Business and Society Essay Example | Topics and Well Written Essays - 1250 words

Business and Society - Essay Example resent day intend to contribute to a situation of equitable position in the society, a balanced environment and the development of a sustainable economy. Although most of the large corporations are chiefly engaged in these types of social activities, the smaller houses are also not beyond the scope of CSR. The smaller manufacturing and production companies are equally responsible for the exhaustion of the environmental resources and therefore it is also a part of their duty to give back some thing to nature and the society. If the present generation makes complete use of the existing resources there would be nothing left for the future generations to sustain in the long run. Therefore the companies that are operating in any economy should think beyond the interest of the shareholders and maximisation of profit but should formulate their policy that would add to the social welfare by and large. The ideal mission and vision of a particular company has remained a topic that has been discussed and deliberated on at length. The stakeholder theory is often used to talk about the corporate social responsibility activities of the organisations. The corporations have legal obligations towards the shareholders of the businesses. Since the stakeholders are people belonging to the society contribution by the corporations in the CSR activities would contribute to the welfare of those shareholders implicitly. The organisations also have a moral and social responsibility which encourages them to take up social projects. The environmental impact that entails in the activities of the companies makes it a mandatory responsibility of them to take part in the contribution to social welfare. Thus as the companies move towards a goal of sustainability in the society the businesses are benefitted. It adds to the welfare of the businesses. On the other hand, the company board of directors are considered to be only employees of the shareholders (Manne, 1972). The shareholders invest in

Virtual Reality in Todays Society

Virtual Reality in Todays Society Virtual reality is a computer-generated simulation of the real world. This simulation is not static, instead it responds to the user’s input, whether vocal or tactile, in real time. In order to achieve this interactivity, the computer must constantly monitor the user’s movements or verbal commands and react instantaneously in order to change the synthetic world experienced by the user and in response to him or her. [1] By making use of all of a human’s sensory experience in this way, virtual reality takes the quality of interactivity achieved, say in a computer game, one stage further. Users of virtual reality can see and move objects, they can also touch and feel them. [2] This essay explores the evolution of virtual realities and the many uses of virtual reality in society today, as well as considering its ethical implications. Burdea, and Coiffet comment that the history of virtual reality dates back more than forty years. The Sensorama Simulator virtual reality video arcade game was invented by Martin Heilig in 1962. This game had the capability to simulate a motorcycle ride through a city, using 3-D effects, seat vibrations, appropriate smells, sounds and wind effects using fans. [3] Head-mounted displays were introduced in 1966 by Ivan Sutherland, but were heavy and uncomfortable. In 1985, Michael McGreevey of NASA developed a cheaper and lighter version of the helmet, fitted with mini display screens and sensors to track movement. The sensory glove had been designed in the early 1980s, but it was in 1986 that Jaron Lanier designed a new glove to fit in with the helmet to create a full virtual reality. [4] Advancements continued to be made in graphics and then in 1993 virtual reality became the theme for a major conference of the Institute of Electrical and Electronics Engineers (IEEE) in Seattle, makin g it clear that virtual reality had entered the main stream scientific community. [5] Since the end of the 1980s, new interfaces communicate three-dimensional images using the head-mounted display (HMD), using video cameras to track the image of the user in a virtual world where he can manipulate objects. More recently there has been a development called CAVE (Cave Automatic Virtual Environment), where the user is enclosed in a six sided environment surrounded by projection screens which they view wearing light stereoglasses, giving the impression of 3-D. [6] The suggestive impression is one of one of immersing oneself in the image space, moving and interacting there in â€Å"real time†, and intervening creatively’. [7] However, Burdea and Coiffet point out that with the swift advancements in technology, ‘virtual reality today is done mostly without head-mounted displays, by using large projection screens or desk top PCs’, and sensing gloves are now regularly replaced with joysticks. [8] The world of computer games has become a major area of importance for virtual reality, where the sense of immersion is important for gaming excitement. This creation of interactive virtual worlds has used grand, sweeping cinematic sequences and other techniques used in traditional cinema, such as ‘the expressive use of camera angles and depth of field, and dramatic lighting of 3-D computer generated sets to create mood and atmosphere’. [9] Actors could be used, superimposed over 3-D backgrounds, or as the games became more advanced, synthetic characters were created moving in real time. [10] This means that the space in which the characters move can now change over time, rendering the same space different when visited at a later time during the game. These changes enabled computer designers to integrate the player more deeply into the gaming world cinematically and to create a sense of visual reality. The immersion experienced when playing a computer game is made a much more total and intense experience when the player becomes a part of the game, that is, physically enters a virtual world. Virtual reality ‘provides the subject with the illusion of being present in a simulated world.’ [11] This virtual world, unlike the purely visual engagement of a computer game, allows for bodily engagement with the synthetic world. Virtual reality also allows the user to change elements of this simulated world: it gives an added feeling of control. Virtual reality allows people to experience elements of life without any physical commitments, possible dangers or general inconveniences of a real experience. Lev Manovich comments that virtual worlds are sometimes put forward as the logical successors of cinema, that they are ‘the key cultural form of the twenty-first century just as cinema was the key cultural form of the twentieth century’. [12] Indeed, Grau and Custance compare virtual reality with film, saying: ‘virtual reality now makes it possible to represent space as dependent on the direction of the observer’s gaze: the viewpoint is no longer static or dynamically linear, as in the film, but theoretically includes an infinite number of possible perspectives.’ [13] Technically, virtual reality ‘utilises the same framing’ as a cinema rectangular frame. This kind of frame only allows a partial view of a wider space. The virtual camera, as with a cinema screen, moves around in relation to the viewer in order to reveal different parts of the shot. [14] This framing device is vital to the virtual reality world in that it gives a small shot of a larger world, thereby providing a wholly subjective and totally personal viewing experience. While Manovich looks to cinema as a basis for virtual technology, Grau and Custance look to art. They argue that the idea of virtual reality ‘rests firmly on historical art traditions, which belong to a discontinuous movement of seeking illusionary image spaces’. [15] Taking into account the lack of technology further back in history, Grau and Custance believe that ‘the idea stretches back at least as far as classical antiquity and is alive again today in the immersive visualization strategies of virtual reality art.’ [16] Indeed, for Grau and Custance, this basic idea of finding these ‘immersive spaces of illusion’ is threaded through the history of art. Grau and Custance also point out the lack of natural involvement with the world through the technological illusion of power and control. They say, ironically that ‘the adherents of virtual reality †¦ have often reiterated their claim that immersion in virtual reality intensifies their relationship with nature’. [17] Indeed, an experience so totally reliant on technology and devoid of anything natural can bring about this feeling of connection to nature due to its resemblance of the real world. Manovich too comments on the illusive quality of any ‘natural’ involvement or control. He says that the user is only altering things that are already inside the computer, the data and memory of the virtual world. [18] The realm of virtual reality is driven by the desire to find a perfect recreation of the real world, a perfect illusion. The ideal interface seems to be one in which the interface or computer itself is entirely invisible, it seeks to block out the very means of creation of the virtual world, making the existence of the user in the virtual world seem totally ‘natural’. [19] The experience means that the user is totally isolated from the actual world whilst at the same time given this feeling of total ‘natural’ immersion in a new world as well as a sense of omnipotence. The user in effect becomes a kind of fictional character that they have themselves created, doing whatever they like, whenever they like, always with a sense of immortality. There are ethical problems relating to the potential decrease in real physical interaction and normal human relationships as people may potentially come to prefer their virtual world to their real life. Indeed, in virtual reality, the physical world no longer exists at all, as all ‘real’ action takes place in virtual space. [20] There is another ethical concern, that of the possibility of children accessing unsuitable experiences in a virtual world, as censorship would be difficult. This is similar to the problem of violence and adult themes in films and on the internet being available to chi ldren today. Virtual reality is an area of even greater concern, however, as children will have the opportunity to take part in the action themselves. Another concern is that criminals could practice their crimes in a virtual world before acting in reality. There are many positive uses for virtual reality today in areas such as: medicine, education, entertainment and psychology. For example, virtual reality can provide flight and driving simulation, operation simulation, it can help with architectural design or treatment of phobias. These things can be practised realistically without the fear of anything going wrong with flying training, driving experience or surgery. Virtual reality can also potentially be used in