Equity and Debt Assignment Example | Topics and Well Written Essays - 1000 words

Equity and Debt - Assignment Example The advantages of choosing equity financing reveal the compelling reasons why AMSC management felt the need to adopt floating shares in the market. Firstly, equity financing allowed the company to obtain a long-term relationship with investors ready to commit money in the company’s projects. Such an arrangement avoids short-term risks where the financial security offered by the funding party comes to an end after some time, such as in a loan agreement. Similarly, most investors in equity deals have preferences in the choice of projects to invest in, which attracts professional entrepreneurs. In this regard, equity relationships have safer business linkages by pulling passionate investors who add value in terms of business succession. Another advantage of equity financing relates to the overall reduction in outward cash-flow challenges that shrink liquidity. As opposed to debt financing, equity financing adds money to the business in the long-term, thereby reducing outflow challenges. Evans and Mellen (2010) noted a closely related advantage that touches on the long-term outcomes of additional investment without repayment obligations, which increases chances of growth. The long-term element of the equity relationship secures the growth prospects of a business as opposed to a debt that requires fixed repayment periods. Similarly, the investor bears the risk element of the investment made, which reduces the pressure of compulsory liability as seen in debt financing. The sharing outcomes of the partnership and shared ownership raises the confidence of the equity arrangement in facing risks. From these advantages, the management could have found grounds to make a decision to on engaging shareholders. As mentioned, equity financing also presents a fair share of disadvantages emanating from the opportunity cost against debt financing and other sources of capital. Firstly, equity financing implies

Causes of Parkinsons Disease

Causes of Parkinsons Disease Parkinsons disease (PD) is caused by the progressive death of substantia nigral dopaminergic neurones, resulting in the reduction of caudate-putamen dopamine concentration in the basal ganglia. Insufficient DA produced from the substantia nigral dopaminergic neurones due to progressive degradation in PD patients results in motor neurone cell death. Afflicting just under 1% of the population over 60. Little was known about the pathophysiology of PD, with the classical pathological hallmarks of loss of nigrostriatal dopaminergic neurons and the presence of Lewy bodies (Dauer, 2003). Though the first clinical description of the disease was written in 1817 An essay on the Shaking Palsy by James Parkinson. Taking nearly 150 years to make real progress, the first milestone occurred in the 1960s when striatal dopamine (DA) levels were discovered to be sharply reduced in PD patients (Garcia-Ruiz, 2014) linking PD to DA content of the basal ganglia. DA production occurs with the substantia nigra pars compacta uses the nigrostriatal pathway to transport dopamine via the dopamine transporter (DAT) controlled via a sodium gradient to the striatum. These co-dependant systems require dopamine production for motor movement; when the death of substantia nigral dopaminergic neurones occurs dopamine content in the basal ganglia is reduced and thus impairs motor function. Garcia-Ruiz (2014) rationale from his discovery was the two systems are linked as the stratum doesnt produce dopamine indicating its source elsewhere, thus connecting substantia nigra pars compacta (a known pr oducer of dopamine) in PD and that substantia nigra pars compacta neurone death is responsible for the pathophysiological symptoms of PD. Iravani (2005) states that when some 60% of nigral-striatal neurones have been lost the first motor abnormalities appear; resulting in diagnosis as late as 3 years after initial neurone death. Neurodegeneration of substantia nigral dopaminergic neurones symptoms of can is managed. Levodopa (L-DOPA), the precursor to DA synthesis (making it a logical choice for using therapeutically) and DA agonist is able to cross the blood-brain barrier (BBB) via the LAT-1 (large amino acid transporter) where it is converted to dopamine via DOPA decarboxylase.   This increases dopamine content in the brain and reduces symptoms such as motor skill deterioration. Levodopa also occurs in peripheral circulation resulting in peripheral dopamine concentration to increase causing a nauseous side effect, as a result levodopa of always given with carbidopa which inhibits the peripheral metabolism reducing this nausea (Dauer, 2003) also increases the bioavailability of L-DOPA in the CNS. Lee (2009) an expert in PD, described PD it as a commonly diagnosed bradykinesia disorder characterised by severe pars-compacta nigral-cell loss and aggregated a-synuclein accumulation within cortical regions. Thought to be part of dopamine release and transport regulation, a-synuclein induces microtubule-associated protein fibrillation and within overexpression a reduction in neuronal responsiveness. This ties into the prion hypothesis, in which the misfolded protein a-synuclein can trigger aggregation of interconnected groups of neurones, thus resulting in Inflammation, oxidative stress, excitotoxicity and reduced responsiveness.   