Descartes’ First Trademark Argument Essay

Descartes argues that our idea of God is innate, meaning it is something inside us from birth, something that has always been there and will always be there. He believed that everybody has an idea of God being a supremely perfect being, and comes to the conclusion in his argument, that God himself put this idea there, he even said that our idea of God is like â€Å"the mark of the craftsman stamped on his work† – us being the work, the mark being our knowledge of God himself. For Descartes, the fact that everybody has this innate idea of a supremely perfect God is in itself, proof of his existence; and the fact that this is an a priori argument, makes this argument appealing for all rationalists, as it relies on knowledge, and not sense experience – which Descartes never trusted. The foundation for Descartes argument is the causal adequacy principle, this is the idea that something (for example, A cannot exist unless it is produced or caused by something else that contains formally or eminently everything that is found in A. Formal reality refers to the basic properties that a thing possesses. However, this alone would cause problems for Descartes argument, because God obviously does not possess all of the properties, of all of the objects on earth, take for example a stone, its properties are hard, round, rough. God is not these things. The way Descartes gets round this is by saying that something say again, a stone, can be caused by something that contains the properties eminently. To contain something eminently, means for the cause to not necessarily have the same properties as the effect, but to have a greater property. So God may not possess the qualities of a stone (say hardness) however he possesses a quality greater then this. In other words, the causal adequacy effects means the cause of something can be no less then the effect. Descartes then takes this principle, and believes he can apply it to ideas, in particular the idea of God as a maximally/supremely perfect being, the cause of this idea, must therefore must contain formally or eminently maximum perfection, so therefore the cause of the idea of God must itself be maximally perfect. Descartes then uses deductive reasoning to decide where the idea came from, he first asked, could he be the source of the idea? However concludes that he can’t be, because he himself is not supremely perfect, and therefore he can’t be the cause of a supremely perfect being. He then considers if the idea of a supremely perfect being could have come through his senses, however he decides this isn’t possible, as he knows he has never seen (heard, smelt, tasted) a supremely perfect being. He then asks if he could have imagined a supremely perfect being, again he concludes he couldn’t have, because his idea of God is too clear and distinct to have come from his imagination. He therefore deducts that the cause of the idea of a supremely perfect being, is actually an existing supremely perfect being who ‘placed’ this idea in his mind; so therefore, God exists. There are however, a number of criticisms to this argument, firstly, many philosophers have raised doubts as to whether the causal adequacy principle is actually true to real life, as there are a number of examples in everyday situations where the cause at least appears to be less then the effect, for example, a match causing a roaring bonfire, or a whisper causing an avalanche. Further examples include chaos theory – the idea that a flutter of a butterfly’s wing can cause an earthquake. If indeed causal adequacy principle isn’t true, Descartes’ whole argument is flawed, as if the cause can be less great then the effect, then Descartes indeed could have created him himself. The second criticism is David Hume’s argument, that you cannot know a cause a priori, but only by experience. He says you cannot determine the cause of something, simply by using reasoning, for example, if a window is broken, you know it must have been something big enough to produce enough force to break it by our past experiences, not by using a priori reasoning. He concludes that you have to have to have observed the cause and the effect to truly know what happened, and therefore the cause must be in existence. The third criticism questions whether we can actually have an idea of a supremely perfect being, Thomas Aquinas doubts our imaginings of God, because he is too great, and that it is impossible for us to understand some of his qualities, particularly the idea of God being infinite, as it is beyond out understanding to understand what such qualities actually mean, and therefore we don’t have a genuine idea of God. The forth criticism of Descartes’ argument is that the idea of God is incoherent, there are attributes which appear to be just plain contradictory, for example God is both immanent and transcendent. There is also doubt raised over Gods supposed omnipotence, can he make a rock so heavy that he can’t lift it? It seems either way his omnipotence will be compromised. There is also the problem of evil, if God is all good, omniscient and omnipotent, then why does he allow suffering in the world? It would therefore seem that the idea of God is unclear, and if so it is likely the cause isn’t that great, and so would make sense that the cause could in fact have been Descartes himself. Another criticism is that the idea of God is not universal, as many other religions do not have an idea of one all powerful God, and therefore the idea of God cannot be innate, as if it was, it would be inside all of us. Also, it is put that the idea of omnipotence cannot be divine, as it can be traced back to having historical routes as tribes fought over who had the greatest God, they would start with ‘our God is powerful’ until one tribes got to ‘our God is maximally powerful’ – and therefore cannot be beaten by the other tribe. Descartes would argue that the fact other religions don’t acknowledge one maximally perfect God does not mean the innate idea is not in us, it just means they have chose to ignore it, or haven’t been made aware of it. He compares it to maths, in the way that we may not have used its truths and laws (i. e. that a triangles interior angles add up to 180) however they are still truths none the less. The last criticism is the empiricists account for the idea of God, that we have experienced attributes such as power, knowledge and goodness in people around them and simply extended them to the idea of God, therefore the cause is less great then the effect, and the idea is not innate. One thing it has in it’s favor, is that it is an a priori argument, and therefore uses reasoning, something rationalist would find very appealing, it means that if the premise can be accepted that it can give 100% certainty. Overall, I feel Descartes’ argument has too many valid criticisms for it to be considered as a successful argument, and its foundation- casual adequacy principle, is itself flawed, leaving the whole argument to fail.

The Road to Perdition

The most appealing thing about Road to Perdition is its over-arching theme of redemption. Michael Sullivan (Tom Hanks), an Irish mafia heavy, wants more than anything to keep his son from following in his criminal footsteps. Even though father and son will eventually drive to a place called Perdition to lay low, the story’s title suggests that Michael has for many years been traveling the road to hell.He understands as much, and wants his son to avoid the same highway, a road with no off ramps. Then there is John Rooney (Paul Newman in his last feature film role) who is the embodiment of Satan in the film, the pitiless head of an Irish crime family. If his actions weren’t clear enough, he includes the devil in a toast, and late in the film in a conference with Michael below a church tells his younger protege, â€Å"there are only murderers in this room,† and â€Å"there is only one guarantee, none of us will see heaven. †Early in the movie, at a wake in hi s home for Danny McGovern, a foot soldier he has had killed, Rooney ominously acts the charming father to the Sullivan boys, Michael and Peter, one his son will soon murder, and the other he will personally order a contact on. He playfully tosses dice with the boys in a kind of gangster pastoral, in reality gambling with their very lives. With a disarming charm, reminiscent of the Prince of Darkness, he establishes an early connection with the youngsters, so that later when they are older they’ll feel taken care of by the family.By the time they learn the truth about the business, they will be less horrified, and will be drawn into the web of sin just like their father. Rooney also functions as the surrogate parent to Michael Sr. (Hanks), but whereas it’s usual or a father to protect his child from sin and danger, Rooney has molded Michael into the ruthless enforcer for his evil organization. The story heads in another direction when Rooney’s son Conner (Daniel Craig) slaughter’s Michael’s wife (Jennifer Jason Leigh) and his youngest son Peter to hide his own corruption within the corrupt world he inhabits.But if there is any good in Rooney, it’s his refusal to give up Connor, even though the son has betrayed his father and put him in a mortally precarious position. Thus, the plot becomes increasingly parallel as the two fathers face each other and certain death to protect their offspring like so many lionesses. With the Rooney’s demonic hit man (Jude Law) on their trail, Sullivan goes to see the powerful Frank Nitti with the vain hope of obtaining mafia justice.But when Nitti tells Michael that he will not give up Conner because of the crime connections with Rooney, Michael realizes that his only recourse now is to eliminate his boss before Rooney kills his remaining son. In the great scene when Michael guns down Rooney and his intimates with a Thompson sub-machine gun that lights up the dark, it is a toss up o f whether Michael is revenging himself, giving into his darkest, most vengeful lust, or that he is redeeming himself by saving Michael Jr. the only way he can.The interweaving stories of the two fathers, combined with the closure of the main plot in which Michael Jr. abandons the mafia road to be raised on a farm and never hold a gun again, leaves the viewer with a sense of hope: amazing considering the film’s dark themes. This spirit of hope is brought home by the film’s musical score, the most appealing aspect of the movie for me. Thomas Newman—my favorite film composer—wrote the soundtrack, and the one for this film is my favorite work of his.Newman’s patented swelling strings and simple but central piano motifs drive every important scene in the film. The despair of the Midwest’s great depression era, the tension of carrying out a job accomplished with guns, the absolute peace of completing life’s final task, these along with ever y shot in the movie are underscored by beautiful music, which itself functions as an actor in the film, every bit as important as Tom Hanks or Paul Newman. My favorite example of the music’s effectiveness is the scene when Rooney nd his gang leave a pub one evening and walk out into the rain to their car, only to find that the car’s driver is dead. For me, it is the most powerful scene in any movie I have ever seen. The song that plays at this moment is called â€Å"Ghosts. † Sam Mendes, the film’s brilliant director, decided that even though what we are seeing is an action scene, he was not going to make it about action. For Mendes, it is a scene about emotion, and so we hear no sound other than Newman’s score, save for a couple of transitions where the rain can be lightly heard.The five gangsters are looking around when one of their cronies gets shot up from behind. They all turn and start firing hopelessly into the darkness, at the end of the st reet where the muzzle flash is coming from. Only Rooney remains rooted, with his hand on the car door and his back to the mysterious gunman. The camera then moves into a mid shot of Rooney looking downward, and the mostly ambient score now adds a low string that slowly increases in volume as recognition dawns on Rooney’s face. He now realizes the killer is Sullivan, and he knows he is going to die.He remains frozen as his henchmen are picked off one by one, but not one sound of gunfire is heard, no cries, no footsteps, no shouts. As the last body falls to the street, some sparse piano notes are heard traveling down the scale, which seems to echo the ease in which Sullivan drops Rooney’s bodyguards, like fingers traveling down the piano, ending a life on every key. The sound impresses on us how alone Rooney is now, standing in the rain before his final judgment. Next, we see a long shot of the dark end of the street, and after a time a figure appears out of the darkness walking towards Rooney’s back next to the car.At this moment, the sound of the rain drifts back in. Now a similar shot from a reverse angle, then an over the shoulder shot where we see Rooney beside the car, facing away from Sullivan, and over his shoulder, Sullivan moves towards him. As Rooney lifts his head and his gaze from the ground to camera level, every element in the soundtrack fades away and we understand why Thomas Newman owns this scene, for we are presented with five of the most powerful chords that a string section has ever played. They can’t be described in words so I won’t try.As the 5th chord fades, Rooney turns to face Sullivan, whose face is set in unhappy determination, which we see in an over the shoulder shot from behind Rooney. Again, there is no sound except the rain falling around them and the water dripping from their drenched fedoras. Now the camera moves in on Rooney’s face as he delivers his signature line, â€Å"I’m g lad it’s you. † Then the camera cuts to a close up of Sullivan, and we see he is shaken by Rooney’s statement; he is near on the verge of tears, but in spite of his emotions raises his Thompson to the firing position in steady resolve.After Rooney’s coda, the chords play again but end on a different, more conclusive chord, which adds closure to Sullivan’s act before it even happens. This scene was Paul Newman’s final theatrical screen appearance, and I think it does justice to him. It is uncanny how many fine actors died in life not long after they died on screen. This is the scene that proved to me that Thomas Newman was the master. In many ways, Road to Perdition is the coming together of many film masters.Tom Hanks and Paul Newman, two of the most highly acclaimed actors of the last 2 generations, Thomas Newman, a 10 time academy award nominee, and Cinematographer Conrad L. Hall, who won an Oscar for his moody and contrasted lighting. Road to Perdition was also Hall’s last film before his death, and Mendes dedicated this, perhaps his greatest film, to him. A long time ago, I gave up on the gangster film. I just didn’t like the subject matter.And although Perdition is one of the greatest examples of the genre, surpassing in my mind the celebrated Godfather films, it is arguably much more than a mob picture. It is a film whose writer and director were tantalized less by the sensationalized lives of the thieves and murderers of organized crime, and more with the idea of how one conducts and makes meaning of life under extraordinary conditions. Like Hamlet, Shakespeare’s greatest hero, Michael Sullivan is also turned into a scourge who might have cried, â€Å"Oh cursed spite, that ever I was born to set it right. †