medicine to evaluate a patient and diagnose problems as well as possibly aid in operations. Disabled people have the opportunity to join in activities not usually available to them. An architect can use the method to plan out a building before starting work constructing it: using virtual reality avoids the need to build several different prototypes. Someone afraid of spiders can meet one in a virtual world under careful programming to reduce sensitivity over a period of time, indeed, any phobia could be treated using this kin d of virtual reality exposure therapy. The field of education is a huge potential area of use for virtual reality; it can even be used to practice sport. There is another important use for virtual reality that is not related to entertainment or education. Telepresence is an ever-increasing part of the digital and virtual world. Telepresence combines three kinds of technology: robotics, telecommunications and virtual reality. With telepresence, ‘the user of a virtual environment, for example, can intervene in the environment via telecommunication and a remote robot and, in the opposite direction, to receive sensory feedback, a sensory experience of a remote event .’ [21] Manovich calls telepresence a ‘much more radical technology than virtual reality, or computer simulations in general’. [22] Indeed, Manovich explains that with virtual reality, the user controls a simulated world, that is, the computer data. In contrast, ‘telepresence allows the subject to control not just the simulation but reality itself’ because it allows the user to ‘manipulate remotely physical reality in real time through its image’, [23] that is, the user’s action affect what happens right then in separate place, useful for tasks such as, Manovich suggests, ‘repairing a space station’; [24] the technique can also be used successfully in battle to direct missiles. [25] So, virtual reality operates on two very opposing grounds. On the one hand it allows great freedom for the user, as he feels he can move anywhere through space with the camera, but at the same time, virtual reality totally confines the body in its simulated world. Manovich recognises that the physical world is subordinated in this way as he says virtual reality renders ‘physical space †¦ totally disregarded’, [26] However, with telepresence, the physical world is very much regarded. Indeed, Mark Hansen thinks Manovich’s comment on the lack of physicality overlooks the experience of space in the potential of virtual reality, even if the body is actually confined. [27] Hansen uses the example of telepresence to explain how simulation and space can coincide to be effective. Indeed, with telepresence, the physical actions, although limited in the space where the user resides, do have an effect at another location. In this way space has been found and used, if not in the same location as the user, their movements have still had a physical effect somewhere else. [28] It seems that virtual reality has many uses in society today, from entertainment to medicine; from psychology to architecture. Telepresence is now a powerful and extremely useful part of the virtual and digital world. With the continuing advancement of technology and the many great uses virtual reality can surely have in society, it is important to bear in mind the negative consequences if virtual reality techniques are not closely monitored, especially as they become more widely available. The ethical implications of a society plugged always into their private, virtual worlds would not be a positive development for human relationships; children also need to be protected from an environment where anything and everything can appear real and personal to the user. However, as long as we are aware of the potential negative implications, the development of advanced virtual reality has great potential benefits for society. Sources Used Burdea, G. C. and Coiffet, P. (2003). Virtual Reality Technology. Chichester: Wiley-IEEE Grau, O. and Custance, G. (2004). Virtual Art: From Illusion to Immersion. Cambridge: MIT Press Hansen, M. B. N. (2004). New Philosophy for New Media: A New Philosophy for a New Media. Cambridge: MIT Press Heim, M. (1994). The Metaphysics of Virtual Reality. Oxford: Oxford University Press Manovich, L. (2002). The Language of New Media. Cambridge: MIT Press Sherman, W. R. and Craig, A. B. (2003). Understanding Virtual Reality: Interface, Application, and Design. San Francisco: Morgan Kaufmann http://library.thinkquest.org/26890/virtualrealityt.htm Footnotes [1] Burdea, G. C. and Coiffet, P. (2003). Virtual Reality Technology. Chichester: Wiley-IEEE, p. 2 [2] ibid. p. 3 [3] ibid. [4] http://library.thinkquest.org/26890/virtualrealityt.htm [5] Burdea and Coiffet, op. cit. p. 8 [6] Grau, O. and Custance, G. (2004). Virtual Art: From Illusion to Immersion. Cambridge: MIT Press, p. 18 [7] ibid. p. 3 [8] Burdea and Coiffet, op. cit. p. 1 [9] Manovich, L. (2002). The Language of New Media. Cambridge: MIT Press, p. 83 [10] ibid. [11] ibid. p. 166 [12] Manovich, op. cit. p. 82 [13] Grau and Custance, op. cit. p. 16 [14] Manovich, op. cit. p. 81 [15] Grau and Custance, op. cit. p. 339 [16] ibid. [17] ibid. p. 201 [18] Manovich op. cit. p. 166 [19] ibid. p. 178 [20] ibid. p. 114 [21] Grau and Custance, op. cit. p. 278-279 [22] Manovich, op. cit. p. 166 [23] ibid. [24] ibid. p. 167 [25] ibid. [26] Manovich, op. cit. p. 114 [27] Hansen, M. B. N. (2004). New Philosophy for New Media: A New Philosophy for a New Media. Cambridge: MIT Press, p. 40 [28] ibid.

