Thursday, January 30, 2020
Challenges and Gaps Essay Example for Free
Challenges and Gaps Essay At the core of any discussion on the themes of globalization is education. The graduates or products of the institutions of learning, whether public or private, become responsible in carrying out research and development (R D) in the world systems – information and communication, science and technology, environment, economy, politics, intercultural understanding and cooperation. As such, academic institutions at all levels are responsible primarily in education that teaches the skills, knowledge, and technology of the current century. However, the characteristics of global education are quite varied although the basic elements are common to educators. Globalization, at the same time is a promise of interrelationships; it is also foreshadowing possible threats and risks. The challenges are many and costly depending on its relevance and on the priority needs of the country. Gaps within the different countries vary – some wider as it is between the developed countries and the developing ones; others are narrower among countries of the same categories. Nonetheless, one thing is certain in the uncertainties of the future of globalization. Global education as an inevitable consequence of globalization will have its micro and macro level characteristics, it is promising as well as threatening, its challenges are posed to the institutions of learning, and considerable gaps will continue to exist among nations. Global education has been defined in various ways but the commonalities and character are more or less explicit. The Association for Supervision and Curriculum Development (ASCD) in their 1991 Yearbook defined it as (Philosophy and Definition n. d. ): Global education involves learning about those problems and issues which cut across national boundaries and about the interconnectedness of systems – cultural, ecological, economic, political, and technological. Global education also involves learning to understand and appreciate our neighbors who have different cultural backgrounds from ours; to see the world through the eyes and minds of others; and to realize that other people of the world need and want much the same things. J. Michael Adams, during his stint as president of Fairleigh Dickinson University (2004) gave his insight on what global education is and he said: It is an education that ensures that students will be able to succeed in a world marked by interdependence, diversity and rapid change†¦one that provides knowledge and understanding of cultures, languages, geography and global perspectives. Most importantly, global education is one that enables students to understand their roles in a global community and teaches them how their actions can affect citizens throughout the world†¦that it demonstrates how events around the world can affect students in their own lives and therefore cannot be ignored. Scripps College (Strategy Two: Globalization n. d. ) looks at globalization as a complex and multidimensional phenomenon entailing both opportunities and risks for all the inhabitants of our planet, and it will provide its students with the conceptual tools, adaptive skills, and experiences necessary for fulfilling lives in an interconnected world characterized by rapid transformation and uncertainty. From these open-minded definitions, we are brought to a close of what global education can mean. It is dynamic because it is a process and it is not coming to a halt. It is about the interrelatedness, interconnectedness, and interdependence/cooperation of the people and nations of the world as one belonging to the global community/village that is constantly influenced by the rapid changes brought about by science and technology and man’s exploitation of the earth’s resources. It is altogether addressing the concerns of each and every nation such as poverty. It is a striving to understand each other’s differences, live in peace in diversity, while taking the subjective view of things from other cultures’ perceptions. It is educating the students and the young in general in the competitive skills to become aware of citizenship both at the local and at the world level and to be able to acquire the necessary tools as a survival kit. Globalization, while it poses opportunities and promises, are not bereft of the risks and dangers that simultaneously comes along with the numerous uncertainties brought about by it. Through the interrelatedness among nations, peoples, economies, and cultures, ideas and innovations are swiftly shared. Education is shared through various forms of exchanges around the globe. However, on the other hand, the risks of globalization cannot be underestimated. J. Michael Adams (2004) shares his opinion on the mutual dependencies of nations yet apprehensive that the useful outcomes of globalization are not mutually shared. Furthermore, borderlessness, which is a characteristic of