Extracts from camera Lucida Lab Report Example | Topics and Well Written Essays - 500 words

Extracts from camera Lucida - Lab Report Example In this photograph, Barthes sees his mother's true essence speak through the photo paper. Barthes has a passion for photography that is marked by an extreme idolization of the transcendence of photography. Barthes states, "Such a desire really meant that beyond the evidence provided by technology and usage, and despite its tremendous contemporary expansion, I wasn't sure that Photography existed, that it had a 'genius' of its own" (1). All of the technical and analytical books Barthes read on photography could not satisfy the feeling he had for the art/religion of photography. Barthes goes on to define the photograph as: "the object of three practices: [] to do, to undergo, to look" (3). The respect that Barthes shows to photography is so evident throughout Camera Lucida that he even states the photographer is not merely a photographer, but an operator: An operator who not only manipulates the camera, but an operator who manipulates the referent or subject, the environment and the spectator. Barthes muses on the subject of being the referent. His hope that the camera will make him look stunning is a hope that many people can relate to. His fear that the camera will not capture his true essence is also a fear that many people can relate to. Upon seeing the result of the photo Barthes states, "the Photomat always turns you into a criminal type, wanted by the police" (4).

Two Different Art Forms Assignment Example | Topics and Well Written Essays - 500 words

Two Different Art Forms - Assignment Example Two sculptors namely, Daphnis of Miletus and Paionios of Ephesus designed the statue. The dying gladiator portrays an injured Celtic fighter in anticipation of death in the arena. The sculpture depicts a living-dimension marble of a singular amidst the sculptures of bronze bestowed at Pergammon. King Attlos I erected the statue to honor his wins over the Gladiators who had raided Asia during the 239 B.C. The dying Gaul imitates a miserable gladiator sitting on his shield tired and given up. The sculpture shows a perforation on the warrior’s right lung on its lower lobe. The Gaul is either dying because of the bleeding wound or the enemy might inflict another fatal injury at any moment. The sculptors are sensitive in the application of the principle of proportion. The warrior is seated at the middle with his sword and shield dropped besides him. The viewers would focus on the main statue of the gladiator and his weapons. Michelangelo designed the Pieta sculpture between 1498 and 1499, which is currently housed in Vatican City. The sculpture exposes Mary holding the body of Christ in her laps immediately his body was taken down from the cross. The statue outstands amongst others because of its inability to express proportionality. In common situations, it would be specious for a woman to hold a man in her laps due to the size and weight. Mary’s body is concealed with Christ’s body in her arms. Nevertheless, the statue is magnificent, and other artists commend it for the outstanding manifestation of creativity (Ragionieri, 2008). According to Giorgio Vasari, the sculpture will remain as the best despite other artists’ innovations. Michelangelo employs the harmony principle to outline the homogeneity of the sculpture throughout the work. A painting refers to the technique of art that incorporate the application of paint on other surfaces either in an image or as a beautification. Paintings have meanings

Marijuana Essay Example | Topics and Well Written Essays - 1250 words

Marijuana - Essay Example Teenagers are naturally inquisitive, one of the justifications given for this age group experimenting with drugs. They also are inclined to become bored easily and experience recurrent emotional highs and lows, all probable factors in teenage marijuana use. Drug use increases the chance that teenagers will contract a social disease, become pregnant, perform inadequately in school and attempt suicide as this paper will examine. State and Support Three Claims Adolescents are in a more vulnerable life circumstance than are adults because teens are still developing in every facet of their lives. Regrettably, it is this same group that has the most access to marijuana as schools have become prolific illegal drug stores. Statistics collected by the National Institute on Drug Abuse demonstrate that schoolchildren have easy access to drugs and alcohol. â€Å"The average age of first alcohol use is 12 and the average age of first drug use is 13. Almost two-thirds of all American young people try illicit drugs before they finish high school† (Anderson, 1996) The relationship between illegal drug use among teens and an increased occurrence of sexual activity is a broadly accepted reality by both researchers and the general public. Many studies have time and again demonstrated an association between unsafe sexual behavior and illegal drug use by teenagers. Drug users are more prone to take risks than do teens that don’t use drugs. This may be an obvious assertion but a tendency to take unnecessary chances with their health combined with a lowering of inhibitions while on drugs and the inherent need of all teens to feel accepted by their peer group leads to increased sexual activity. This problematic circumstance also enhances the chance of teens having multiple sexual partners, having sex at an earlier age and decreases the odds that they will utilize contraception than those that do not use marijuana. â€Å"Teens 15 and older who use drugs are five times mo re likely to have sex than are those teens who do not use drugs and teens who have used marijuana are four times more likely to have been pregnant or to have gotten someone pregnant than teens who have never smoked pot† (The National Center on Addiction and Substance Abuse, 1997). Teenagers are more emotionally unstable younger children and adults which explains the higher suicide rate among that age group. A study involving teenagers found that of those who attempted suicide, illegal drug abuse was the most often shared aspect of their lives. Of the teens that committed suicide, 70 per cent were regular users of illegal drugs and/or alcohol. However, this study and current research reveal that drug use alone may not instigate suicide just that drug use and teen suicide is statically related. Teens who experience emotional troubles to a higher degree than their classmates have an even greater likelihood of considering suicide and to use illegal drugs. Additionally drugs could magnify a pre-existing emotional condition and â€Å"may impair the judgment of teens considering suicide, making suicide attempts more likely† (Shaffer et al, 1996). Discussing Arguments: Dialogue The majority and probably all countries of the world face the steady trafficking of illegal drugs across their borders. Countries are increasingly realizing that the illegal importation of drugs, a criminal act, generally involves people of foreign origin, is ultimately more harmful to society than is the use of drugs

Subway Operating Environment Essay Example | Topics and Well Written Essays - 2000 words

Subway Operating Environment - Essay Example Latest Subway restaurants remain coming into existence throughout. The franchise series has recruited excess of 150,000 individuals. The restaurant provides its consumers with several various types of fresh submarines sandwiches in addition known as â€Å"subs†. Consumers all the moment make choices on the way they need their sandwiches to remain served (Griffin, 2012). Subway’s promotion remains founded on freshness. The slogan â€Å"Eat Fresh† informs that Subway series makes use of simply fresh scorched bread and fish constituents. Subway faces very stiff competition from other businesses in the same field like McDonald’s, Burger King and Sunset Boulevard. There existed more than 20 Subways in the late 1990s in Denmark; however, ten years back they vacated the Danish market. During 2009, Subway made efforts to struggle for the Danish market once more. At the start of February, they re-launched Subway in two towns, in Sonderborg and Aalborg. The Subway s eries faces stiff competition in Danish market from key competitors such as the Danish series and Sunset Boulevard. During the time the Subway was removing their restaurants from the Danish Sunset Boulevard purchased three of their divisions (Griffin, 2012). 2.0 Environmental analysis 2.2. Economic factors- They have an influence on all enterprises, countrywide and internationally. Economic elements influence the buying capacity of the consumers and the organization’s cost of capital. It constitutes regions such as the exchange rates, economic development and inflation frequency (Dubofsky, 1968). In the subway, the factors are key help the management to understand the economic growth of the restaurant. 2.3. Social factors- These factors constitute population reforms. There are several elements that influence people’s lifestyle because people stay in a community. A few key factors include household, religion, learning system and positionality (Boyer & Verma, 2010). Demo graphic development rate, age spread and jobs motives remain all incorporated in social factors. Within the restaurant, these factors are critical as they help in planning for the meals based on the population, gender and age discrimination. This ultimately helps in planning for the meals.