A Room With A View by E.M. Forster and The Remains of the Day by Tovah

A Room With A View by E.M. Forster and The Remains of the Day by Tovah Martin 'A Room with a View' and 'The Remains of the Day' are two novels which involve journeys of physical and spiritual discovery. The main characters of the stories are dissimilar in gender, age and social status but both experience situations and encounters which challenge their perspectives and personal values. The authors of these books have both included references to nature and landscape to emphasize, mirror and reinforce the reactions and emotions of their characters. They have also used nature and landscape to highlight key events. 'A Room with a View' was written in 1908 and the opening chapters are set in Florence, Italy, a vibrant country, where the high temperatures and natural beauty can stir the emotions. Lucy Honeychurch, chaperoned by her spinster cousin, Charlotte Bartlett, is on a grand tour, and struggles to understand the unfamiliar emotions which are stirring within her. 'Lucy's rebellious thoughts swept out in words - for the first time in her life.' Suppressed emotions are released and she discovers a maturity, independence and strength of character which allow her to analyse and perceive individuals in a new light. She has the audacity to challenge Mr Eager, who finds it 'intolerable that she should disbelieve him.' Lucy and Charlotte face initial disappointment with the views from their rooms. They had been promised 'south rooms with a view' but had north rooms overlooking a courtyard. This dull, uninteresting outlook reflects Lucy's upbringing in rural England, where she has restricted freedom and a limited stimulation in a climate inclined to be damp and cloudy. This contrasts with her expectations for ... ...d leaving the reader with clear, reflective images of a bygone era in an English landscape which still exists. 'A Room with a View' has more dramatic contrasts and energy. The story begins in Italy and the descriptions are strong and powerful, reflecting the events and emotions which develop in the characters. The feelings of the people are passionate and full of vitality and the landscape and nature vividly echo and illustrate what is happening. England is changeable and blustery, gloomy and grey, illuminated by flashes of brilliance and beauty. The atmosphere contrasts with Italy as the plot changes pace and people re-evaluate and alter their course. This book contains romantic illusions to pastoral subjects and makes use of nature to support events and feelings, which brings the book to life and provides excitement and entertainment for the reader. A Room With A View by E.M. Forster and The Remains of the Day by Tovah A Room With A View by E.M. Forster and The Remains of the Day by Tovah Martin 'A Room with a View' and 'The Remains of the Day' are two novels which involve journeys of physical and spiritual discovery. The main characters of the stories are dissimilar in gender, age and social status but both experience situations and encounters which challenge their perspectives and personal values. The authors of these books have both included references to nature and landscape to emphasize, mirror and reinforce the reactions and emotions of their characters. They have also used nature and landscape to highlight key events. 'A Room with a View' was written in 1908 and the opening chapters are set in Florence, Italy, a vibrant country, where the high temperatures and natural beauty can stir the emotions. Lucy Honeychurch, chaperoned by her spinster cousin, Charlotte Bartlett, is on a grand tour, and struggles to understand the unfamiliar emotions which are stirring within her. 'Lucy's rebellious thoughts swept out in words - for the first time in her life.' Suppressed emotions are released and she discovers a maturity, independence and strength of character which allow her to analyse and perceive individuals in a new light. She has the audacity to challenge Mr Eager, who finds it 'intolerable that she should disbelieve him.' Lucy and Charlotte face initial disappointment with the views from their rooms. They had been promised 'south rooms with a view' but had north rooms overlooking a courtyard. This dull, uninteresting outlook reflects Lucy's upbringing in rural England, where she has restricted freedom and a limited stimulation in a climate inclined to be damp and cloudy. This contrasts with her expectations for ... ...d leaving the reader with clear, reflective images of a bygone era in an English landscape which still exists. 'A Room with a View' has more dramatic contrasts and energy. The story begins in Italy and the descriptions are strong and powerful, reflecting the events and emotions which develop in the characters. The feelings of the people are passionate and full of vitality and the landscape and nature vividly echo and illustrate what is happening. England is changeable and blustery, gloomy and grey, illuminated by flashes of brilliance and beauty. The atmosphere contrasts with Italy as the plot changes pace and people re-evaluate and alter their course. This book contains romantic illusions to pastoral subjects and makes use of nature to support events and feelings, which brings the book to life and provides excitement and entertainment for the reader.