globalization, can cause the increase of threats to mankind like ruin to the environment, the speedy spreading of contagious diseases, and violence in terrorism. To cite an example is the nagging problem where to dump and how to manage the devastating unimaginable volumes of garbage all over the continents and more so in the long run. In the case of pandemic diseases such as the current AH1N1 or commonly called the â€Å"swine flu†went â€Å"global†in no time at all because of the profusion of travels. Moreover, terrorism in different degrees occurs in many parts of the world. Globalization is in itself a challenge to every citizen of the world. Illiteracy has no place in globalization; it is in fact opposed to globalization. Science and technology, the cyberspace, and the information generation do not make meaning to the unschooled and neither do they benefit from it. Then, it is not just the unschooled that will be misplaced but including those students who will not strive, through their competent teachers and schools, to acquire the necessary skills to cope or adapt or survive in the borderless society. This brings us to the burden of responsibilities of the learning institutions charged with the (global) education of the young. Because of the uncertainties in globalization, the latter creates challenges that must be intellectually addressed by the academic community. For one, countries have been categorized as Developed Countries and Developing or Underdeveloped, First World and Third World. The discussion in Philosophy and Definition (n. d. ) is a very good starting point. First, the concept of global education is an initiative proposed from the end of the United States and the other developed countries in the Euro-West. As such it comes almost naturally to them as a matter of a natural course of action in the â€Å"shrinking of the world†as a global village. Different institutions have a range of approaches to global education. Take the case of the University of California Approaching the 21st Century (n. d. ) as it addresses a range of issues with appropriate and corresponding initiatives. The issues, specifically referring to inculcate to the undergraduate students address cultural diversity, skills needed in the continuing sophistication of technology, research, collaborations, and the finance to distribute for sharing the knowledge. These issues are pointing to some of the perceived aims of globalization – to learn to accept and live in coexistence in harmony with a wide variety of people of different cultures and races; to learn the lifelong skills to competitively make a living in this technologically-driven era; to further encourage research to dynamically cope with changes and development; that any effort geared at globalization is every citizen’s look out not just in the community but in the community of nations; and whatever knowledge gained must be shared. The case of Scripps College â€Å"Strategies and Initiatives†(n. d. ) is similarly facing the challenges by preparing its (all women) students for tomorrow’s globalization. Accordingly, it aims to understand the complexities of globalization and to be approached across the disciplines by considering such things as broadening the curriculum in a particular discipline while incorporating the issues of globalization. Scripps emphasizes of women issues and their active participation in all spheres of the society. To adapt to the rapid changes taking place, giant companies like Cisco, Intel and Microsoft (January 2009) make a resounding call for the private sectors to join hands with the public institutions because even governments are facing reduction in resources. Collaborating, the three companies spearhead the assessment research and development by assessing globally the outcomes of the skills of the students to enable them to join or qualify in the future workforce. From the same source, it is gathered that â€Å"In the global economy, it is the world’s best performing education systems, not simply improvement by national standards that have become the yardstick for educational success. †As countries take steps in approaching global education, gaps are created in the process. Third World countries, when it comes to the issue of global education, they are in a quandary between their domestic concerns as stipulated in their respective philosophies of education and quite the comparison, what is called for in global education. There is no doubt that the developing countries understand the concepts of global education and its accompanying elements. However, Third World countries in spite of their awareness of the existence of the movements in many countries, they are preoccupied with their priorities taking into consideration their own relevant needs at the domestic level such as nation-building. Necessarily, they log behind the First World. Secondly, finances to address globalization are an important matter that Third World countries are not able to cope with competitively. For instance, the report of the Research Universities UNESCO Forum on Higher Education, Research and Knowledge (2006) presents statistics that explains financial constraints responsible for the considerable gaps. Developed countries on average spend 2. 