Goal Statement Essay Example | Topics and Well Written Essays - 750 words

Goal Statement - Essay Example Growing up in this situation opened my eyes to the fact that my town, my country, my neighbors, needed help. My sense of responsibility for my fellowman became my inspiration in school. I knew that if I wanted to help my community, I would need to have a job in the future that would allow me to enact changes that would benefit those whom I love. It was this goal in particular that became the driving force of my educational career. I consider myself lucky to have been able to successfully complete my grammar and higher education in record time. My decent grades and academic accomplishments allowed me to apply for and gain entry into Makerere University in Uganda as a student of Urban Planning. The reason that I enrolled in Urban Planning as a college major was really quite simple. Since I knew that the town I came from had a problem in terms of population control that led to the lack of facilities and financial budget with which to improve the lot of our community, somebody needed to develop a plan that would directly address the problems of the community and hopefully, remedy the situation. I worked as an Urban Planning Engineer for a number of years after my graduation. At the time I felt that I was doing a tremendous amount of good for my fellow Ugandans because I was able to help better plan communities, facilities, and projects that directly affected their daily lives and the lives of future generations. I took great pride in seeing my suggestions and recommendations coming to life as it was adapted by local city governments and the like. There was extreme degree of personal satisfaction that I managed to glean from this particular job. I knew I was doing well and I was able to improve the lives of my fellowman but, as I slowly walked the various towns and cities of Uganda, all of whom I was tasked to create various urban development projects for, I came to realize that urban planning was not all that I thought it could be. It had its limitations when it ca me to proper care of communities. Although I was able to help improve lives by building roads and structures that helped modernize the areas and bring in much needed jobs. There was still a lot of work to be done. Mostly because the modernization projects that I was involved in did not help improve the health of other Ugandans. Rather, the developments made their health worse as they became exposed to various elements and air borne viruses that came to fore during the construction period of various projects. That was when I knew that I had to change careers. I needed to help Ugandans where they needed it the most, in the field of medical healthcare. But where would I begin? Coming from a family of healthcare professionals, they reminded me of my childhood dream that got derailed when I developed an interest in engineering and urban planning. It took very little to remind me that I originally wanted to become a medical professional because of the influence of my other relatives who a ll worked in the medical field in various positions. I have relatives who are doctors and nurses. I had the grades for medical school, I just needed to decide upon which particular medical field I wanted to become involved in. The decision to center my second career in the nursing field was something that came to me almost automatically. Although I could have

Diabetes , hypoglycemia Essay Example | Topics and Well Written Essays - 3000 words

Diabetes , hypoglycemia - Essay Example Sugar or glucose is then absorbed into the bloodstream to stimulate the pancreas to secrete insulin. Insulin is a hormone produced by the pancreas, which controls the amount of sugar in the blood and transports the sugar from the blood to the cells (â€Å"Diabetes Mellitus,† 2003). Once inside the cells, the sugar or glucose is then converted into Adenosine Triphosphate (ATP), or energy, which is then immediately utilised by the body, or stored for future use. Without insulin, blood sugar levels or blood glucose levels become extremely high due to the fact that it was not transported from the blood to the cells. Because of this, glucose begins to overflow into the urine since the kidney tubules cannot reabsorb it fast enough. Water is then flushed out of the system along with glucose, resulting to dehydration. (Marieb, 2004) Because insulin production is either inhibited or impaired, glucose stays in the blood, and thus cannot be converted into energy. Cells break down fats and protein instead of glucose to meet its energy requirements (Marieb, 2004). This can lead to a series of complications. Since fats are broken down for energy instead of glucose, ketones may form in the blood as it has become very acidic; hence, ketoacidosis may arise. Apart from this, since protein is also utilised as an energy source, the body’s defense mechanisms become weak, and there is loss of weight and muscle tone. The three cardinal signs of Diabetes Mellitus to be watched out for are the three polys. First is polyuria, which is excessive urination. This arises because, as mentioned above, the excessive amount of glucose is flushed out of the system, along with ketones. Second is polydipsia, which is extreme thirst due to dehydration from excessive water flushing, and last is polyphagia or excessive hunger resulting from the inability of the cells

Emergency Preparedness Disaster Plan for state of California Essay

Emergency Preparedness Disaster Plan for state of California - Essay Example However, with a specific focus on the California State, several incidences of earthquakes as well as other disasters have rocked the region. Following this, a number of organizations have put forward several disaster preparedness initiatives to curb these natural calamities. American Red Cross is one of the non-profit organizations that have ensured meeting a wide range of emergency needs following disasters. This is always done in the most appropriate manner and on timely basis (Irwin, 2013). The organization runs two key initiatives in California State. These initiatives include the Disaster Preparedness Initiative as well as the Local Disaster Response Initiatives. The Disaster Preparedness Initiative provides support as well as assistance to the citizens of California following a myriad of disasters faced. For instance, the initiative offers support and assistance to the public when faced with earthquakes, home fires as well as floods (Irwin, 2013). A good example is the Napa Earthquake that occurred in September the year 2014. The earthquake injured approximately 200 people and destroyed several properties in South Napa. Following this calamity, the Disaster Preparedness Initiative provided health services to the affected individuals. In addition, the initiative provided clothing, relief food, comfort items as well as emotional support to the populations affected. In addition, the initiative plays the significant role of educating the public on several ways of disaster and emergency preparedness (Irwin, 2013). This helps to raise the level of public awareness and participation when faced with such calamities. It is important to be a member of a Disaster Preparedness Team for several reasons. From the nursing perspective, such memberships are important in shaping up one’s career. This follows that one would be able to gain more knowledge as well as experience in dealing with such

Elective Affinities by Johann Wolfgang Von Goethe Essay Example for Free

Elective Affinities by Johann Wolfgang Von Goethe Essay Edward and Charlotte are a middle-aged couple, happily married, and who live comfortably in a considerable estate in early 19th century Germany. Edward was an only child, and thus was accustomed to getting what he wanted from life. Charlotte was a strong, level-headed woman, who, in spite of being at about the same age as Edward, displayed a character that was far more mature. The characters lived a relaxed, nobleman’s life, and Charlotte spent most of her time arranging and decorating the area around their land. The couple had loved each other in the past in their youth; however they were married to different people to satisfy the wishes of their parents. Both of their spouses died early, and Edward, after traveling abroad, came back and married Charlotte. The two were discussing their great fortune at still having time to cherish the moments they never had in their youth, but Edward had other plans. His best friend, the Captain, wanted a job that would suit his multiple talents, and Edward felt obliged to hire him and have him stay with them. Charlotte opposed the idea at first, but assented afterwards, but revealing to Edward that she felt the same with Ottilie, her niece who was not adjusting very well to school. The Captain was the first to arrive at the estate. In little time he got acquainted with his surroundings, and set about to change them to what he felt was better taste than what Charlotte has done. Charlotte became busy with other things, including correspondence with officials from the school where her daughter, Luciana, and Ottilie were studying. Luciana was a great student and she was always at the top of her class. Ottilie, on the other hand, was a shy and timid student, but the Assistant to the superior saw a potential in Ottilie that nobody else did. Edward, Charlotte and the Captain were enjoying each other’s company, and on one particular discourse they discussed among them the elective affinities, the tendencies of chemical species to combine with certain substances in preference to others. They related the somewhat obscure subject matter to themselves, and whether these affinities apply to human relationships too, unknowingly foreshadowing their ultimate fates. Ottilie arrived at the estate shortly afterwards, and although a timid girl, she was exceedingly beautiful that the company was inspired by her presence. She quickly became efficient at managing the household, which delighted Charlotte, who was spending more and more time with the Captain due to her desire to see the fruits of his plans for the estate. Edward then, found himself spending more time with Ottilie, who he quickly grew fond with. The plans for remodeling the estate were numerous, and the four all contributed plans towards the final end. Ottilie’s suggestion on the placement of a new house was unexpected because she was so timid, but everybody agreed with it. The Captain busied himself with the remodeling, and although he felt an attraction to Charlotte he thought the better of it and tried to stay away from her. However, he resolved to finish the new house’s foundation on Charlotte’s birthday, which he did. The day after Charlotte’s birthday, two visitors arrived at the estate, the Count and the Baroness, who were unmarried lovers as well. In observing their hosts’ situation, the Baroness deduced that Edward and Ottilie were lovers, The Count meanwhile had noticed the Captain’s usefulness, and intended to hire him, much to the hidden despair of Charlotte who was also very much in love with the Captain. With Ottilie still on his mind, Edward nevertheless goes to his wife and spends the night together with her. The day after, Ottilie revealed to Edward that she loved him, something that he was exceedingly happy about since he shared the intense feelings as well. Charlotte and the Captain had an adventure of their own, in which the Captain kissed her and apologizing afterwards. Charlotte recognized that she had an obligation to her husband, and thus cut short the affair with the Captain. Ottilie and Edward estranged themselves from the two others, while their passion grew with letters and secret correspondence with each other. Edward became busy with the preparations for Ottilie’s birthday, as the Captain was making preparations for his departure to the Count. On Ottilie’s birthday, Edward was ecstatic—he prepared an extravagant gift of cloth and made preparations for a big fireworks display. When a certain embankment fell to the water and almost caused the drowning of a party-guest, everybody felt that further festivities were no longer proper, except the now madly-in-love Edward. After the Captain’s departure, Charlotte tried to save their marriage by sending Ottilie away, but she failed when Edward, not knowing what to do, decided to go away himself. Otillie, saddened by the loss of her love, nevertheless kept her faith that he would come back for her. Edward wrote a letter to Charlotte that kept Otillie with her until Edward’s return. Charlotte learned shortly after that her night with Edward during the Count’s visit conceived a child, and through Mittler, her ambassador at the moment, relayed it to Edward, Mittler, a once-minister who thought all marriage is sacred, set to Edward to try to mend their matrimony. Upon learning of the news, Edward is more confused and sets off with a death wish to join the armed forces. By this time, the Architect, a pupil by the Captain, had taken over remodeling of the estate. With an affinity for the arts, Otillie becomes attached to the Architect, albeit only thinking of him as a comfortable brother. In Edward’s absence, Luciana returns from school with a bridegroom, and she magnifies the difference between her and the timid Otillie. After Luciana left, the Assistant comes to see Otillie—he too is in love with her, but Otillie’s heart is unattainable. She becomes attached to Edward and Charlotte’s baby, Otto. After his stint in the army, Edward returns with a clear mind—he is going to take Otillie for himself, and engages his best friend—now a Major—to help him get a separation from Charlotte. An accidental encounter along the lake reunites Edward and Otillie, but afterwards Otillie’s carelessness caused the drowning and death of Otto. When the Major arrives to tell Charlotte about Edward’s proposition, she is still shaken by the death of her son. Otillie, in guilt, resolved to renounce Edward and her love for him after the Major left. Plans were made to return Ottilie to school; however, Edward caught her in a hotel on the way there. Ottilie had renounced Edward, and thus spoke not a word to him, but she went back to the estate. Once back, Edward, the Major and Charlotte tried to make her speak once more, but she did not. In fact, she was starving herself secretly, and she died afterwards. In a short time, Edward, who could not live without Ottilie, found no reason to live either, and followed his love to the grave.