Christian family Essay

The authors of several books are celebrated for the different artistic works that they produce. In their real lives, not it is everything can however be celebrated. This is because some have undergone a hard time throughout their lives. Some have gone to the extent of committing suicide so as to end the problems in their lives. Sylvia Plath and Emily Dickenson are good examples of authors who have faced a hard life and who used their writing works to express their feelings. They have undergone through a hell of life by losing their parents and enduring the extramarital affairs of their husbands as well as degenerative diseases in their late life. Further, they have manifested some similarity in their early lives because they were all brought up in a Christian family. They also had a desire to learn, an aspect that made them achievers in developing artworks. Plath and Dickenson had very tragic and troubled lives. To start with, Dickenson was born during the month of December 1830 in Amherst community. She was the second daughter of Edward Dickenson. Throughout her life, her mother was not accessible emotionally and this absence caused Dickenson to depict some eccentricity. Being born in a Christian tradition, she was forced to espouse her father’s religious beliefs without any argument. These are some of the things that came to be challenges in Dickenson’s late life as is evident through her poetry. Her family was very popular in Amherst with her father being a lawyer who made that family to enjoy immense popularity and excitement. Dickenson did not enjoy this; instead, she withdrew (Paul). When her father realized that she had a problem with his Christian religion he began to censor the books that she was reading because of their potential of drawing her away from faith. In her early life, she was silent and shy; she used to depreciate in the presence of strangers. Dickenson was very successful in college but after her life in seminary in 1848, she began her life of seclusion. The culmination of these problems made her life miserable. To add to her tragic life, she was never married although she had significant relationships which did not however work out. She lived in a private society and she could refuse to see certain people who paid her a visit. It may sound very sad that by the time she was twenty years, she had no extended exposure to the world which was outside her home. She started authoring her poetry as a way of expressing how her life was and how she hated some of her friends and family pressures. It was so unfortunate that Dickenson’s late life was full of mourning because of several deaths that occurred during a time frame of a few years. Her father died in 1874, her brother died in 1878, her mother died in 1882, and her nephew in 1883 (Burt 110). Due to these deaths, her speculations for poetry started to come to a halt in 1884 whereby she suffered her first attack of one of her terminal illnesses such as hypertension. The whole of 1885, she was bedridden and on May 1886 she took her last breath. She lived in solitude and had a very boring life that was full of tragedies and problems. On the other hand, Plath had several problems which made her life miserable. To start with, she was born during the time of The Great Depression when the nation was being faced with severe economic problems. Secondly, when she was only eight years old her father died from complications following a foot amputation due to untreated diabetes. This event introduced a lot of pain in Plath’s life because her father had refused any treatment because his friend had died. It impacted negatively in her life because she lost her Christian values that her father had instilled in her. She enrolled at Smith College – a place where she broke her leg when she was skiing. She had a great desire to learn and she had so many trophies because of her art in poetry when she was eight years only. Her leg made her to lose confidence in herself and her life in general. This made her to make her first suicide attempt when she took an overdose of sleeping pills after she crawled under her house. After this incident, she was taken to a mental institution where she received treatment. To add to her problems, during her