5 percent of the gross domestic product on R D. While India allocates 1. 2 percent; Brazil, 0. 91 percent; China, 0. 69 percent, most developing nations devote less than 0. 5 percent of GDP to research and development. The figures, quite representative of the Third World, imply many things to global education in the context of developing nations. While developed countries excel in R D, developing countries lag too far behind. How to close these gaps is an effort to address such as the position advanced earlier by Cisco, Intel and Microsoft (2009). Much coping has to be undertaken by the developing countries while simultaneously addressing their own domestic priorities. Thirdly, Tony Wagner in his â€Å"The Global Achievement Gap†(2008) observes (supported by statistics) that â€Å"even our best schools don’t teach the new survival skills our children need†¦Ã¢â‚¬ and that â€Å"generally school educators do not have a sense of urgency of change because they are being busy attempting to increase the number of standardized tests and lose vision for the change. †Under what he believes is the present unfortunate scenario in the educational system, he has proposed what he calls the seven survival strategies to close the gaps or remove the â€Å"educational obstacles. †Addressing the achievement gap he is referring to, Wagner cited samples of schools that teach hands-on and project-based learnings where students â€Å"think, plan, organize, and work in a team†while teachers act as classroom facilitators and coaches only. More than ever, the present time attests to the common saying that the only thing constant in this world is change. Every forthcoming change is almost uncertain. The educational system, entrusted with the knowledge and skills acquisition of the young must be keen to the clues of the changes in the environment from which the philosophies of education are culled. A very important component thus, of the learning system in addition to critical and analytical thinking, is problem-solving. Equipped with problem-solving tools along with the basics of education, the future citizenry are well prepared for any changes and uncertainties. Underlying all these efforts is a sure move towards the ideal in globalization that is, peaceful and positively developing the world without compromising nature while carefully addressing terrorism on the other through active intercultural understanding. The challenges of the uncertain future must be the shared responsibility of the public and private sector because every citizen’s being will be affected by the changes brought about by globalization. Gaps must not widen through the concerted effort of the haves and the have-nots. As globalization must go on beyond anyone or any nation’s control, every individual has a stake in it. Globalization is a promise of a better world although the risks may be dangerous to mankind if not averted; the challenges are high and costly but the world can make it work through cooperation; gaps can be narrowed through generous sharing. Works Cited Adams, J. Michael. â€Å"What is Global Education? †Farleigh Dickinson University President’s Update. 7 October 2004. 21 June 2009. http://www. fdu. edu/newpubs/presupdates/041007. html â€Å"Cisco, Intel and Microsoft Lead Collaboration to Improve Global Education Assessments. †Learning and Technology World Forum. 12-14 January 2009. 21 June 2009. http://www. latwf. org/latest_news-3. html â€Å"Philosophy and Definition. †Issues in Global Education – Global Education: A Worldwide Movement, Newsletter of the American Forum for Global Education. n. d. 21 June 2009. http://www. globaled. org/issues/150/c. html Scripps College: Globalization. Strategies and Initiatives, Strategy Two: Globalization. 21 June 2009 http://www. scrippscollege. edu/about/strategic-plan/globalization. php â€Å"The University of California Approaching the 21st Century†n. d. 21 June 2009. http://www. ucop. edu/ucophome/pres/WhitePaper/21stwp. html â€Å"UNESCO Forum on Higher Education, Research and Knowledge: Universities as Centers of Research and Knowledge Creation: An Endangered Species †United Nations University Institute of Advanced Studies Research Universities in the 21st Century: Global Challenges and Local Implications. 29 November to 1 December 2006. 21 June 2009. http://www. ias. unu. edu/sub_page. aspx? catID=35ddIID=181 Wagner, Tony. â€Å"The Global Achievement Gap. †Education Review. Rev. Brenda L. H. Marina and Hsiu-Lien Lu. 21 June 2009. 5 April 2009. http://www. asu. edu/reviews/rev788. htm Frost, Robert. North of Boston. 1915. Project Bartleby. Ed. Steven van Leeuwen. 1999. 29 October 1999 http://www. bartleby. com/118/index. html.