Governance and Enterprise Restructuring of Macedonia

Governance and Enterprise Restructuring of Macedonia Abstract: This paper is a case study of the Republic of Macedonia (Southeast Europe), which focuses on examining governance and enterprise restructuring. Governance and enterprise restructuring is already defined indicator in EBRDs studies and transition reports, measuring the effective corporate governance and corporate control exercised through domestic financial institutions and markets, fostering market-driven restructuring. As of the beginning of the transition process, governance and enterprise restructuring remains in the center, as essential pillar, that moves forward the society towards developed market economy. The data used in this article are analyzed with an econometric regression model, which as employed in this study examines the interrelationships between governance and enterprise restructuring and set of policies that influence the governance patterns. JEL Classifications: G30, G32, G38; L33; O11; P31 Keywords: governance, corporate governance, management strategy, transition, Southeast Europe, Macedonia Acknowledgements: I would like to thank Prof. Nicola Bellini for the continuous support, as well as, the PhD Program in Management and MAIN Lab of Scuola Superiore SantAnna, Pisa, Italy Introduction The research in this paper is to be focused on examining governance and enterprise restructuring in Southeast Europe economies and in particular a case study of the Republic of Macedonia. EBRD has governance and enterprise restructuring as basic indicator of economic transition and defines it as effective corporate governance and corporate control exercised through domestic financial institutions and markets, fostering market-driven restructuring. The corporate governance is most often defined in terms of the roles, responsibilities, and interactions of top management and the board of directors. Using data of South-East Europe i.e. case study of Macedonia, will be examined the interrelationships between governance and enterprise restructuring and set of policies that influence the governance patterns. Literature Review There are several contemporary theories that set the foundations of governance and enterprise restructuring within a framework important for this research. The institutional setting is of essence when governance and enterprise restructuring is analyzed in transition economies. Further, the literature on corporate governance is extensive and is linked to important theories, of which the agency theory is fundamentally predominant. The established agency theory highlights the function of corporate governance in the overall enterprise restructuring, ensuring that the firm protects the interests of shareholders in a given institutional context . Thus, the institutional setting has impact on the outcome of companies performance through the very nature of countrys ownership structure and policies undertaken to shape the governance system. When companies are analyzed, it is important to state the presence of different agency conflicts between shareholders and management in a given ownership structure of each country. Hence, different countries have divergent governance systems leading to variations in the nature of the agency problems, where ac cording to the law and economics viewpoint, legal systems craft institutional specificities . The literature further proposes that different national governance systems are also influenced by cultural and historical features in addition to their specific legal system . The links between agency theory and institutional theory explain that divergences in national institutions may have significant impact on the effectiveness of governance at the firm level . The law and economics approach (e.g., ) puts the focus on the fact that the ability to enforce financial contracts and thus increase the effectiveness of governance depends on institutional characteristics . Further, it is stated that in order to complete the frame already set by the agency theory it is necessary to merge it with institutional theory . There are two principal strings of institutional theory fitted to the analysis: a) the first, origins in political science and b) the second is derived from organizational theory . The political science approach focuses on the setup where political and economic institutions create incentives for managers and the way the outcomes are shaped. On the other hand, the organizational theory approach is concerned with the adjusting function of organizations while creating the institutional environment. In this regard, Aggarwal and Goodell argue that national corporate governance differences between countries used in their study are determined by legal, cultural, and other national characteristics . 1. Corporate Strategies in transition economy environment As countries undergo serious system transformations the managers are faced with complex decision-making environment , and thus it is closely regarded that the performance of large enterprises should be linked to managerial flexibility in making strategic decisions within the context of the firms governance. Furthermore, there arent many sources that can point towards emerging corporate governance mechanisms in South-East Europe, although prior research suggests that independent managers and board of directors (corporate governance) may be an important necessity for managerial ability to undertake performance-enhancing strategies . Before restructuring, the revenues were generated by monopolistic structure through a handful of specialized state-owned companies. As the reforms progressed towards free market economy in environment with sluggish internal demand, adopting better strategies may be closely linked to better financial performance of the firm . Moreover, we can see that previo us research has linked strategies with performance , and governance directly with performance , and consequently in this research we will make an essay to implement the governance and enterprise restructuring EBRD indicator as measure against set of policies. Economic reforms introduced in Southeast Europe aimed at increasing enterprise efficiency and making their products internationally competitive and thus reforms were tied with structural crisis . The pre-reform environment that was characterized by import protection and export promotion through monopolistic, state-owned foreign trade companies which in many terms crippled the enterprises to meet overseas threats and as a result made the internationalization of their work very difficult. As liberalization of the market forces and privatization progressed they were meant to eliminate the constraints imposed on managers by state ownership and command economy system . In the case of the Southeast Europe, companies were privatized using range of methods . Thus, the privatization process resulted with diverse range of ownership structures and governance mechanisms . The corporate governance affects enterprises restructuring and financial performance . Indeed, when firms from transition economies are involved in international activities, they are likely to develop their capabilities . As a consequence of the peculiar characteristics of the capital markets in South-East Europe i.e. lack of well developed capital markets, limited portfolio diversification and liquidity, it is often stated that large shareholders could wish to utilize potential upside of a particular business strategy, but they are frequently restrained and affected adversely by the companys idiosyncratic risk . Due to this phenomenon they chose to impose sub-optimal strategies on managers. Moreover, large shareholders in transition countries where the protection of minority investors is low, most often endeavor to take advantage of their power and grasp private benefits of control. This expropriation can be found in a range of forms, such as related party transactions, use of trans fer pricing, assets stripping and other forms of tunnelling of revenue and assets from firms . Therefore, in such economies high ownership concentration was investors response to low levels of protection of minority shareholders in emerging markets . Even though we analyze and focus specifically on Macedonia, variations in governance regimes indicate sufficient international analyses of governance and enterprise restructuring in the specific group of economies that undergo serious difficulties in transformation. Corporate governance and enterprise restructuring in Macedonia 1. Institutional and legal framework The institutional framework is essential in the development of the governance and enterprise restructuring process. There institutions that carry of the process are the Securities Commission and the Macedonian Stock Exchange and are aided by the Central Securities Depository . The legal framework is comprised of sets of laws and regulations including the first 1996 Company Law its enactment of 2004, as well as, the Securities Law, the Law on Takeovers, the Bankruptcy Law, and the Macedonian Stock Exchanges corporate governance code and listing rules . 2. Overall assessment of corporate governance characteristics Macedonias corporate governance model is consistently built since the beginning of transition to modern market economy. Thus, it complies with the notion that each country shapes its particular way of governance due to its own history, culture, and legal and regulatory framework . The main characteristics of the Macedonian corporate governance model are : Gradual concentration of ownership which is reflected through policies leading to dispersed ownership structure of companies to become concentrated over time in a more regular manner. As 2007 IFC Corporate Governance Manual for Macedonian Companies indicates around 300,000 individuals become shareholders in the first phase of the privatization process. Later the process reinforced itself and eventually resulted with 255,000 in 2004 and 105,000 in August 2007 individuals as shareholders. This was result due imposed regulatory reform (Company Law, 1996) and also the development of the capital market urging for voluntary decisions of shareholders to sell their shares on the Macedonian Stock Exchange, characterized with constant default on minority shareholders and investor protection during this period. However, with creation of the Central Securities Depository (state authority for securities registration), the quality of the process had improved. Company shareholders as company employees and vice-versa, describes the phenomenon of the dual role and mutual interaction of these two categories as most of the employees are at the same time shareholders in the company. Thus, there is conflict in the rights and the duties as these two roles, which in essence oppose themselves and exclude each other. Indeed, this characteristic is problem of many transition economies and needs time to be resolved, while is still producing mixed outcomes. As a consequence of the previous two, there is the third main characteristic of the Macedonian economy in light of governance and enterprise restructuring i.e. lack of separation of companys ownership from companys control. This practice, despite the introduced regulation, is still lagging, hence the unfortunate problem where majority-vote shareholders who most often hold companies top positions, trigger overwhelming influence over comprehensive daily work of the enterprise. Further, this reduces and prevents the control systems vigilance and reporting to and from shareholders and investors. The forth important feature derived from the previous, is the inadequate oversight of managements work. This is due the fact that members of the supervisory board are individuals with lack of experience directly appointed by the controlling majority shareholders or in submission to the very persons that they are supposed to control. Research hypotheses Two basic hypotheses to test governance and enterprise restructuring: 1st Hypothesis: Governance and enterprise restructuring depend on set of policies : large-scale privatization, small-scale privatization, price liberalization, competition policy, trade and foreign exchange system, banking reform and interest rate liberalization, securities markets and non-bank financial institutions and overall infrastructure reform; and , 2nd Hypothesis: Governance and enterprise restructuring is significant and improves over time due to imposed policies. Sample selection and Data It this paper it is used the same econometric model as in the first article. The European Bank for Reconstruction and Development (EBRD) Transition Report series have the latest information on the countries that are classified in transition. The data that this prominent organization offers are based on wide network of sources that they obtain from national and international authorities . EBRD tracks reforms and assesses the overall process of transition using set of transition indicators, which are formed in comparison to the standards of industrialized market economies. Further, the data sample is mainly drawn from the extended research and data bases of the European Bank for Reconstruction and Development (EBRD), the Transition Report publication series. Consequently, the data used in this research are taken from their index structure economic statistics and forecasts . The scale used in shaping the transition indicators ranges from 1 to 4+, where 1 represents little or no change from a rigid centrally planned economy and 4+ represents the standards of an industrialized market economy . There are detailed numbers for the countries in transition analyzing the period of 1989 to 2009 in different areas. These indicators are sorted by sector and country and are analyzing nine arias: large scale privatization, small scale privatization, governance and enterprise restructuring, price liberalization, trade and foreign exchange system, competition policy, banking reform and interest rate liberalization, securities markets and non-bank financial institution s, and overall infrastructure reform .ÂÂ   Model and Econometrics The econometric model that is used in this study is a regression model where we have estimated the fallowing equation : (1) (2) Thus, applied to our research this model has the fallowing shape: (3) where the dependent variable, . shows governance and enterprise restructuring; the independent variables, are as follows : large-scale privatization; small-scale privatization; price liberalization; competition policy; trade and foreign exchange system; banking reform and interest rate liberalization; securities markets and non-bank financial institutions; overall infrastructure reform; ÂÂ  is aÂÂ  p-dimensionalÂÂ  parameter vector ; ÂÂ  is theÂÂ  error term orÂÂ  noise. Results and Effects The first hypothesis is that governance and enterprise restructuring depend on set of policies: large-scale privatization, small-scale privatization, price liberalization, competition policy, trade and foreign exchange system, banking reform and interest rate liberalization, securities markets and non-bank financial institutions and overall infrastructure reform. The transition theory explains well the effects of privatization, restructuring, competition, budget constraints, policies of governance and management . The country results of the OLS regression for Macedonia (Figure 2) show that there are good results on correlation and dependence of governance and enterprise restructuring to large-scale privatization. However, the coefficients are negative pointing towards possible lag of governance mostly because of country specific dispersed ownership and agency conflicts as analyzed before (CG Manuel-IFC, 2007). The variable explaining trade and foreign exchange system and its relation to GOV behaves with mixed outcome depending on the model. Further, the price liberalization variable shows good results and there is good evidence and correlation between countrys governance, as well as, positive impact on GOV. The banking reform of the system and the interest rate liberalization demonstrated good results in contribution to the governance and enterprise restructuring. In this analysis the overall infrastructure reform has given important input in improving the overall economic governance, but the negative sign suggests some concern, as the disinvestment in infrastructure is constant lag in transition countries. On the other hand, governance and enterprise restructuring have strong relation to the small-scale privatization; competition policy and securities markets and non-bank financial institutions. In the case of these variables, the models have shown evidence i.e. p Figure I. Results of OLS on Macedonia The second hypothesis is that the variable governance and enterprise restructuring is significant and improves over time due to imposed policies. In the analysis (Figure 1) the results confirm this hypothesis with some mixed outcomes i.e. sluggishly improves over time. In fact, the close relation with number of these policies shows the significant impact of these policies to the way the governance and enterprise restructuring was imposed, positively or negatively. Thus, there is significant correlation to SSP, CP, BRIRL and SMNBFI, presenting outcomes to how each of these variables impacts GOV. Nonetheless, over time most of the variables improved and it is clear that there is relationship between them moving upwards. Further in Figure 2 we can see the movements of governance and enterprise restructuring over time. Also, in this case the analyzed variable moved alongside the increase of the other variables and towards positive upward climb. Figure 3 indicates that even though there is positive movement up, governance and enterprise restructuring is still at the bottom of estimated policies progress. Figure I. Macedonias Governance and Enterprise Restructuring Figure I. Indicators Dynamics Discussion On the first assumption that governance and enterprise restructuring depend on imposed set of policies, the analysis showed that there are mixed outcomes. There are positive and negative influences that eventually bring satisfactory picture for the overall governance and enterprise restructuring. On the other hand, due to analysis of the second assumption it is clear that as the transition process progressed along with the imposed reforms and there is a positive inclination of governance and enterprise restructuring. However, there is still more to be done in order to bring these economies closer to the standards of developed ones. Indeed, it is needed considerable improvement of corporate governance, institution-building to control agency problems and imposing already adopted regulation, as well as, enforcing new enterprise restructuring policies, within existing policies of overall transition economy restructuring.