marriage, her husband – Hughes – had an affair with Plath’s best friend, Assia Wevill. She had earlier experienced an accident which many people belief was another suicide attempt. Plath was faced with many problems which resulted to depression and finally, she committed suicide, thus killing herself together with her two children in an inferno of gas which she lit. This was the same way through which that her friend – Assia – had committed suicide earlier. We can thus argue that Plath’s life was full of tragic incidences which made her to think of killing herself. Plath and Dickenson were authors of poems and novels and in their work they used their real life details as the raw materials. Before Dickenson died, she had written over 2000 poems. Most of her poetic work was discovered by her sister in a bag after her death. Further, a great deal of her poetic work reflected most of the tragedies that she had passed through. For example, Most of her poems talk about death – which is a major aspect that made her life miserable by taking her loved ones. To illustrate, in the â€Å"Because I could not stop death† poetry, Plath personifies death as a gentleman. In the first line, she states that since she was not in a position to stop death, it will kindly stop her, meaning that she was preparing to meet her death. There are various themes that she explored through the poems. To start with, she used love as a theme. She employed this concept to explain the situation that she was in because she was never married. Secondly, despair was another theme that she used in her poems. One can argue that she did this to express the despair that she had faced in her tragic life. Her poems – which she wrote while she was in the seminary – show her tendencies in her academic years. The prominent themes include the hard time that she faced trying to maintain close family ties, her preference for solitude over society, her intellectual curiosity, and her hesitation to accept Christianity in a manner that her family and friends wanted On the other hand, Plath described her tragic life indirectly in her poems and books. She used her life details as the raw materials for her art work. After the death of her father, Plath was a frequent caller at her father’s grave and this prompted her to write â€Å"Electra on Azalea Path,† which is a poem that described the memorable moments of her father’s life (Horvath 61). Conversely, Plath pointed out her idea of committing suicide through her various poetic works. She wrote a book named â€Å"The Bell Jar,† which is a semi-autographical work describing her entire life. She used the â€Å"Fig Tree† as an analogy; a ripe fruit represented her intended future. She also used a woman who is ready to â€Å"Learn German† but is haunted by her past. This shows that Plath did not like her past and the only way to show this was by putting it through poems and books In conclusion, the lives of these two authors were full of similar tragedies. They were both rebellious to the Christian religion and to the efforts of their friends and family in forcing them into it. They have used poetry to describe the lives that they have lived and the injustices that they have faced in their entire lives. They died being heroes of poetry even though they were not aware. In their poetic work, these two women were similar in the fact that they used examples of repressed women who have been able to write their work in poetry and other writings. This was despite the fact that the society did not give a chance for women to do so. Both have manifested themselves as people who are not destroyed by the repression of the male-dominated society. The main difference between them is the time in which they started to write. Dickenson started writing after her twenties whereas Plath started when she was very young. Works Cited Burt, Daniel S. The Biography Book: A Reader’s Guide to Nonfiction, Fictional, And Film Biographies of More Than 500 of the Most Fascinating Individuals of All Time. Santa Barbara, CA: Greenwood Publishing Group, 2001. Horvath, Rita. Never Asking Why Build – Only Asking Which Tools†: Confessional Poetry And The Construction Of The Self. Andrea Pok, Hungary: Akademiai Kiado, 2005. Paul. C. Emily Dickinson’s Life. July 23, 2010. .