Wednesday, January 22, 2020
Madness and Insanity in Shakespeares Hamlet - Hamlets Madness :: Shakespeare Hamlet Essays
Hamlet's Madness          `What is madness? Is someone mad merely because they are different, and do they in return see the same about the world? The dictionary defines madness as, â€Å"1. the state of being mad; insanity. 2. senseless folly. 3. frenzy; rage. 4. intense excitement or hilarity.† Though is there a difference between madness and wrath or rage? Was Hamlet mad, or was it one big act in order to give reason for his irrational actions and to keep his vengeful motives confidential?         In Shakespeare's tragedy, Hamlet, these questions are continually asked and some are answered. Hamlet, the protagonist, has lost his father by murder, and is urged to seek vengeance by his father who appears to him as a ghost. This raises the first bit of suspicion of madness. Hamlet talks with his father and is told,           Hamlet: If thou didst ever thy dear father love-               Revenge his foul and most unnatural murder.      Most would say that the fact that he saw the ghost of his dead father would be enough to warrant that he is insane. The only fact that hinders this observation is the fact that others saw the ghost as well and were even the ones who told young Hamlet of his appearance.      Many may see Hamlet being insane only by the worldly view of him being different. Though towards the end of the play in Act III, Gertrude calls her son to her chambers to discuss the reasoning of his putting on a play so closely related to the death of his father. She tells him how upset Claudius is and is weary of Hamlet's recent actions. At this Hamlet explodes on his mother and threatens to kill her. Gertrude cries for help, and Pilonius answers this cry. Hamlet runs him through with his rapier without even thinking. Hamlet tells her to report to Claudius this message:           Gertrude: Mad as the sea and wind when both contend               Which is mightier. In his lawless fit,               Behind the arras hearing something stir,               Whips out his rapier, cries â€Å"A rat, a rat,†              And in this brainish apprehension kills               The unseen good old man.  This incident shows Hamlet's wanting others to think that he is truly mad. But was it his insanity that brought about the rash action of killing the unknown man behind the tapestry or was it his postponed revenge that consumed him. Is there a difference?         Hamlet in many incidence's tells people of his insanity, he tells Guildenstern that he is mad.           Guildenstern: My lord, we were sent for.
Tuesday, January 14, 2020
Conflict Resolutions, Cultrual Differences Essay
The American way of dealing with conflict, according to the article, is arguing. This might not be the best way, and it’s definitely not the only way. The article serves the purpose of exploring the cultural differences in how others deal with conflict. It provides alternatives and different ideas in how to resolve conflicts, as oppose to arguing. Arguing is a method of dealing with conflict. In the argument culture â€Å"nearly everything is framed as a battle or game in which winning or losing is the main concern.†The pillars of argument rest on this win-lose idea. Argument is expressed through â€Å"polarized†, two sided, debates and battles. The result elicits a winner and a resolved conflict. This method is commonly used in the â€Å"Western culture in general, and in the United States in particular†. It is also used by â€Å"individuals of Eastern European background†, â€Å"Jewish tradition†, and in some Indian cultures. Joanna Repczynski, for example, had an experience in her visit to France. Her host kept initiating â€Å"a heated intellectual debate over dinner.†When Joanna agreed, another argument would be on its way. Another example is Andrea Talarico. When her â€Å"Italian-American family†argues, their â€Å"voices would raise and objects would be thrown in an intense discussion†. Another example is the Japanese woman who is married to a Frenchman. The Frenchman started arguments with his wife. Finally when she argued back, â€Å"he was overjoyed†rather than getting upset. The advantages of arguments are various. In the case of Joanna and her host, the host felt as if arguing would â€Å"keep things interesting†. Agreement was just to boring. â€Å"Andrea sees advantages to her Italian-American family’s style: â€Å"We always know how each other feels at all times.††This is a sign of her family’s closeness. The Frenchman was overjoyed that his wife argued back because it was a sign of â€Å"showing interest†and showing respect for each other’s intelligence. To him â€Å"disagreement was a sign of a good relationship.