Essay on War -- Politics Conflict Battle War

Essay on war War has been a part of human culture since it's birth. It has led to a great many massacres and has shown us the evil that exists within the souls of humanity. Some have even gone as far as saying that war is human nature. To better understand the reasons behind war and how it affects others, I've examined several different societies and cultures so as to better understand the necessity of war and see the cause of their external war attitude. To do so, different variables from two topics (military institutions and external war attitude) were matched up and crossed so as to look into the answers to these questions. The variables were then calculated and through these graphs, I was able to find different societies in which these variables applied to. The different variables that I looked into were that of hostility toward other societies, acceptability of violence toward people in other societies, decision to engage in war, leadership during battle, and the value of war: violence again st non-members or groups. It is through looking into these variables that I'd like to test my hypothesis on how a countries holdings and military prowess causes more of an aggressive external war attitude towards surrounding countries and societies. With this in mind, I'd also like to look further into each culture to see if the greatness of being a warrior increases the aggression on the outside peoples. Through my research of the various variables, I came across several different societies that scored highly on my variable chart. To further test my hypothesis, I've taken these various variables and researched them through different societies to either prove or disprove m hypothesis. Somalis My research begins with the Somalis. Th... ...es external war attitude. I was also incorrect in that I forgot to include within my hypothesis that the leaders outlook of the situation and how the expansion of their military and their holdings would also bring about a different outtake on how their war attitude would be. So in conclusion, these societies have shown me that the main reason for these societies going into war was their hope of gaining prestige, wealth, and a greater territory. It's something that is not much different than now. After all, it's human nature. Works Cited Keen, Benjamin "The Aztec Image in Western Thought" Rutgers University 1971 Tooker, Elisabeth "The Huron" 1965 Buck, Peter "The Coming of the Maori" 1962 Muir, Lucy Philip "An African People in the 20th Century" 1934 Baxter P.T.W.& A.Butt "Azande and Related Peoples of the Anglo-Egyptian Sudan and the Belgian Congo"(1953)

Macbeth: Power Is The Paradox :: essays research papers

Macbeth: Power Is The Paradox People have a hard time getting what they want; in fact, the things they want can be incompatible with each other. In Shakespeare's Macbeth, the protagonist is lured to murder the king, Duncan, by the desire for power, an appetite honed by witch's prophecies and his wife's encouragement. But when he reaches the kingship, he finds himself insecure. He attempts to remove threats that decrease his security, including his companion Banquo and his son Fleance, predicted to be king. His lords grow angry and revolt successfully, after witches lure Macbeth into a false sense of security by further foretelling. In Macbeth, we see that, despite appearances of contradiction, man's goals of comfort and power are forever opposed in increment, though the two may decline together. The power from knowledge causes discomfort. As often has been said, ignorance is bliss. After Macbeth is promised the throne, Banquo asks why Macbeth is less than ecstatic. "Good sir, why do you start, and seem to fear / Things that do sound so fair?" (Act I, Scene 3) Macbeth's new knowledge makes him uncomfortable, as he realizes the implications. His first thoughts considering murdering Duncan appear, and he is scared. After he commits the murder, Macbeth says, "To know my deed, 'twere best not know myself." (Act II, Scene 2) Knowing that has committed such a vile act makes him uncomfortable. It will be difficult to act innocent and to deal with his guilt. When he later decides to murder Banquo and Fleance, he tells his wife, "Be innocent of the knowledge, dearest chuck, / Till thou applaud the deed." (Act III, Scene 2) Hecate sets Macbeth up for his final fall. The security provided by the second set of predictions is only short-lived. Feeling there is no threat to his power, Macbeth acts wildly, bringing his downfall and loss of both comfort and security. The problem with knowledge was that it was power resulting in a decline in comfort. Those most comfortable have the least power. The enjoyment of security prevents strength. The Porter delivers an ironic speech on the evils of drink, explaining, "Lechery, sir, it provokes and unprovokes: it provokes the desire, but it takes away the performance: therefore much drink may be said to be an equivocator with lechery: it makes him, and it mars him; it sets him on, and it takes him off; it persuades him and disheartens him; makes him stand to and not stand to; in conclusion, equivocates him in a sleep, and giving him the lie, leaves him." (Act II, Scene 3) While drink may cause comfort, this is

Character Sketch of The Sniper :: Sniper

Character Sketch of The Sniper War. Death. Pain. Anger and remorse. None are pleasantries, but all are faced and handled every day. In Liam O'Flaherty's "The Sniper," all of these things are brought to an acute reality. To aid in his creation of such emotional conflict, O'Flaherty portrayed the sniper as a very controversial character. We can see this contrast in personality by looking at appearance, actions, and thoughts. "...the face of a student, thin and ascetic,...eyes had the cold gleam of the fanatic." And so the sniper is described in a physical sense. Upon looking at the meaning of the words, we find an unexpected conflict of definition. O'Flaherty writes that the sniper's face is "that of a student." We think young, and vibrant. However, to describe his meaning, he goes on to say that his face is both "thin and ascetic." Also, gaunt, and displaying self-discipline; both qualities carried more so in adults than students. Also, it is stated that the sniper had "the eyes of a man who is used to looking at death." One might imagine an older man, who has lived through many-a-war and seen lives lost. These three descriptions show that the sniper was older than his years in appearance, as well as emotionally. The snipers' actions also are cause to believe that he is more than meets the eye. In the story, the sniper considers lighting a cigarette. "It was dangerous...he decided to take the risk." One's knowledge that something is dangerous and then their persistence to carry out the action shows a true daredevil. A characteristic of the "student" in him mentioned earlier. Another, much different, action of the sniper's is the need to discover who he killed. After the remorse of the crime committed, the sniper proceeds to investigate his enemy's identity. "...felt a sudden curiosity as to the identity of the enemy sniper..." This shows that the sniper did, in fact, have a streak of humaneness and care in him. A very different mood from the daredevil. Lastly, the way the sniper thinks reveals much about his character. When he is considering means of escape, he comes up with a plan to trick the enemy sniper into believing he himself was dead.