Though his theory is contradicted by Leonidas (2012) who claims that there is insufficient evidence that consists of the idea that there is an overexpression of a-synuclein protein in PD brains; when mRNA studies show a decrease of SNCA expression in PD nigra. Though Stefanis. L. does acknowledge there could be a rare familial and sporadic link of SNCA expression and PD, as ÃŽ ±-synuclein is found within Lewy bodies which are a characteristic of PD. Lewy bodies are aggregates of protein and are a classical sign of neurotoxicity, and closely associated with a-synuclein due to the radiating fibrillation of a-synuclein tying into Lees (2009) PD description. Lewy bodies also contain ubiquitin, a-B crystalline and neurofilament protein in an aggregated form. The a-synuclein interacts with DNA causing degradation (Power, 2017) and also Power observed ÃŽ ±-synuclein and ÃŽ ²III Tubulin from Lewy bodies and n increased mitochondrial loss with neurones developing Lewy bodies, suggesting a link between Lewy body development and substantia nigral dopaminergic neurone death. Powers theory indirectly contradicts Leonidass theory on a-synuclein expression, as a-synuclein is required for Lewy body formation and thus leads to substantia nigral dopaminergic neuronal death Lees research does, however, support the Powers theory. Dauer (2003) infers that it is possible that the misfolding of proteins which result in Lewy bodies could offer a level of neuroprotection by interfering with programmed cell death (PCD) and oxidative stress; thus slowing down neurodegeneration. Lewy bodies could interfere with Bax molecule formation (which there are elevated concentrations within PD patients) due to the changes in protein morphology, thus counteracting the overexpression of Bax (Dauer, 2003). Though age is a significant risk factor for the development of PD, one toxin, in particular, can cause the disease to develop due to it targeting substantia nigral dopaminergic neurones. Siegel explains that though MTPT (1-methyl- 4-phenyl-1,2,3,6-tetrahydropyridine) itself isnt toxic, though the active metabolite form MPP+ is. Though at the time (1999) the mechanism for MPP+ toxicity wasnt understood it was later described by Alexander (2004). MPP+ toxicity via the inhibition of the mitochondrial complex I resulting in inhibition of the respiratory chain and enhanced oxidative stress within SNc neurones resulting in PCD. MPTP is used in experimental parkinsonism as dosing marmosets via subcutaneous administration of MPTP 1 mg ⠁„ kg for 3 consecutive days, which Iravani (2005) found to produce reproducible results. The use of MPTP on marmosets and the development of PD provides sufficient evidence that MPTP is connected to the development of PD, it also allows for research to be done on animals are they can be given the disorder within a 6 month period an allow for research into the causative factor behind PD and the regions of the CNS that are affected. The expansion of understanding PD pathogenicity has grown over the last 25 years according to Schapira, as toxin research, postmortem investigations and gene deficits with familial PD have become general knowledge in consensus about the underlying mechanisms of cell death and neuronal loss. inflammatory change, mitochondrial dysfunction, oxidative stress, and altered protein formation are considered the main lead into understanding PD (Schapira, 2011).   This ties into Dauers theory on Lewy bodies, Lees explantation on a-synuclein as they/were researching the leads mentioned by Schapira. The causative reasons for Parkinsons disease are thoroughly understood today compared to 1817, however, research is still underway to definitively understand the disorder. There is a clear understanding that (PD) is caused by the progressive death of substantia nigral dopaminergic neurones resulting in a reduced SNc dopamine content resulting in pathophysiological side effects. It is clear however that Lewy bodies are a classical characteristic of PD and are used in the diagnosis of the disorder, their true function is still under research. There is still some grey area of what causes the sudden initial death of theses neurones, though MPTP is linked to PD development via the study of marmosets. The research will continue to enhance a limited knowledge of the disorder and if there will ever be a possible way to regenerate those lost signalling pathways. Stem cell research on the cutting edge of neuronal regeneration as these unspecialised cells will eventually become neurones, replac ing the one already loss to cell death. Though ethically there are issues around using stem cells, it is a case of the good out weights the bad. References Abeliovich. A, S. Y.-L. (2000). Mice Lacking ÃŽ ±-Synuclein Display Functional Deficits in the Nigrostriatal Dopamine System. Neuron, 25(1), 239-252. Alexander, G. E. (2004). BIology of Parkinsons disease: pathogenesis and pathophysiology of a multisystem neurodegenerative disorder. Dialogues in Clinical Neuroscience, 3(6), 259-280. Baba, M. N. (1998). Aggregation of alpha-synuclein in Lewy bodies of sporadic Parkinsons disease and dementia with Lewy bodies. The American Journal of Pathology, 152(4), 879-884. Bai-Yun Zeng, M. M. (2010). Morphological changes in serotoninergic neurites in the striatum and globus pallidus in levodopa primed MPTP treated common marmosets with dyskinesia. Neurobiology Of Disease, 40, 599-607. doi:10.1016/j.nbd.2010.08.004 Barbeau, A. (1969). L-DOPA Therapy in Parkinsons Disease: A Critical Review of Nine Years Experience. Canadian Medical Association Journal, 101(13), 59-68. Chesselet, M.-F. (2008). In vivo alpha-synuclein overexpression in rodents: a useful model of Parkinsons disease? Experimental Neurology, 209(1), 22-27. doi:10.1016/j.expneurol.2007.08.006 Haber, D. D. (2001, July 1). Striatal Responses to Partial Dopaminergic Lesion: Evidence for Compensatory Sprouting. Journal Of Neuroscience, 20(13), 5102-5114. Iria G. Dopeso-Reyes, A. J. (2014, December 14). Calbindin content and differential vulnerability of midbrain efferent dopaminergic neurons in macaques. doi:10.3389/fnana.2014.00146 Lees. A.J, H. J. (2009, June 13). Parkinsons disease. The Lancet, 373, 2066. Leonidas, S. (2012). ÃŽ ±-Synuclein in Parkinsons Disease. Cold Spring Harbor Perspectives in Medicine, 2(2). doi:http://doi.org/10.1101/cshperspect.a009399 Mahmoud M. Iravani, E. S. (2005). A modified MPTP treatment regime produces reproducible partial nigrostriatal lesions in common marmosets. European Journal Of Neuroscience, 21, 841-854. Marina Picillo, G. S. (2017). Association between dopaminergic dysfunction and anxiety in de novo Parkinsons disease. Parkinsonism and Related Disorders. Retrieved from http://dx.doi.org/10.1016/j.parkreldis.2017.02.010 Pedro J. Garcia-Ruiz, K. R.-M. (2014). Non-motor symptoms of Parkinsons disease A review†¦from the past. Journal Of Neurological Sciences, 338, 30-33. Retrieved from http://dx.doi.org/10.1016/j.jns.2014.01.002 Power, J. B. (2017). Lewy Bodies and the Mechanisms of Neuronal Cell Death in Parkinsons Disease and Dementia with Lewy Bodies. Brain Pathology, 27(1), 3-12. doi:10.1111/bpa.12344 Przedborski, V. J.-L. (2007). Protocol for the MPTP mouse model of Parkinsons disease. Nature Protocols, 2, 141-151. doi:doi:10.1038/nprot.2006.342 Schapira, A. J. (2001). Etiology and pathogenesis of Parkinsons disease. Movement Disorders, 26(6), 1049-1055. doi:10.1002/mds.23732 Siegel G.J, A. B. (Neurochemistry: Molecular, Cellular and Medical Aspects). MPTP-Induced Parkinsonian Syndrome (6th ed.). Philadelphia: Lippincott-Raven. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK27974/ William Dauer, S. P. (2003). Parkinsons Disease: Mechanisms and Models. Neuron, 39(6), 889-909. doi:http://dx.doi.org/10.1016/S0896-6273(03)00568-3