†There are disadvantages of arguments. It can be upsetting and it can turn violent. The Japanese women â€Å"found it so upsetting†and Andrea’s family threw objects. For people who aren’t used to the argument culture, arguing can come off to be a â€Å"surprise, confusion, or alarm†and be very offensive. The disadvantaged result of an argument or deb ate is that there is always a loser. Another method of resolving conflict is ritual vituperation. This method works by the means of screaming insults and song lashing. It was created by traditional societies; the rules are culturally agreed upon, which gives this method a ritual context. It is used by â€Å"Women in Gapun, Papua New Guinea†and in traditional Nigerian villages. â€Å"Women in Gapun Papua New Guinea, when angered by husbands, relatives, or fellow villagers, can erupt in a kros, shouting insults and obscenities loudly enough to be heard all around.†The shouter waits near or in her home and waits for her offender to go far enough away. The villagers, then, watch up close as the women shouts. In Nigeria, a very similar method is used, song lashing. It â€Å"consists of familiar proverbs or original verses†that implies insults. Like kros, onlookers also watch. It’s different in the way that the target is referred to indirectly. An advantage of this way of managing conflict is that it provides â€Å"outlets so aggression can be expressed†. It’s their way of relieving anger. The advantages stem from it’s ritualized, structured rules. The onlooker’s role is to prevent any physical violence. The onlooker’s provide the speaker with the satisfaction of listening. The speaker provides the onlookers with entertainment. â€Å"Effective song-lashers are admired for their verbal skill†. The target is relived of any direct abuse. There are two major disadvantages to this method. The conflict doesn’t get resolved and the children in the surrounding area are subjected to this inappropriate verbal aggression. An alternative to the idea of winning or losing is â€Å"victors without vanquished†. This method of dealing with conflict is to honor the winners as well as the losers. There is more emphasis on harmony â€Å"rather than winner take all.†This method is used in the Asian culture and has a historical significance in Japan. An example of this method is the 1868 Asian revolution. The two sides of the conflict were the supporters of the Western government model and the old, Chinese model. â€Å"The people who had fought for the old regimen were not punished but invited to join the new government (and most did).†The Western supporters won, but the supporters of the traditional, Chinese model maintained their respect and dignity; they were â€Å"allowed to remain in existence.†The main advantage of this method is that the loser gets recognition, â€Å"retaining a large measure of respect.†According to Ben-Ami Shillony, an anthropologist, this method â€Å"helped Japan avoid disastrous internecine ethnic and religious strife.†The advantage of this method is that it resolves conflicts without disastrous escalation. The disadvantage of this method is that â€Å"social pressure to maintain harmony can actually cause conflict.†The actions of people on conflicting sides are altered by the interference of harmony. For example, a person in disagreement with another might want to take action, but the emphasis on harmony might yield that action, which can cause frustration or even anger. Another disadvantage is that in a society that emphasis harmonic competition, competition â€Å"tends to become more fiercer†than in a society where competition is normal. Another way of dealing with conflict is by the use of intermediaries, third parties. This method rests on the idea that â€Å"community pressure takes the place†of direct conflict.†â€Å"This reflects an emphasis on harmony and interdependence†. The conflicting sides are dependent on a mediator, or peacemakers to resolve a conflict. This method can be â€Å"formally ritualized†, or informal. This method is used in Asian societies and in many Pacific cultures. An informal example of this method is the use of â€Å"matchmakers or marriage brokers†. Another example is â€Å"when neighbors pressure a son or a daughter-in-law to stop neglecting a parent or parent-in-law.†There are no ritualized rules in these examples, only third parties that take the place of direct confrontation. The use third parties can be ritualized or formal. For example, the use of â€Å"standard structures or rules†and â€Å"hierarchical relations to maintain harmony.†In the Solomon Islands, fa’amananata’anga is the way that conflicts can be resolved. The event is held over a family dinner, speaking is serious and formal, and the most senior person is the peacemaker, all making this ritualized. In Tannan, a South Pacific island, â€Å"Conflicts among villagers or between villages are discussed publicly by groups of adult men at special meetings that last all day.†The people present are the go-betweens and the most senior people hold hierarchy positions within the group. Rather than resolving the conflict, these meetings are a way of taking part in a â€Å"joint journey†that results in â€Å"consensus flowing from the interaction of all.†They accomplish harmony of the minds and general understanding out of group effort. Another example is the Fijian Indians. They set up committees, third parties, which interview the opponents before a formal meeting called pancayat. The Japanese use a similar method called nemawashi. It rests on the idea that â€Å"there are two wrongs and now it is right.