Six Challenges for Educational Technology

Six Challenges for Educational Technology Chris Dede George Mason University Many exciting applications of information technology in schools validate that new technology-based models of teaching and learning have the power to dramatically improve educational outcomes. As a result, many people are asking how to scale-up the scattered, successful â€Å"islands of innovation† instructional technology has empowered into universal improvements in schooling enabled by major shifts in standard educational practices.Undertaking â€Å"systemic reform† (sustained, large-scale, simultaneous innovation in curriculum; pedagogy; assessment; professional development; administration; incentives; and partnerships for learning among schools, businesses, homes, and community settings) requires policies and practices different than fostering pilot projects for small-scale educational improvement. Systemic reform involves moving from utilizing special, external resources to reconfiguring ex isting budgets in order to free up money for innovation.Without undercutting their power, change strategies effective when pioneered by leaders in educational innovation must be modified to be implemented by typical educators. Technology-based innovations offer special challenges and opportunities in this scalingup process. I believe that systemic reform is not possible without utilizing the full power of high performance computing and communications to enhance the reshaping of schools. Yet the cost of technology, its rapid evolution, and the special knowledge and skills required of its users pose substantial barriers to effective utilization.One way to frame these issues is to pose six questions that school boards, taxpayers, educators, business groups, politicians, and parents are asking about implementing large-scale, technology-based educational innovations. After each question, I’ll respond to the issues it raises. Collectively, these answers outline a strategy for scali ng-up, leveraging the power of technology while minimizing its intrinsic challenges. Question One: How can schools afford to purchase enough multimedia-capable, Internetconnected computers so that a classroom machine is always available for every two to three students?Giving all students continuous access to multimedia-capable, Internet-connected computers is currently quite fashionable. For politicians, the Internet in every classroom has become the modern equivalent of the promised â€Å"chicken in every pot. † Communities urge everyone to provide volunteer support for NetDays that wire the schools. Information technology vendors are offering special programs to encourage massive educational purchases. States are setting aside substantial amounts of money for building information infrastructures dedicated to instructional usage.Yet, as an educational technologist, I am more dismayed than delighted. Some of my nervousness about this initiative comes from the â€Å"First Gen eration† thinking about information technology that underlies these visions. Multimedia-capable, Internet-connected computers are seen by many as magical devices, â€Å"silver bullets† to solve the problems of schools. Teachers and 2 administrators who use new media are assumed to be automatically more effective than those who do not.Classroom computers are envisioned as a technology comparable to fire: just by sitting near these devices, students get a benefit from them, as knowledge and skills radiate from the monitors into their minds. Yet decades of experience with technological innovations based on First Generation thinking have demonstrated that this viewpoint is misguided. Classroom computers that are acquired as panaceas end up as doorstops. As discussed later, information technology is a costeffective investment only in the context of systemic reform.Unless other simultaneous innovations in pedagogy, curriculum, assessment, and school organization are coupled t o the usage of instructional technology, the time and effort expended on implementing these devices produces few improvements in educational outcomes—and reinforces many educators’ cynicism about fads based on magical machines. I feel additional concern about attempts to supply every student with continuous access to high performance computing and communications because of the likely cost of this massive investment.Depending on the assumptions made about the technological capabilities involved, estimates of the financial resources needed for such an information infrastructure vary (Coley, Cradler, & Engel, 1997). Extrapolating the most detailed cost model (McKinsey & Company, 1995) to one multimedia-capable, Internet-connected computer for every two to three students yields a price tag of about ninety-four billion dollars of initial investment and twenty-eight billion dollars per year in ongoing costs, a financial commitment that would drain schools of all discretionar y funding for at least a decade.For several reasons, this is an impractical approach for improving education. First, putting this money into computers-and-cables is too large an investment in just one part of the infrastructure improvements that many schools desperately need. Buildings are falling apart, furnishings are dilapidated, playgrounds need repair, asbestos must be removed†¦ otherwise, the machines themselves will cease to function as their context deteriorates.Also, substantial funding is needed for other types of innovations required to make instructional hardware effective, such as standards-based curricular materials for the WorldWide Web and alternative kinds of pedagogy based on partnerships between teachers and tools. (The McKinsey cost estimates do include some funding for content development and staff training, but in my judgment too little to enable effective technology integration and systemic reform. ) If most of the money goes into new media, little fundin g is available for the new messages and meanings that those devices could empower.Second, without substantial and extended professional development in the innovative models of teaching and learning that instructional technology makes affordable and sustainable, many educators will not use these devices to their full potential. â€Å"Second Generation† thinking in educational technology does not see computers as magic, but does make the mistake of focusing on automation as their fundamental purpose. Computers are envisioned as ways to empower â€Å"teaching by telling† and â€Å"learning by listening,† serving as a fire hose to spray information from the Internet into learners’ minds.However, even without educational technology, classrooms are already drowning in data, and an overcrowded curriculum puts students and teachers on the brink of intellectual indigestion. Adding additional information, even when coated with multimedia bells-and-whistles, is like ly to worsen rather than improve educational settings. Professional 3 development needs are more complex than increasing educators’ technical literacy (e. g. , training in how to use web browsers).The issue is building teachers’ knowledge and skills in alternative types of pedagogy and content, and such an increase in human capabilities requires substantial funding that will be unavailable if almost all resources are put into hardware. Third, the continuing costs of maintaining and upgrading a massive infusion of schoolbased technology would be prohibitive. High performance computing and communications requires high tech skills to keep operational and will become obsolete in five to seven years as information technology continues its rapid advance.Yet taxpayers now see computers as similar to blackboards: buy them once, and they are inexpensively in place for the lifetime of the school. School boards rapidly become restive at sizable yearly expenditures for technology maintenance and telecommunications usage—especially if, several months after installation, standardized test scores have not yet dramatically risen—and will become apoplectic if another $50B to replace obsolete equipment is required only a few years after an initial huge expenditure.For all these reasons, investing a huge sum in information infrastructures for schools is impractical and invites a later backlash against educational technology as yet another failed fad. I would go farther, however, and argue that we should not make such an investment even if the â€Å"technology fairy† were to leave $100B under our virtual pillows, no strings attached. Kids continuously working on machines with teachers wandering around coaching the confused is the wrong model for the classroom of the future; I wince when I see those types of vendor commercials.In that situation—just as in classrooms with no technology—too much instructional activity tends to center on presentation and motivation, building a foundation of ideas and skills as well as some context for why students should care. Yet this temporary interest and readiness to master curricular material rapidly fades when no time is left for reflection and application, as teachers and students move on to the next required topic in the overcrowded curriculum, desperately trying to meet all the standards and prepare for the test.Substantial research documents that helping students make sense out of something they have assimilated, but do not yet understand is crucial for inducing learning that is retained and generalized (Schank & Jona, 1991). Reflective discussion of shared experiences from multiple perspectives is essential in learners’ converting information into knowledge, as well as in students mastering the collaborative creation of meaning and purpose (Edelson, Pea, & Gomez, 1996).Some of these interpretative and expressive activities are enhanced by educational devices, bu t many are best conducted via face-to-face interaction, without the intervening filter and mask of computer-mediated communication (Brown & Campione, 1994). What if instead much of the presentation and motivation that is foundational for learning occurred outside of classroom settings, via information technologies part of home and workplace and community contexts? Students would arrive at school already imbued with some background and motivation, ripe for guided inquiry, ready for interpretation and collaborative construction of knowledge.People are spending lots of money on devices purchased for entertainment and information services: televisions, videotape players, computers, Web TV, videogames. Many of these technologies are astonishingly powerful and inexpensive; for example, the Nintendo 64 machine available now for a couple hundred dollars is the equivalent of a several hundred 4 thousand dollar graphics supercomputer a decade ago. What if these devices—many ubiquitous in rich and poor homes, urban and rural areas—were also utilized for educational purposes, even though not acquired for that reason?By off-loading from classroom settings some of the burden of presenting material and inducing motivation, learning activities that use the technology infrastructure outside of schools would reduce the amount of money needed for adequate levels of classroom-based technology. Such a strategy also enables teachers to focus on students’ interpretation and expressive articulation without feeling obligated to use technology in every step of the process. Such a model of â€Å"distributed learning† involves orchestrating educational activities among classrooms, workplaces, homes, and community settings (Dede, 1996).This pedagogical strategy models for students that learning is integral to all aspects of life—not just schooling— and that people adept at learning are fluent in using many types of information tools scattered thro ughout our everyday context. Such an educational approach also can build partnerships for learning between teachers and families; this is important because parental involvement is certainly one of the most powerful levers in increasing any student’s educational performance.In other words, unless â€Å"systemic reform† in education is conducted with one boundary of the system around the school and another boundary around the society, its affordability and sustainability are doubtful. As a bridge across these boundaries, new media can play a vital role in facilitating this bi-level approach to large-scale educational innovation. For example, videogame players are the only interactive devices widely available in poor households and provide a sophisticated, but inexpensive computational platform for learning—if we develop better content than the mindless follies of SuperMarioâ„ ¢ or the grim dystopias of Doomâ„ ¢.My research in virtual reality illustrates how multisensory, immersive virtual environments could leverage learning complex scientific concepts on computational platforms as commonplace as next decade’s videogames (http://www. virtual. gmu. edu). Districts can leverage their scarce resources for innovation, as well as implement more effective educational models, by utilizing information devices outside of classrooms to create learning environments that complement computers and communications in schools.To instead saturate schools with information technology is both very expensive and less educationally effective. Question Two: How can schools afford enough computers and telecommunications to sustain new models of teaching and learning? Educational improvement based on distributed learning—utilizing information technologies external to school settings to enable increased interpretive and expressive activities