A Feminist Perspective of A Dolls House Essay -- Feminism Feminist Wo

A Feminist Perspective of A Doll's House In "A Doll's House", Ibsen portrays the bleak picture of a role held by women of all economic classes that is sacrificial. The female characters in the play back-up Nora's assertion that even though men are unable to sacrifice their integrity, "hundreds of thousands of woman have." Mrs. Linde found it necessary to abandon Krogstad, her true but poor love, and marry a richer man in order to support her mother and two brothers. The nanny has to abandon her children to support herself by working for Nora. Though Nora is economically advantaged, in comparison to the other female characters, she leads a hard life because society dictates that Torvald be the marriages dominant member. Torvald condescends Nora and inadvertently forces Nora to hide the loan from him. Nora knows that Torvald could never accept the idea that his wife, or any other woman, could aid in saving his life. At the beginning of "A Doll's House", Nora seems completely happy. She responds to Torvald's teasing, relishes in the excitement of his new job, and takes pleasure in the company of her children and friends. Nora never appears to disagree with her doll-like existence, in which she is cuddled, pampered and patronized. As the play progresses, Nora's true character appears and proves that she is more than just a "silly girl" as Torvald calls her. Her understanding of the business details related to the dept she incurred in taking out a loan to help Torvald's health shows her intelligence and her abilities beyond being merely a wife. The secret labor she undertakes to pay off her dept demonstrates her determination and ambition. In addition, her willingness to break the law in order to aid her... ...dlike mentality and needs to grow before she can raise her own children. Her defiance of Torvald, when he refuses to let her leave, reflects her epiphany that she isn't obligated to let Torvald dictate her actions. The height of Nora's realization comes when she tells Torvald that her duty to herself is as strong as her duty as a wife and mother. She now sees that she is a human being before she is a wife and mother and she owes herself to explore her personality, ambitions, and beliefs. Works Consulted Clurman, Harold. Ibsen. New York: Macmillan. 1977 Ibsen, Henrik. Four Major Plays. New York: Oxford University Press, 1998 Shaw, Bernard. "A Doll's House Again."   Twentieth-Century Literary Criticism.   Detroit: Gale Research Inc., 1979. Templeton, Joan. "The Doll House Backlash: Criticism, Feminism, and Ibsen." PMLA (January 1989): 28-40. A Feminist Perspective of A Doll's House Essay -- Feminism Feminist Wo A Feminist Perspective of A Doll's House In "A Doll's House", Ibsen portrays the bleak picture of a role held by women of all economic classes that is sacrificial. The female characters in the play back-up Nora's assertion that even though men are unable to sacrifice their integrity, "hundreds of thousands of woman have." Mrs. Linde found it necessary to abandon Krogstad, her true but poor love, and marry a richer man in order to support her mother and two brothers. The nanny has to abandon her children to support herself by working for Nora. Though Nora is economically advantaged, in comparison to the other female characters, she leads a hard life because society dictates that Torvald be the marriages dominant member. Torvald condescends Nora and inadvertently forces Nora to hide the loan from him. Nora knows that Torvald could never accept the idea that his wife, or any other woman, could aid in saving his life. At the beginning of "A Doll's House", Nora seems completely happy. She responds to Torvald's teasing, relishes in the excitement of his new job, and takes pleasure in the company of her children and friends. Nora never appears to disagree with her doll-like existence, in which she is cuddled, pampered and patronized. As the play progresses, Nora's true character appears and proves that she is more than just a "silly girl" as Torvald calls her. Her understanding of the business details related to the dept she incurred in taking out a loan to help Torvald's health shows her intelligence and her abilities beyond being merely a wife. The secret labor she undertakes to pay off her dept demonstrates her determination and ambition. In addition, her willingness to break the law in order to aid her... ...dlike mentality and needs to grow before she can raise her own children. Her defiance of Torvald, when he refuses to let her leave, reflects her epiphany that she isn't obligated to let Torvald dictate her actions. The height of Nora's realization comes when she tells Torvald that her duty to herself is as strong as her duty as a wife and mother. She now sees that she is a human being before she is a wife and mother and she owes herself to explore her personality, ambitions, and beliefs. Works Consulted Clurman, Harold. Ibsen. New York: Macmillan. 1977 Ibsen, Henrik. Four Major Plays. New York: Oxford University Press, 1998 Shaw, Bernard. "A Doll's House Again."   Twentieth-Century Literary Criticism.   Detroit: Gale Research Inc., 1979. Templeton, Joan. "The Doll House Backlash: Criticism, Feminism, and Ibsen." PMLA (January 1989): 28-40.

