyin the US, AICE is primarily offered in Florida high schools,though there are several other schools offering the diploma scattered throughout the country. In Canada, AICE is only available in Toronto, but there are schools affiliated with AICE throughout the world, primarily in Great Britain. If you’re looking for a school that offers the AICE diploma, you can useCambridge Assessment’s lookup tool to find high schools around you. The Financial Benefits of AICE On top of its emphasis on flexible class offerings and its potential to strengthen your college application, AICE has several financial benefits as well. For one, AICE classes and exams are free for students- your school pays all the fees for this program! For students in Florida, an AICE Diploma is a great way to secure some money for college.If you've earned the diploma and completed 100 hours of community service, you will automatically qualify for the Florida Academic Scholars Award viathe Florida Bright Futures Scholarship Program. But you don't need to earn the AICE diploma to get this scholarship. Some combinations of AICE coursework, community service hours, and minimum scores on the SAT/ACT are also ways to win Florida Bright Futures awards. How Do You Enroll in the AICE Program? You can't sign up for AICE on your own but instead mustrely on your school to provide it- the same way your schooleither does or doesn't provide Honors and AP classes. If your school wants to sign up to offer AICE classes to students, your principal or head of school can go tothe website that explains how to have your school join. AICE is not guaranteed to teach you to levitate books, but there's nothing stopping you from using that argument to convince your principal to sign up. How Is AICE Structured? The AICE program is made up of one-year classes called AS Levels, andtwo-year classes called A Levels. AICE classes can be taken individually, or you can take the two-year program and get an AICE diploma. There are some classes that can be started at the AS Level and then extended to the A Level later. What Are the Classes Like? AICE classes put a lot of emphasis on writing, critical thinking, and delving deep into their subjects. AICE classes aren't very rigidly structured, and AICE exams are somewhat modular. This flexibilitygives teachers a lot more room to spend extra time investigating what seems to be interesting to students and leaving out or shortening other course sections. Individual Classes vs Full Diploma With AICE, you get the choice of either taking individual classes from their course menu, or doing the full course of study needed to get the diploma. If you decide to just take individual AICE classes, colleges will treat them just as they do individual AP classes. These courses will add rigor to your transcript, count more in your weighted GPA, and show colleges that you are willing to challenge yourself and are a motivated student. Getting the AICE diploma requires a much bigger investment of time and effort. But, since each class was designed to be part of the program, the skills and knowledge you learn from one class will benefit you in others. Also, the classes are structured to fit together to give you a more rounded perspective on global issues. To get the AICE full diploma, you need toearn seven course credits within a 25-month period (previously thefull diploma only required six credits). One of these seven credits needs to bethe mandatory core class Global Perspectives and Research. Working on the core was mandatory, but Joe couldn't help feeling a little silly digging around inside a giant apple. What Classes Can You Take? If you're going for the full AICE diploma, the one class you will have to take is the Cambridge International AS and A Level Global Perspectives and Research. This class is the core of the program. But don't worry- it's less a content-heavy class and more a skills-building workshop. In Global Perspectives and Research, you first pick three global topics out of 30 options,such as artificial intelligence, international sport, tourism, and many others. Then, you conduct research to examine these topics from different perspectives, such as the economic impact, ethical dilemmas, environmental forecasts, and so on. Finally, you write a paper, take an exam, and do a group project about your research. All the other classes are your choice. These fall into four groups: Group 1: Mathematics and Sciences Group 2: Languages Group 3: Arts and Humanities Group 4: Interdisciplinary In order to earnthe diploma, you'll need at least one credit each fromGroups 1, 2, and 3. You can have at most two credits from Group 4. Other than that, anything goes. For example, if you're a math whiz, you can load up on the Mathematics and Sciences classes, and only take one class from the Languages Group and one from the Arts and Humanities Group. What do you mean, that's an overload of math? There's no such thing as an overload of math! Here are all the available classes in the AICE Diploma program: Group 1: Mathematics and Sciences Group 2: Languages Group 3: Arts and Humanities Group 4: Interdisciplinary and Skills-BasedSubjects Biology Afrikaans Accounting English General Paper Chemistry Arabic Art and Design Global Perspectives and Research Computer Science Chinese Business Thinking Skills Design and Technology English Language Classical Studies Environmental Management French Design and Textiles Further Mathematics German Digital Media and Design Information Technology Hindi Divinity Marine Science Japanese Language Economics Mathematics Language and Literature in English Environmental Management Physical Education Marathi Food Studies Physical Science Portuguese French Literature Physics Spanish Geography Psychology Tamil Hindi Literature Urdu Hinduism History Islamic Studies Language and Literature in English Law Literature in English Media Studies Music Nepal Studies Portuguese Literature Physical Education Psychology Sociology Spanish Literature Travel and Tourism How Does Grading Work? In each class, you'll do a variety of graded work. In addition to final exams, students write essays, create presentations, and do group projects. Most of this work is graded by your teacher, but some of the essays, presentations, and all the exams are sent away to be graded by Cambridge Assessment. In each class, the range of passing grades goes from A* to E. A* is the AICE version of an A+. Getting an E is basically like getting a C in normal US grading, or like getting a 3 on an AP exam. Depending on your individual AICE class grades, your full diploma will be awarded with Distinction, with Merit, or Pass. The more ornate the certificate, the greater the diploma honors. Distinction