in classrooms—does not mean that schools won’t need substantial amounts of computers and commu nications.To empower project-based learning through guided inquiry, students must have access to sophisticated information devices in schools (Linn, 1997). Even if this is accomplished via notebook computers and wireless networks moved from class to class as required, with pupils also spending significant amounts of time learning without the aid of technology, districts must allocate more money to purchasing, maintaining, and upgrading computers and telecommunications than has been true historically. Where will educators find the funds for equipment, software, technical staff, ongoing telecommunications services, professional development—the myriad of costs associated with a sophisticated information infrastructure? In the past, this money has come largely from special external sources: grants, community donations, bond initiatives. To be sustainable over the long run, however, resources for technology must come from reallocating existing budgets by reducing other types of ex penditures.Of course, such shifts in financing are resisted by those groups whose resources are cut, and district administrators and school boards have been reluctant to take on the political challenges of changing how money is spent. An easy way to kill educational innovations is to declare that of course they will be implemented—as long as no existing activities must be curtailed to fund new approaches. Such an approach to institutional evolution is one reason why, if Rip Van Winkle awoke today, he would recognize almost nothing in modern society—except schools.Educational organizations are unique, however, in demanding that technology implementation accomplished via add-on funding. Every other type of societal institution (e. g. , factories, hospitals, retail outlets, banks) recognizes that the power of information devices stems in part from their ability to reconfigure employee roles and organizational functioning. These establishments use the power of technology t o alter their standard practices, so that the cost of computers and communications is funded by improvements in effectiveness within the organization, by doing more with less.If educators were to adopt this model—reallocating existing resources to fund technology implementation—what types of expenditures would drop so that existing funds could cover the costs of computers and communications? First, schools that have adopted the inquiry-based models of pedagogy find that outlays on textbooks and other types of standardized instructional materials decrease. While these materials are a smaller part of districts’ budgets than salaries or physical plants, nonetheless they cost a significant amount of money.When students collect their own data, draw down information across the Internet, and interact with a larger pool of experts than teachers and textbooks, fewer commercial presentational resources are required—especially if learners draw on topical data flowin g through information sources outside of schools. Moreover, covering a few concepts in depth rather than surveying many ideas superficially reduces the amount of prepackaged information educators must purchase.A second way to reconfigure existing financial resources is to reduce the staff involved in data entry operations. Educators are inundated with large amounts of recordkeeping functions, and one of the most debilitating aspects of this work is the continuous reentry of identical information on different forms. Businesses have saved substantial amounts of money by altering routine information processes so that data is only entered once, then automatically flows across the entire organization to each place in which it is needed.Were educators to adopt these already proven models for cost-efficient information management, the amount of time and staff required for data entry functions would decrease markedly, freeing funding for instruction-related uses of technology. Third, and on a more fundamental level, teaching is more efficient and effective with new types of technology-based curriculum and pedagogy. At present, substantial re-teaching of 6 knowledge and skills is required; presentational material flows into students’ minds, is retained just long enough to perform on a test, and then is forgotten.Class sizes are typically between twenty-five and forty—somewhat too large for effective project-based learning, yet small given that lectures work as well for several hundred students as for several dozen. The scheduling of class periods is too short, limiting teachers and students to fragmentary presentational and practice activities. Teachers all have comparable roles with similar pay structures—unlike other societal organizations, which have complementary staff roles with a mix of skill levels and salaries. Visions presented in the forthcoming 1998 ASCD Yearbook Dede & Palumbo, in press) depict how altered configurations of human resour ces, instructional modalities, and organizational structures could result in greater effectiveness for comparable costs—even with the acquisition of substantial school-based technology. This case is also made at greater length in Hunter & Goldberg (1995). In the commercial sector, too often these types of institutional shifts result in layoffs. However, because of the coming wave of retirements among educators, districts have a window of opportunity to accomplish structural changes without major adverse impacts on employees.Over the next decade, large numbers of â€Å"baby-boom† educators will leave the profession, and a staged process of organizational restructuring could occur in parallel with those retirements. Coordinating technology expenditures as an integral part of that larger framework for institutional evolution is vital in districts’ planning to afford computers and communications. Question Three: How can many educators disinterested or phobic about c omputers and communications be induced to adopt new technology-based models of teaching and learning?Thus far, most educators who use technology to implement the alternative types of pedagogy and curriculum are â€Å"pioneers†: people who see continuous change and growth as an integral part of their profession and who are willing to swim against the tide of conventional operating procedures—often at considerable personal cost. However, to achieve large-scale shifts in standard educational practices, many more teachers must alter their pedagogical approaches; and schools’ management, institutional structure, and relationship to the community must change in fundamental ways.This requires that â€Å"settlers† (people who appreciate stability and do not want heroic efforts to become an everyday requirement) must be convinced to make the leap to a different mode of professional activity—with the understanding that, once they have mastered these new appr oaches, their daily work will be sustainable without extraordinary exertion. How can a critical mass of educators in a district be induced simultaneously to make such a shift? Studies of innovation in other types of institutions indicate that successful change is always bottom-up, middle-out, and top-down.The driver for bottom-up innovation in a district is the children. Typically, students are joyful and committed when they are given the opportunity to learn by doing, to engage in collaborative construction of knowledge, and to experience mentoring relationships. That these types of instruction are accomplished via educational technology will excite some kids, while others will be indifferent—but all will appreciate the opportunity to move beyond learning by listening.Educators can draw enormous strength and purpose from watching the eager response of their students to classroom situations that use alternative forms of pedagogy. Often, teachers have shifted from pioneers to settlers 7 because they were worn down by the unceasing grind of motivating students to master uninteresting, fragmented topics; and administrators have undergone a similar loss of enthusiasm by being inundated with paperwork rather than serving as instructional coordinators. The professional commitment that kids’ enthusiasm can re-inspire is a powerful driver of bottom-up change.The source of middle-out change is a district’s pioneers. Many teachers entered the profession because they love students of a certain age and want to help them grow—or love their subject matter and want to share its beauty and richness. Often, these teachers feel alienated because the straightjacket of traditional instruction and school organization walls them away from meaningful relationships with their students and their subject. Similarly, many administrators want to serve as leaders and facilitators, but are forced by conventional managerial practices into being bureaucrats and bo sses.Middle-out change is empowered when educators who have given up hope of achieving their professional dreams see pioneer colleagues using technology to succeed in those goals—and realize that, if everyone made a similar commitment, no one would have to make continuous personal sacrifices to achieve this vision. The lever for top-down innovation is the community served by the district. Educators want respect—yet teaching has fallen from a revered professions to a much lower status.The relationship between educators and their community is seldom seen as a partnership; instead, teachers and administrators often feel isolated, forced to perform a difficult task with inadequate resources. Parents, the business sector, and taxpayers bitterly debate the purpose of schools and sometimes attempt to micro-manage their operation. In contrast, when homes, classrooms, workplaces and community settings are linked via new media to achieve distributed learning, much more positive interactions emerge between schools and society.Educators can move from isolation to collaboration with the community, from a position of low esteem to an respected role in orchestrating children’s learning across a spectrum of settings. This shift in status is a powerful driver for innovation. To activate these bottom-up, middle-out, and top-down forces for improvement, educators must take the lead in developing a shared vision for systemic reform, distributed learning, and sophisticated utilization of technology. Making such a commitment to large-scale educational innovation is not only the right thing to do, but is increasingly essential to educators’ professional integrity.In many ways, physicians working in health maintenance organizations (HMOs) face challenges similar to teachers and administrators working in today’s schools. These doctors are responsible for the well-being of their patients, but work within administrative structures that restrict their d ecision making capabilities, that are focused on saving money at least as much as on combating illness, and that do not provide the latest technology or much time and resources for professional development.Yet we expect those physicians to do whatever it takes—fight the system for what the patient needs, spend personal time mastering the latest medical advances and technologies—to help those whom they serve. To do otherwise would be malpractice, a betrayal of trust, a breach of ethics as a professional. Given advances in information technology that are reshaping the knowledge students need and the ways educators can help them learn, we need to accept a professional obligation—despite current institutional constraints—to do whatever it takes in changing traditional instructional practices so that a generation of children is truly prepared for the 21st century. Question Four: How do we prove to communities that new, technology-based models of teaching and l earning are better than current instructional approaches? Few communities are willing to take educational innovations â€Å"on faith. † Many people are uneasy about whether conventional instruction and traditional testing are developing and assessing the types of knowledge and skills children need for their future.However, most parents and taxpayers feel that the current system worked for them and do not want to substitute something radically different unless new methods are proven to be superior. What types of evidence can educators offer communities that innovative, technology-based models of teaching and learning are so much better—given what our society needs in the 21st century—that the substantial cost and effort of systemic reform is more than worth the trouble?Research documents that new, technology-based pedagogical strategies result in at least four kinds of improvements in educational outcomes. Some of these gains are easy to communicate to the commun ity; others are difficult—but together they constitute a body of evidence that can convince most people. These four types of improvements are listed below, in sequence from the most readily documented to the hardest to demonstrate. Increased learner motivation.Students are very excited when exposed to learning experiences that go beyond information assimilation and teaching-by-telling. Guided inquiry, project-based collaboration, and mentoring relationships all evoke increased learner motivation, manifested via readily observable indicators such as better attendance, higher concentration, and greater time on task. All of these not only correlate with increased educational performance, but also are in stark contrast to the attitudes parents and taxpayers formed about most of their schooling.Documenting to communities that students care about what they are learning and are working hard to achieve complex goals is not difficult, given the ubiquity of videotape players and camcor ders. Student-produced videos that show learners engaged and excited are intriguing to parents and taxpayers, who may not fully understand what is happening in the classroom, but are impressed by student behavior divergent from their own memories and likely to result in better learning outcomes.Too often, educators take little advantage of this easy way to open a dialogue about instructional improvement with the community. Advanced topics mastered. Whatever else they believe about the purposes of schooling, parents want their children to have a prosperous lifestyle and know that this necessitates mastering advanced concepts. In the 21st century, being a successful worker and an informed citizen will require the sophisticated knowledge delineated in the national curriculum standards, especially in the sciences and mathematics.Information technology can help students not only to learn these difficult concepts, but also to master the learning-how-to-learn skills needed to keep their ca pabilities current in a rapidly evolving economy. When shown that technologybased instructional strategies enable teaching sophisticated ideas not now part of the conventional curriculum, more complex than the items on current standardized tests, and harder than what they learned in school, taxpayers are impressed. 