Russian Revolution :: essays research papers

Russian Revolution   Ã‚  Ã‚  Ã‚  Ã‚  The Russian Revolution did not happen overnight, and there were different stages that took place. There are so many small things that fit in to the bigger picture it is hard to put where and how the Russian Revolution started and ended. Russia was run backwards compared to all other countries in Western Europe. The peasants working and living conditions were very bad. The government badly wanted to industrialize in urban areas. For the government to do this they needed money, they got this money by taxing the peasantry. In 1905 is the beginning of the revolution was more rioting behavior than revolutionary behavior by the peasantry. In October of 1917 the Russian revolution turned in to a coup d’à ©tat when the Bolsheviks took power. The Russian Revolution was not a revolution of the proletariat but a coup d’à ©tat .   Ã‚  Ã‚  Ã‚  Ã‚  January 22, 1905, commonly known as Bloody Sunday, was the beginning of the Russian Revolution. â€Å"Father Gapon led a group of demonstrators to bring economic grievances to the tsar. Police fired upon the demonstrators as they approached the Winter Palace.†(Outline, 2) The revolution started with a priest leading demonstrators to the Winter Palace, not the working class or the peasantry. The peasants living conditions were bad, and the government was making the situation worse by taxing harshly. â€Å"The urban revolution of 1905 stimulated the most serious peasant uprising since the Pugachev revolt in the late eighteenth century. Peasant rioting consisted of the sacking and burning of manor houses and attacks on landowners and officials.†(Fitzpatrick, 34) The peasantry was showing signs of rioting behavior, but not revolutionary change. During October of 1905 the Tsar Nicholas the II agreed to an elected parliament called the Duma. The Duma was given very limited powers that would not be able to make much change.   Ã‚  Ã‚  Ã‚  Ã‚  The revolution of February and October were a coup d’à ©tat. Just like the first revolution of 1905 it was seen by some to have a proletariat base. Women wanted to find and end to the Great War to bring their husband’s home. â€Å"Seven million men were under arms at the beginning of 1917, with two million in the reserve. To the soldiers, the February Revolution was an implicit promise that the war would soon end, and they waited impatiently for the provisional government to achieve this.†(Fitzpatrick, 52) The men in the Russian Army had suffered many losses and wanted out of the war.

How Technology Enhances Teaching and Learning Essay

Students at the Owen School’s Strategy in the New Economy seminar enter a classroom that looks like any other, except that a projection system and video screen have been installed. Their professor announces that today they will be joined by a guest lecturer, a senior VP from a Fortune 500 corporation. What makes this guest lecture unique is that the students are sitting in a Nashville classroom but the guest lecturer is speaking from his home office in Estonia, via video technology. This is an example of one of the creative ways faculty members at Vanderbilt are using technology to enhance their students’ learning. In the scene described above, Owen Professor David Owens, along with Professor Bart Victor, use video conferencing to bring an international guest speaker to their organization studies seminar. Across the University, faculty are using technology to help students master subjects from elementary and secondary school instruction to bioengineering to structural equation modeling. They are developing their own skills while making students comfortable with the technology that will help them be successful after leaving Vanderbilt. As they introduce more and more technology into the classroom, faculty are finding it raises the quality of class discussion and involves students much more deeply in their own education. The employers of today are looking for the very best employees to fill positions in their organizations. The desired traits of an employee used to be centered on experience. The more experienced an applicant was, the more likely they were to get the job for which they applied. Today, employers are not only looking for experience, they are also looking for a person that has a degree in the field. Employers have begun to realize the importance of strategic thinking and leadership skills that an education affords. Because of this shift in desired qualifications, modern adults have been unable to adequately compete in the job market. The aforementioned time and responsibility constraints, as well as the fact that they have been focused on building the experience that was previously desired has put adults at a disadvantage. Being able to obtain a college degree via technology-based education methods has greatly reduced that disadvantage. It has also had an impact on their ability to execu te the functions of the position when the  job is obtained. For this issue of the Teaching Forum, we spoke to four Vanderbilt faculty members, each of whom is using technology to enhance their students’ learning. Owen Management Professor David Owens uses videoconference links to bring in guest speakers and incorporates video and audio technology into most of his lectures. Psychology Professor Andy Tomarken teaches methods and statistics courses in a computer lab, allowing him to integrate traditional lecture with demonstration projects using the methods he is teaching. Peabody Professor Margaret Smithey guides her students in the preparation of multi-media classroom presentations including clips from the Internet, video, audio, and news archive footage. She has opened an e-conference for interns from her courses who want to stay in touch with their fellow students and professors, and she maintains a library of digitized video clips, taken from live and simulated classroom settings. Department of Biomedical Engineering Chair Tom Harris directs a new NSF-funded center focused on developing technology-based bioengineering teaching materials and curriculum. He is collaborating with several partners, including Peabody Professor John Bransford. What Technology Brings to the Classroom What these faculty members have in common, and what they share with many others across the campus, is a commitment to exploring the opportunities technology offers for improving the quality of classroom instruction. Professor Margaret Smithey describes how technology allows her to capitalize on unexpected turns in class discussion. â€Å"Yesterday afternoon my students had specific questions about classroom management, so at that point I said ‘let’s look at these scenarios that I have on a CD.’ The CD brought to life  their questions. I think seeing actual classroom scenarios related to their questions makes learning come alive for my students better than if I gave my opinion or told a story.† Professor Tomarken, who teaches advanced statistics and methods classes, says incorporating computers into class discussion can also make extremely difficult courses much easier for students to grasp. One of the challenges of teaching advanced statistics to students who often lack a strong math background is â€Å"translating theoretical stuff into a workable set of concrete analysis, â€Å"Tomarken says. â€Å"I find that it’s really important to talk about different types of models from the point of view of specific problems and that’s really where the ability in class to have stuff be on the projection system is critical.