†Neither opponent is blamed as being the only wrong and â€Å"seriously at fault.†An advantage of intermediaries is that they â€Å"offer the needed apology without the principal losing face and can absorb rejections without taking them personally.†In the case of the matchmaker, the groom avoids the risk of rejection from the potential bride. The groom is then saving face, keeping his dignity and pride. Another advantage of using intermediaries is that the third party offers motivation. The third parties also play a role in maintaining peace and help to avoid potential violence. The idea of pancayat and nemawashi â€Å"seems a much better way of gathering information than forcing people to speak in a high-pressure public event.†The committees take the pressure off of the opponents. A disadvantage of using intermediaries is that the third party is placed in potentially â€Å"unhealthy and inappropriate†circumstances. The third parties are subjected to others conflicts, anger and possible violence. The third parties have a chance to get hurt. The cultures that use intermediaries form a dependence on them to handle their disputes. â€Å"Even some psychologists tend to regard†handling your own conflicts is â€Å"a sign of maturity†. The use of third parties can be a sign of interdependence and immaturity. Another idea of resolving conflict is ritualized fighting. The fighting has specific rules and culturally inclinations. This method is the â€Å"expression of opposition.†The opponents do not gage in physical contact, only express it. It is used in Bali, Indonesia and in Tori, Ireland. In Bali, Indonesia ritualized cock fighting is a fundamental way of dealing with conflict. In Tori, Ireland neighborhood street fights are ritualized ways of dealing with conflict. The rules are not â€Å"in the sense that the players could recount them†. They are just normal and taken for granted. The fighters come out in public and threaten each other. â€Å"Everything about the fight was structured so that the two men could seem eager to exchange blows without ever landing one.†No one gets hurt because no physical contact is actually exchanged. Finally, the mothers, or a female relative, of the fighters would break it up. â€Å"She would implore the fighter to come home and stop fighting.†An advantage of this method is that no one gets hurt. â€Å"The fighters could rely on their kin to restrain them, preventing them from hurting each other.†The onlookers, especially the kin take the role of stopping any physical contact. Another advantage is that the fighters provide the audience with entertainment and â€Å"excitement for both participants and onlookers.†The fight also provides outlets for the fighters and a way they can show their manhood and get more respect. These ritualized customs â€Å"reinforce social bonds and alliances†. The interactive part and support of the society helps to bond them closer together. A disadvantage to this method is that if the kin of one, or both, fighters are not present during the fight, physical contact might occur and someone can get hurt. Another disadvantage is that some of the onlookers may be children. The children are then subjected to cursing and threatening. They might look up to the manly fighters and want to mimic them. A major disadvantage of this method is that the conflict does not get resolved. Comparing the argument culture to ritualized methods of dealing with conflict, it seems that arguing overemphasizes winning, loosing and â€Å"war and sports metaphors†. Too much concentration on polarized views and not enough on harmony that â€Å"discourages confrontation†. The cultural, ritualized rules provide that culture with boundaries, values, and â€Å"controlled ways to manage†conflict. â€Å"We cannot simply adopt the rituals of another culture, but thinking about them can give us pause and perhaps even ideas for devising our new ways to mange conflict.†The article provides insight on many ideas how to manage conflict. These new ideas can influence an individual, perhaps myself, to manage conflict more constructively.
Sunday, January 5, 2020
Alfred Thayer Mahan s Impact On The United States Essay
Section 1 – Mahan Alfred Thayer Mahan was a naval officer who attended the Naval Academy at Annapolis and constantly was in the top of his class. He retired in 1896 with forty years in the Navy upon which time he served on the Naval War Board during the Spanish-American war. While a majority of Mahan’s writing was focused around the American Navy, Mahan can be attributed to supplying the foundation for multiple nations’ future naval programs through his books. Mahan posed many important points in his writings that would influence the United States, as well as many others, in their naval policy and development of strategy. He also influenced the idea of what a Navy should be used for, for example, he rejected the idea that a navy was the best tool to defend a coast and should not be used defensively as it is a waste of resources that could be utilized more efficiently. 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