9 Students acting as experts do.Developing in learners the ability to use problem solving processes similar to those of experts is challenging, but provides powerful evidence that students are gaining the skills they will need to succeed in the 21st century. One of the most striking features of a classroom based on new instructional models is that learners are behaving as do teams of scientists, mathematicians, designers, or other kinds of expert problem solvers. Pupils’ activities in these learning environments mirror the analytic, interpretive, creative, and expressive uses of information tools increasingly characteristic of sophisticated workplace settings.When parents and taxpayers see students perform complex tasks and create intricate products, they are impressed by the similarity between the recent evolution of their own workplaces and the skills children are developing. Better outcomes on standardized tests. The most difficult type of evidence to provide for the superiority of new, technology-based instructional models is what communities first demand: higher scores on conventional measures of achievement.Standardized tests are designed to assess only a narrow range of knowledge, and the other three types of improvements just discussed fall largely outside the scope of what they measure. A major challenge for educational assessment is to develop methods that measure a wider range of skills than paper-and-pencil, multiple choice tests, without bogging educators down in complex, time-consuming, and potentially unreliable performance evaluations.Research shows that students’ outcomes on conventional achievement tests rise when tec hnology-based educational innovations are implemented, but this does not occur immediately, as teachers and learners must first master these new models of pedagogy. To succeed in systemic reform, educators must prepare communities for the fact that test scores will not instantly rise and that other, complementary types of improvements less easy to report quantitatively are better short-range measures of improvement.Overall, the single most effective means of convincing parents, the business community, and taxpayers that technology-based models of teaching are superior to conventional instructional approaches is to involve them in students’ education. Through distributed learning approaches that build partnerships between schools and society, communities have ample opportunities to observe the types of evidence discussed above, as well as to further enhance students’ educational outcomes. Question Five: How can educational technology increase equity rather than widen cu rrent gaps between â€Å"haves† and â€Å"have-nots? Implemented within a larger context of systemic reform, emerging information technologies can produce dramatic improvements in learning outcomes. But won’t such educational usage of computers and communications widen inequities in our society? However ample the access to technology students have in schools, learners differ greatly in the amount and sophistication of information devices in their homes and communities. Isn’t all this effort simply making education better for the â€Å"haves,† potentially worsening our society’s pathological gaps in income and power?Certainly, new media such as Web TV are dropping in price, and almost all homes have videogames, television, and videotape players—but won’t the rich always have more information devices of greater power than the poor, skewing the advantages of distributed learning and increasing inequality? 10 From an historical perspecti ve, innovative information technologies at first widen inequities within civilization, because initial access to the differential advantage they bring is restricted to the few who can afford the substantial expense of this increased power.As emerging media mature, drop in price, and are widely adopted, however, the ultimate impact of information technology is to make society more egalitarian. For example, the world of universal telephone service is a more equitable environment than was the world of messenger boys and telegraph offices. The challenge for current educational policy is to minimize the period during which the gap between haves and have-nots widens, rapidly moving to a maturity of usage and an universality of access that promotes increased equity.At present, most of society’s attempts to decrease the widened inequalities that new educational technologies could create are centered on access and literacy. In schools that serve disadvantaged and at-risk populations, extra efforts are made to increase the amount of computers and communications available. Similarly, educators and learners in have-not situations are given special training to ensure that they are literate in information tools, such as web browsers.To compensate for more home-based technology in affluent areas, many feel that our best strategy is providing teachers and students in low socioeconomic status areas with additional technology to â€Å"level the playing field† (Coley, Cradler, & Engel, 1997). While a good place to begin, this approach to educational equity is inadequate unless taken beyond access and literacy to also address issues of content and services. The on-line materials and types of assistance that learners and teachers can access must reflect the needs and interests of diverse and at-risk students.For example, I can take homeless people to the public library and show them how to use a web browser to download images of impressionist paintings at the Louvre, but this is not likely to motivate or impress them, since such a learning experience does not speak to their primary needs. Similarly, emerging graphical interfaces such as Microsoft Windowsâ„ ¢ enhance many users’ capabilities, but adversely affect learners with reduced eyesight who cannot effectively manipulate the visual features of these interfaces.The real issue in equity is empowerment—tailoring information technology to give dispossessed groups what they want. For example, I worked with a local team of politicians to explore the implications of information technology for improving public services. They were excited about using community-based information terminals to offer improved access to health care, welfare, education, and other social services for the immigrant and minority populations they served. However, when I began to describe how on-line communication tools could help these groups to increase their participation n voting and to form coalitions fo r political action, the elected representatives immediately lost interest. To truly achieve educational equity, working collaboratively with have-not populations is vital in developing content and services tailored to their needs and designed to build on their strengths and agendas. Otherwise, improving access and literacy will fall short of the success for all students essential to America’s prosperity in the 21st century. Question Six: If we use technology well, what should we expect as â€Å"typical† student performance? 1 If we were to implement systemic reform based on new strategies for learning through sophisticated technology, research suggests that â€Å"typical† students might do as well as â€Å"exemplary† learners do now. Our expectations for what pupils can accomplish are far too low, largely because standard educational processes are obsolete given the progression of information technology, insights into the nature of learning, and shifts in the educational outcomes society needs.In many ways, we live in the â€Å"Dark Ages† of schooling—restrained from making rapid advances toward increased instructional effectiveness by outmoded ideas, ritual, and tradition. Setting our sights higher and using better metrics to measure progress are vital to successful innovation. For example, many people are intrigued by results from the Third International Mathematics and Science Study (TIMSS), which show the United States well behind nations such as Singapore and Japan on math and science outcomes from a globally developed achievement test. Crusaders are implementing reforms to ensure that our students do much better on this test.However, our goal should not be to exceed the level of Singapore on an assessment instrument that, as described earlier, measures only a fraction of what students need to know for their future prosperity—and moreover incorporates a diluted definition of educational quality negotiated a cross many countries with very different populations and national goals. Others advocate using a standards-based curriculum as the touchstone for educational effectiveness, and reformers are centering state and national judgments of educational worth on this measure.Certainly, the National Council of Teachers of Mathematics (NCTM) standards are a major improvement over the hodgepodge math curriculum before their inception, as are the American Association for the Advancement of Science (AAAS) standards and similar efforts in other fields. But our metric for whether students succeed should not simply be whether they learn the math mathematicians think is important, the science scientists feel is vital, and so on. Being a productive worker and citizen involves much more than having an adequate background in each field of knowledge.Integrating these concepts and skills and being a lifelong learner with the self-worth, discipline, and motivation to apply this knowledge is of paramount im portance—yet not captured by discipline-based standards alone. New forms of pedagogy are also no â€Å"philosopher’s stone† that can make golden each educational experience for every learner. Some argue that, if only all classrooms were based on constructivist learning or situated cognition or individualized tutoring or multimedia presentations or integrated learning systems or whatever pedagogical panacea, every student would succeed.However, learning is a very complex and idiosyncratic process that requires, for each pupil, a repertoire of many different types of instruction orchestrated together. In other words, no test, no curriculum, and no instructional strategy in itself can guarantee educational quality—even though our current approach to determining schools’ worth is based on these inadequate measures. Instead, we need new standards for a knowledge-based society that combine all these metrics for success and that are based on much higher l evels of â€Å"typical† student outcomes.Successful technology-based innovations have the common characteristic that learners exceed everyone’s expectations for what is possible. Second graders do fifth grade work; nine graders outscore twelfth grade students. What would those ninth graders be accomplishing if, 12 from kindergarten on, they had continuous access to our best tools, curriculum, and pedagogy? Would they be the equivalent of college sophomores? We are selling short a generation by expecting less and by orienting our curriculum, instruction, and tests accordingly.Conclusion My responses to the six questions above sketch a conceptual framework for thinking about the process of scaling-up from islands of innovation to widespread shifts in standard educational practices. These answers illustrate that technology-based systemic reform is hard in part because our ways of thinking about implementation are often flawed. Large-scale educational innovation will never be easy, but can be less difficult if we go beyond our implicit assumptions about learning, technology, equity, schooling, and society.Understanding the scaling-up process is vital for making strategies for change affordable, generalizable, and sustainable. References Brown, A. L. , & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed. ), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press. Coley, R. J. , Cradler, J. , & Engel, P. K. (1997). Computers and classrooms: The status of technology in U. S. schools. Princeton, NJ: Educational Testing Service. Dede, C. , & Palumbo, D. (Eds). (in press). Learning with technology (the 1998 ASCD Yearbook).Alexandria, VA: ASCD. Dede, C. (1996). 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