† Access to a computer-equipped classroom can also be important. â€Å"I like to get students interacting with software in the class, â€Å"Tomarken says. â€Å"I find if you just send them home to do it on their own, they run into real problems. When they follow me, typing in on their own computers, that facilitates their learning.† Last semester, Tomarken also faced another problem – the lack of a good textbook for teaching structural equation modeling to social science students – that he solved using technology. â€Å"There is no book that is perfect, that really is appropriate, for this class. There are either books that tend to be too easy or too hard or just not broad enough in scope.† Tomarken solved this problem using the Prometheus system, by placing his lecture notes on the web. This not only replaced the textbook, it allowed students to spend more time focused on the lecture and less time copying formulas from the board. â€Å"I told them, you don’t have to write anything, it’s all on the web, just listen.† Technology Changes Teaching, Not Teachers While all the faculty members interviewed for this article believe technology has great power to influence their teaching, no one feels it fundamentally changes them as teachers.  Ã¢â‚¬Å"I’ve always wanted a very interactive classroom,† Smithey says. â€Å"I want it to be very theoretically based and I know exactly what I want my students to learn. I think technology has improved the quality of what we can access.† Smithey also emphasizes the importance of technology being used for a clear purpose. â€Å"I never want to use technology just for technology’s sake but to support my students’ learning.† Professor Tomarken feels that integrating statistical software and visual models into his courses means he comes into class â€Å"better prepared† but doesn’t think it changes him as a teacher. â€Å"I usually am pretty interactive with the class.† He does, however, credit the accessibility of computers with reducing the â€Å"passivity factor† in his classes. â€Å"They have to type things in, they have to click on the mouse. I think it’s pretty lively in a lot of ways.† How Technology Enhances Learning Professor Owens, Smithey, and Tomarken all feel they can see technology enhancing their students’ learning, particularly when students use the technology directly. David Owens requires his students to do at least one group project entirely over the Internet. â€Å"They’re not allowed to do it face to face,† Owens says. â€Å"They aren’t allowed to say, â€Å"I’ll call you tonight.’ They have to do everything virtually. In this project, they have a lot to figure out about group process, what things are done best face to face, what things are done best asynchronously, what things are done best in an anonymous chat room. And they figure it out. It’s†¦so much more powerful than my sitting up there saying â€Å"the group process models show†¦Ã¢â‚¬  Professor Smithey requires her students to complete a series of computer assignments from a course CD that she has developed. Smithey values these pre-class assignments because they save classroom time and improve the quality of class discussion. â€Å"When the students complete their CD assignments, they come to class with a common context. We are able then to discuss particular class dilemmas or teaching dilemmas that everyone has watched, analyzed and reflected upon. So, we can start there and go with our class discussion rather than having to take 20 or 30 minutes of class  showing the video and asking the specific questions. They’ve done all that in the computer lab.† Technology can also improve the dynamics between teachers and students, often leading to enhanced learning. â€Å"Students can see you’re doing a lot of work to further their education and I think that there’s an appreciation factor that ultimately contributes to their own motivation,† Tomarken says. Students who may question how much their professors care about teaching can also see evidence of the time and trouble taken to prepare for class. â€Å"I think sometimes graduate students, or possibly even undergraduate students, go in with the mindset that this teachers doesn’t really give a darn about teaching and I think using technology is a real way of communicating ‘yes I do,’† Tomarken adds. Technology Brings Challenges Introducing technology into the classroom can also bring a set of challenges. First among them is finding the time needed to incorporate new technology into courses. Professor Smithey not only uses the technology herself but also requires her student to produces multi-media projects during the semester. â€Å"If you’re going to ask the students to do such a challenging project, you have to be available to them. You have to have support. There has to be some relief time to learn about the technology. You don’t have to know the details of technology but you have to understand it well enough that you can envision what your students need to know about using it.† The technology itself can fail, leaving an instructor to resort to back up. Technology also changes rapidly and it takes time to keep up with technical changes that influence how equipment and software perform in the classroom. Professor Owens points to a digitized news show he purchased from CBS: â€Å"I have the CD in here and one of my fears is that someday I’ll pop it in the classroom and it won’t work. It’s a constant upkeep.† Professors Tomarken and Owens also note that having computers in the classroom can distract students from the class itself. Teaching in a  classroom equipped with computers â€Å"actually introduces the potential for students to be doing something on the computer that doesn’t have anything to do with the class,† Tomarken says. â€Å"I occasionally go parading around and check out what people are up to,† Owens says. Some people take notes on the computer, some people try to get the lecture slides up on their screen so they can see them up close, some people do e-mail, surf the net, do whatever.† He agrees with Tomarken that students’ personal use of computers in class is an issue that needs to be examined, â€Å"through whether that’s worse than day dreaming I don’t know.† Need for University Support Support by the University for the use of technology is also critical. Bringing technology into the classroom uses resources ranging from computers to classrooms to graduate assistants, and university wide coordination is essential for ensuring an effective learning environment for students. â€Å"One element that is essential is support in the form of graduate students to help students with technology,† Smithey says. â€Å"It is impossible for one faculty member to support an entire class of students in creating innovative ways to use technology. You can continue to use CDs that you have in your own library, you can continue to connect to the Internet from the classroom, but additional faculty support is necessary to take technology use to the next level of requiring our students to use technology in a way that prepares them for using it in the future classrooms.