Grammar school Essay

Intoduction Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. It does not however guarantee any particular level of education of any particular quality. There are three forms of learning defined by the Organization for Economic Co-operation and Development (OECD): formal education, education and non-formal education. Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latinword for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences. Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. Enrolment is the total number of students properly registered and/or attending classes at a school. Every year or every school year the different schools were increasing the total number of students who were officially enrolled in their school. We need to be enrolled so that we will be indicated in the master list of enrollees and for us also to be officially enrolled in such institution. ADVANTAGE * Convenience is one of the major advantages of online schools. It allows students to work and learn at their own pace without the unyielding time restrictions of traditional schools. Online schools provide access to learning materials at anytime. This allows students the flexibility to schedule their learning around families, jobs and other activities. Another major advantage of learning from an online school is the accessibility it provides. Students can learn from anywhere in the world. This is an especially important benefit for students who wish to study in a different country. It also allows students to travel without the repercussions of being absent from school * Provide HR personnel and employees access to benefits information around-the-clock * Reduce administrative tasks and eliminate paper-based processes * Grant employees instant access to benefits elections through online confirmation statements * Review data and statistics about employee enrollment activity through reporting capabilities DISADVANTAGE: There are some disadvantages that are associated with the online ordering system. One is that of you do not have access to the Internet you cannot order. The other one is that you may be ripped off. * Being a successful student at an online school requires self-discipline. This is a disadvantage for students who have difficulty with time management and procrastination. While being able to set your own schedule can be an advantage, it can also be a disadvantage. Some students need the structure of traditional schools. Another disadvantage of online schools is the technology involved. It just isn’t available to everyone. The world is rapidly becoming more and more connected by modern technology, but some people still do not have ready access to a computer and Internet connection. And many of those who do have the required equipment are too intimidated by it to take advantage of online schools. Learning through online schools restricts interaction between teacher and student. This is a disadvantage for those students who need the immediate feedback that such interaction provides. REFERENCES: http://www. ask. com/web? qsrc=1&o=102140&l=dir&q=disadvantage+of+online+enrolment+system http://en. wikipedia. org/wiki/Enrollment http://en. wikipedia. org/wiki/Education http://www. ask. com/web? qsrc=1&o=102140&l=dir&q=advantage+of+online+enrolment+system Answer: Education is a process of human growth by which one gains greater understanding and control over oneself and one’s world. It involves our minds, our bodies, and our relations with the people and the world around us. Education is also characterized by continuous development and change. The end product of the process of education is learning. Schooling is a specific, formalized process, usually focused on the young, and whose general pattern traditionally has varied little from one setting to the next. 2. Describe how school function as transmitter and re-creators of culture. Answer: Teachers design the classroom so that the Americans and Hispanic cultures are honored and children learn to operate effectively in both languages. American cultures have always embraced many cultures. Nevertheless a primary responsibility of the school is to assist foreign born students in the acquisition. 3. Describe how schools can operate as vehicle for social, democratic, and economic reconstruction. Answer: Social deconstructionists – proponent of the theory of education that schools and teachers need to engage in the reconstructing and reforming of society to eradicate its ills and shortcomings. Economic reconstructionists- subscribers to an educational perspective or motivational that focuses on developing students who take critical stances toward the dominant social and economic status quo. 4. Identify the four basic purpose of school. A. Intellectual purpose- promote academic learning, B. Political and civic- purposes help the students to learn how to govern themselves wisely and justly. C. Economic purpose – schools will prepare students for the future. D. Social purpose- adapt to social expectations. 5. Explain why students in elementary classrooms learn to deny desire, delay gratification, cope with interruptions and work through social distractions. Answer: because they are surrounded by so many other students who want the same thing they want. 6. Describe the range of educational experiences for middle-grade students, based on the grade configuration of the school, the size of the school, the administration’s and teacher’s orientations, the goals of the school and the staffing patterns. Answer: the goals that schools set for students influence middle-school education in other ways as well, including the curriculum offered and the instructional method used. It was found that classroom structure for students in the middle grades varied from completely self-contained classrooms, in which one teacher taught one from of students all major subject areas, to completely departmentalized schools in which each teacher specialized in a single subject area and taught several different classes of students. The middle schools showed a greater percentage of departmentalized staffing. Teachers also differed by the type of licensure held. Teachers with secondary licensure were more likely to be subject matter oriented, and middle-grade students were taught by subject matter experts showed higher level pf achievement. 7. Explain how the greater variety of choices secondary students have can result in different high school experiences, based on tracking, the courses in which they enroll, the feedback they receive from teachers, and the tacit agreement they make with their teachers, Answer: early adolescences are characterized by a variety of developmental needs and dramatic evaluation in the maturation rate. 8. Identify four areas suggested to improve the quality of high schools. A. pressure on the teacher B. influence on tracking C. classroom treaties D. specialty shops 9. List and explain some of the characteristics of schools that are effective with respect to academic. Answer: the teacher’s expectation – high can do expectation Communication among teachers – high degree of colleagueship Task orientation – serious attitude. Academic engaged time- keep students working Part II 1. Raise your hand before you speak 2. No chewing gum 3. No talking in class 4. Do your homework or they will contact your parents 5. If you are late for class you will have to go to the principal office. 6. The principal said it was okay for him to whoop me. ** I felt #6 was unfair because other people shall not be able to whoop you.