diplomas come studded with emeralds and feature a gilded background of the full text ofHamlet. Should You Take AICE? If the only advanced curriculum that your school offers is the AICE program, you should definitely sign up for as many courses as you can reasonably handle and do well in. The classes are similar to AP and IB classes in difficulty level, and colleges love seeing transcripts that show your willingness to tackle hard classes and manage a heavier workload. But what if you have to choose between AICE, AP, and IB? I will lay out the pros and cons of each to help you decide. Should You Take AICE or AP? First, let's talk about the differences between theAICE and AP programs. AICE is designed almost in opposition to the way AP classes are structured. The AICE Diploma is a program rather thana random selection of classes. This means that it can offerclasses in niche subjects, such as tourism and marine science, and then fit those classes into an overall globally minded framework. Also, unlike AP classes, which tend to go wide and broad in their subject areas, AICE classes are more narrow and focused. AICE classes stress essay writing and project-based learning over rote memorization and multiple-choice exams. Because of this, teachers can dive deep into details and deemphasize others, depending on student interest. According to some students, this also means that the AICE exams seem easier- as long as you have a well-reasoned, supported argument and can write well, your answers should get a good score. Finally,whereas college credit for AP classes is based on the score you get on the AP exam, college credit for AICE classes is based on passing the exam, not on the specific score you receive. In other words, a 3 on an AP exam probably won't get you college credit in more selective colleges, but an E in an AICE class might. If you have the choice between AP and AICE, pick AP if: You are a very good test taker who does best with fact-based learning You are interested in a subject AP offers and AICE doesn't offer An excellent teacher is teaching the AP level You've already taken the AICE level of a particular class but are now interested in getting a broader overview of the same subject Your target collegesdo not recognize AICE Pick AICE if: You are interested in getting the full diploma You would like to learn about a subject from a global perspective You want toimprove your writing and public-speaking skills You aren't sure you can get a 5 on an AP exam but would like to try for college credit or advanced placement You live in Florida and canbenefit financially from the Bright Futures Scholarship Florida: land of Disney, sea cows, and free college money for good students. Should You Take AICE or IB? The IB and AICE programs are much more similar than they are different in the way they both approach teaching and the curricula of their classes. The main distinguishing characteristic of AICE is that Cambridge Assessments is notably vocal in its concerns abouthomework load, which is something IB doesn't address. AICE homework is designed to maximize yourlearning without unnecessary repetition or busywork. The designers of AICE talk a lot aboutstudentneed to have time for extracurricular activities as well asfamily and social lives. AICE is also more flexible for students who have strengths in certain subject areas. Unlike with the IB program, with AICE you can get the AICE Diploma by taking mostly classes in the subject group where your strengths or interests lie. If you have a choice between IB and AICE, pick IB if: You are interested in a more structuredprogram in which you won't have to design your own course of study An amazing teacher is teaching your school's IB program Your targetcolleges do not recognize AICE Pick AICE if: You'd like more flexibility in designing your own course of study You aren't sure if you want to go for the full diploma and would like the option of taking individual classes You are interested in starting some classes at the one-year AS Level before committing to the two-year A Level You live in Florida and canbenefit financially from the Bright Futures Scholarship Why buy the A-Level cow when you can get the AS-Level milk for free? What’s Next? Did you know that the AP also has a diploma program? Check outour complete guide to AP Capstone anda complete list of the schools that offer it. Interested in learning everything you can about all the different advanced placement options? Readour explanation of the International Baccalaureate. Wondering how all of your advanced placement classes will benefit you once you get to college? We’ve gotthe scoop on how colleges treat AP credits. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Microeconomics Essay Example | Topics and Well Written Essays - 1500 words - 4

Microeconomics - Essay Example This is illustrated by the diagram below. c) In order to achieve a socially efficient level of coal gas mining, policies that promote the underground water system understanding, interconnectivity and the gas extraction and processing life cycle should be adopted. Secondly, policies that demand absolute scientific knowledge of the industry and its potential impacts on the society matter. These to enable a comparison of efficient coal power generation and the societal efficient production requirements to minimize the adverse effects on the society. a). The key most barrier to entry that would help to establish and keep Monsanto’s market power in the United States seed market is the patenting of the Monsanto seeds that prevents farmers from stocking other seed companies. The high cost of entry into the seed industry as a result of the high prices charged by Monsanto is another significant barrier to entry. New companies would find it very expensive to incur high entry costs that may be risky given the established Monsanto Company. The policies and the high prices are the significant barriers to the entry of other companies into the industry. b). If the United States Department of Justice investigations resulted in the cancellation of the Monsanto patents as an anticompetitive practice in the seed industry, a number of resultant effects would be experienced. Firstly, the level of competition in the US seed industry will most likely increase as more seed companies will be able to venture into the industry with reduced barriers to entry. The farmers will have a choice between varieties of the seed companies for their seed markets. Secondly, the supply of seeds is likely to increase with increased number of seed companies into the industry. As a result, the prices of seeds in the market will be driven down by the increased supply, and this would reduce the