† Physical facilities are also important. Keeping the technology in working order is crucial but so are other issues such as ensuring a classroom’s physical design supports the best possible use of the technology. â€Å"You have a very real problem if you have big nice screens and nice projectors but the screen is in front of the white board; if you want to write and have slides at the same time, it’s difficult if not impossible,† Owens says. Moving Forward with Technology As the University moves towards an increasingly coordinated approach to the use of technology, several efforts  are underway at Vanderbilt to determine just how technology can be used to most effectively enhance learning. One effort is the VaNTH Center in Bioengineering Educational Technologies, a joint effort between Vanderbilt, Harvard University, University of Texas, and Northwestern. Among is several priorities is research into the value of technology, such as web-based education for teaching bioengineering. The research team is collaborating with specialists from the Learning Technology Center at Peabody and with the Institute for Software Integrated Systems (ISIS). â€Å"It’s recognized that bioengineering teaching materials are not very well developed and there is not a broad consensus on bioengineering curricula,† says Thomas R. Harris, chair of Vanderbilt’s Department of Biomedical Engineering. â€Å"We need a new way to look at bioengineering education. Why not use the modern methods that we’ve been developing in the learning sciences and learning technology, and really take a look at this from an entirely new point of view?† The result is a $10 million NSF grant for Vanderbilt and its academic partners to develop a new curriculum in bioengineering, one that utilizes fundamental principles of learning science and â€Å"is driven by technology, web based technology, simulations, slides, interactive systems, and tutoring and homework systems,† Harris says. Although the grant focuses on the development of bioengineering, the collaboration between Peabody’s Learning Technology Center and the Department of Biomedical Engineering has the potential to benefit students and faculty in all areas of the university because part of the research involves determining exactly which technological tools best enhance learning. â€Å"One of the things of concern is that in higher education a lot of people are very critical of technology as being just a waste of time and money and so forth. Well, is that right or not?† Harris asks. â€Å"If a particular piece of learning technology is no good, we’re going to be happy to identify it as such. We’d like to be able to guide the decision of  educators and administrators about what is effective and what is not. And if you can begin to show major advances for some of this, then the justification for the additional investment is there.† Another potential benefit this research offers is the opportunity to develop a much better understanding of the kinds of resources required for faculty to use technology in ways that consistently enhance student learning. â€Å"There could be a small investment that could dramatically increase our effectiveness if we do it right,† Harris says. â€Å"That’s the key. We have to know how to do it and what to do. So if we get in and do research in this center and we find out some of the mistakes and things you ought to avoid, I think that you could tailor a system that could dramatically increase effectiveness and make faculty more effective.† Harris believes that effective use of technology has the potential to transform the student-teacher relationship at the undergraduate level. â€Å"I think we’re going to see a revolution in the interaction between students and teachers,† he says. â€Å"I think the relationship to undergraduates is going to become more like the relationship to graduate students in the sense of more direct personal interaction. By using technology we’re going to be able to use the power of the person, who they are and what they are. The teacher’s inspirational role is going to become much greater.† Like Harris, Professors Owens, Smithey and Tomarken also see new opportunities to use technology in the classroom. David Owens wants to pursue his interest in virtual teams by developing a course run exclusively on the Internet. Andy Tomarken plans to continue integrating computer interaction with more traditional classroom activities. Margaret Smithey would like to use videoconference links to allow her students to observe a live classroom setting and then interview the teacher afterward, all via video. In each case, these faculty members, like many others across the University, will continue to use technology to challenge both themselves and their students.

Genocide and Sexual Violence Essay

The Bosnia, Rwanda, and Nazi Germany Experience Genocide is defined in international law as acts which have the intention of destroying â€Å"in whole or in part, a national, ethnical, racial or religious group . . . † (Genocide Watch, n. d. ). Mass killings have been one of the most controversial events in the world. This incident even plays a more important part in the historical experience of those countries which undergone it. When the idea of genocide is being discussed it is always associated with different forms of violence. One of its most prevalent forms is sexual violence against women. Sexual violence is the most common act by which women are degraded and violated. Referring to sexual violence does not only connote the idea of rape. Rape being the process of forced penetration of the penis or any foreign object inside the anus or the vagina, or placing the penis inside the mouth. Sexual violence also includes other related sexual crimes like prostitution, sexual slavery, forced impregnation, mutilations, and other similar practices (West, 2005). Employing sexual violence especially rape, aids conflicting parties to achieved their desired outcomes or objectives. Its negative social effects help in accomplishing the primary goal behind the idea of violence. The main reason why violence exists is to make sure that coexistence would not continue and rape is considered to be a more powerful instrument than murder that could obtained this end (West, 2005). Being the case, sexual violence is utilized as a tool of genocide because of the social disgrace that it brings. This holds true in countries that gives importance to the idea of virginity and chastity because these symbolizes honor not only for the women but also for her family. Sexual violence humiliates both the women and also the men because if such act took place it gives the idea that men are not strong enough to defend their women (Chenoy, 1997). In connection to that, the process of ethnic cleansing would become easier because these abused women would be forced to leave their home and flee to other areas. Such acts of violence are done to induced hatred coming from the members of the targeted group towards their enemies so that they would no longer come back (West, 2005). However, there are instances that opportunistic sexual violence takes place. This kind of sexual crime is done based simply on the individual desire of the abuser. During times of conflict, violent acts escalate because there are no foreseen penalties or consequences in doing such. But this is not always the case especially in a more organized government or regime. In a more centrally organized and powerful state this kinds of crime are not seen as an instrument to inflict terror and humiliation towards the enemy but simply an individual taking advantage of the situation in order to fulfill ones’ aggressive sexual wants (West, 2005). The Bosnian Experience The end of the Soviet Union has brought significant changes in the structure and alignment of the region. The declaration of independence of states coming from the Eastern bloc started their animosity against each other. Slovenia and Croatia declared independence in July 1991 that brought war between Croatia and Yugoslav state as well as slight conflict between Yugoslavia and Slovenia. During the early parts of 1992, Bosnia-Herzegovina achieved independence, this event culminated in a civil war against the Serbs, Croats, and the Muslims in Bosnia. The war lasted for several years, which is characterized by various forms of atrocities (Weitsman, 2006). One of the most disturbing forms of atrocities in the former Yugoslavia was the sexual violence inflicted upon Bosnian Muslim women by the Serb militias. Rape camps were created wherein women are segregated and raped everyday for months. Rape is not only the form of sexual violence that these women have to endure but also forced impregnation and maternity. Based on the Final report of the United Nations Commission of Experts established pursuant to security council resolution 789 (1992), the former Yugoslavia has 162 detention sites wherein people were sexually abused. Bosnian Muslim women were repeatedly raped by various men and then they murdered them or detained them to become sexual slaves. Some women were even raped by 40 men in one night while other were gang raped. Mass rape and forced impregnation is utilized as a strategy in the policy of Serb authorities. Serbs denies such kind of allegations but the identical ways by which the rape camps were established as well as the pattern of sexual abuse tend to proved otherwise. The mass sexual abuses of women as well as men have the primary goal of shaming, degrading, torturing, and violating their victims. Forced impregnation of women was also done with the intent that the offspring will live because the Serbs considered such as their primary goal. This is further proven by the accounts of women who experienced being held in rape camps. They narrated that they were impregnated and detained until such a time where abortion is no longer possible (Weitsman, 2006). Scholars and experts of international politics analyzed that sexual violence such as mass rape, forced impregnation, and forced maternity were strategies employed by the Serbs in order to accomplish their objective of ethnic cleansing and even genocide. Forcing women to bear children connotes the idea they want the offspring to acquire the identity of the rapists being paternally derived and thus, disconnect whatever attachment it might have from the mother. In doing so, the Serbs deem that they succeeded in their idea of ethnic cleansing because they are putting a stop to the propagation of the culture and genes of the Bosnians. The identities of the father are commonly unknown because of cases wherein a woman impregnated has been raped by many men. In such cases, the identity of these children as â€Å"genocidal babies† or little â€Å"chetniks† still continues because it is reinforced by the media and their community. The identity of the babies is already constructed in such a way that they would forever be linked to their Serbian fathers (Weitsman, 2006). The Rwandan Genocide The genocide that happened in Rwanda is a product of ethnic hatreds and rivalries that is rooted in the early parts of this country’s history. The animosity among the two ethnic groups in the country, namely the Hutus and Tutsis goes a long way. During the pre-colonial era these two ethnic groups realized the distinctiveness that they have from each other in terms of economic status, occupation as well as slight variations in their physical appearance. Despite such differences no conflicts were observable in these groups. However, the European colonizers emphasized the distinctness of these ethnic groups based on biological superiority. Europeans allocated more power, authority, and privileges over to the Tutsis due to their tall built and angular faces, which is said to make them superior in the racial hierarchy (West, 2005). The Belgians established a democratic institution in the country that attributed more power to the persistent Hutus. This event started the tension between these two groups that resulted for the Tutsis to flee towards neighboring countries. Animosity between the groups escalated as Hutu extremists continue to perceive the other ethnic group as a â€Å"Tutsi Threat†. The situation is further worsen by the violent acts of the Rwandan Patriotic Front (RPF). Hutu extremists were greatly concerned with the threat posed by the Tutsis that they decided to create a policy of genocidal mass killing. They deem that the complete annihilation of the Tutsis is the only way possible to solved this insecurity that they felt because other means are ineffective like the deportation of Tutsis to other countries, which they believe would only allow the continuation of the problem (West, 2005). The government was responsible to most of the violent attacks that happened, which intensified the feeling of terror among civilians. It is also because of fear that the civilians learned to act violently in order to defend themselves (West, 2005). Furthermore, Hutu extremists also used propaganda through the media in order to instil the hatred that the Hutu civilians must feel against the Tutsis. They also make sure that they degrade the Tutsi women by describing them as object of sexual desire (Weitsman, 2006). The participation of the civilians is needed in order for the complete annihilation of the Tutsis to be possible. During the mass killings, many women were kidnapped by their perpetrators and were raped, shamed, and left to die of depression; they did such because it contributes in the humiliation of the Tutsi culture. Sexual violence in this case is a means to deconstruct the Tutsi group of their spirit, willingness to move on and their very idea of life. Violent attacks were experienced by men and women of all ages but the women were greatly susceptible to it because of their gender and ethnicity (West, 2005). Basically, there are two purposes why sexual violence is employed. First, it is utilized in order to destroy the Tutsi race. The women symbolize their ethnicity and by raping, shaming, and lowering their morale they also destroys their ethnic group. Effects of sexual violence also humiliate their families and community. Using sexual violence invoked feelings of fear and humiliation that the Hutus believe would helped in the annihilation of the Tutsis. Second, it makes ethnic power inversion possible. Inflicting harm invokes hatred and a sense of revenge among the Tutsis. This feeling of vengeance only adds to their idea of the â€Å"Tutsi Threat† (West, 2005). The Nazi Germany The genocide that happened in the history of Germany is grounded in the idea that Germans or the Aryan race are the most racially pure and sophisticated people making them superior as compared to other races. Adolf Hitler made sure that the superiority of their race continues by first, eliminating the physically unfit members of the Aryan race like the handicapped and the mentally ill. Afterwards, he proceeded in annihilating the Jewish population, which he perceived as the greatest threat to their race. He disseminates the idea that the Jews are dirty and they are trying to infiltrate and destroy their superiority. Furthermore, he also accused that the Jews have connection in the Bolshevism of Russia and Stalin’s Communism. He succeeded in spreading the feeling of hatred among the Aryan race towards the Jews through propaganda in posters, newspapers, and radio reports. Basically, the perception that Jews are inferior and their connection to Bolshevism led to the conclusion that the only way to save the Aryan race as well as the entire Europe is through the elimination of the Jewish race (West, 2005). Unlike the case of Bosnia and Rwanda, there was very minimal practiced of sexual violence before and during the Holocaust in Germany. It is interesting to note that despite the long periods of incarceration that Jewish women spent in the concentration camps, they were not sexually abuse. Some reports of sexual crimes were more individualistic in nature as compared with the Rwandan and Bosnian experienced of mass raped. Sexual violence was only limited among Germans that hold high position in authority who are often left in charge making it opportunistic in nature. However, there are also instances that women are humiliated inside concentration camps. This is when they are forced to stand naked, be shaven, searched and experienced invasive medical tests. They also undergone psychological fear as soldiers would threaten them of sexual violence. But this merely becomes psychological means to infused terror because there are rarely cases of rape inside the concentration camps (West, 2005). Sexual violence was not employed during the genocide in Germany because of several factors. First, the strong and radical belief of the Nazis about their race. Their belief in the preservation of the purity of their race entails with it policies that prohibits them in engaging in sexual practices with inferior races as it is seen as dirty and they condemned the reproduction of Jewish people. This is proven by incidents wherein pregnant Jewish women are immediately killed. Second, Nazis have a very disciplined military that strictly obeyed the rules of their superiors as well as the ideology of their race. Being the case, they would not subject themselves in acts of sexual violence as this is prohibited in their laws and beliefs. Lastly, their strong hierarchical state which assures that the codes of conduct and laws are followed by the military as well as the civilian members of their population (West, 2005). This served as the strong foundation that holds the people belonging in the Aryan race to act accordingly with regards to their beliefs and objectives. Similarities and Differences The ethnic cleansing and genocide that happened in these three countries have its similarities and differences in terms of how the conflict escalated the usage of sexual violence, as well as their reasons in employing or not employing these violent acts. Bosnia, Rwanda, and Germany’s genocide are similar in the fact that it involves the leadership of political elites who devised ways in order to heighten the feeling of animosity among conflicting parties. In the case of Bosnia, the Serbs made a policy that created numerous rape camps that will aid in the rape and impregnation of women. Rwanda also employed a similar strategy by including the citizens to further aggravate the conflict that is taking place. They propagate the idea of â€Å"Tutsi threat† so that Hutu civilians would participate in the annihilation of the Tutsis. The strong political leadership of the Nazis also reinforced the superiority of the Aryan race and they created the idea of the Jews being a threat to their superiority in order to justify their actions of mass killings. Moreover, all of them used propaganda by means of the media to influence the mind of their fellow citizens and eventually aid them in their desired objectives. This is exactly what happened in Rwanda when they announced the â€Å"Tutsi threat† together with their perception of Tutsi women as sexual objects in their radio stations and newspapers. Similarly, the media also aided in propagating the idea that the offspring’s of the impregnated Bosnian Muslim women are â€Å"little chetniks† which heightened the stigma that these children’s identities would be forever linked to their fathers who are responsible for such violent act. Nazi Germany is also no different as they strengthened the idea of the Aryan race’s superiority and the threat the Jewish imposed upon this dominion through the same method as the two aforementioned incidents. The differences they have are focused on their idea of what sexual violence is and what are its effects to the ends that they are fighting for. In the genocide that happened in Rwanda they employed sexual violence as a means to humiliate and violate not only the women that they raped and their families but also their communities as well. The reason for such course of action is the high regards given to the honor of women because she symbolizes the very ethnicity of her race. Destroying her morale is also synonymous to the destruction of the race she symbolizes. In contrast, even though Bosnia practiced the same mass rape as Rwanda their perception towards it is different. Rwanda used sexual violence as a means to destroy the ethnic race by humiliation unlike in Bosnia wherein sexual violence is considered more as an after effect of their actions of ethnic cleansing. Their forced impregnation of women in their process of genocide was utilized in order to create â€Å"little chetniks† or offspring that would increase the Serbian race. The most unlikely among these three cases of genocide is the Nazi Germany experience. Sexual violence is not utilized by the Nazis to propagate mass destruction of the Jewish race. There are only minimal incidents of rape during those times and it was caused by opportunistic reasons rather than a method of ethnic cleansing. The rationale behind such incident is the fact that Nazis have a more disciplined military and strong hierarchal structure. In an organized government like the Nazi regime violent acts such as sexual abuse is not as rampant as compared to Bosnia and Rwanda because perpetrators are sure to face the consequences and penalties of their actions. Furthermore, a disciplined military would not adhere to sexual misconduct because of the fear of being punish by their superiors as well as their high regards to their beliefs. Sexual violence is indeed commonly used in most cases of genocide. Contrary to this usual practice there have also been instances wherein mass killings took placed but there are very minimal reports of sexual violence. In such cases, sexual violence was not perceived as an instrument in order to accomplish the goals of the perpetrators. This kind of observable discrepancy among the employment of sexual violence could be attributed to the idea that this concept is still very subjective. Its meaning, practice, and usage tend to vary from one person to another and in this case from one race from the other. References Chenoy, A. (1997). Demystifying Terrorism: a War Against Terror & The Terror Of War, US Hegemony & Militarism. ARENA. Genocide Watch. (n. d. ). What is Genocide? Retrieved 22 May 2008, from http://www. genocidewatch. org/aboutgenocide/whatisit. html.

The Language Of Liberty The Rhetoric Of The American...

The Language of Liberty: The Rhetoric of the American Revolution The American Revolution brought many brilliant ideas into reality. Its originators used skillfully crafted rhetoric to drive the formation of an American state. The Revolution was for the people, and established a government by the people. For this reason, rhetoric was crucial in making the ideas of the founding fathers, reality. These ideas were the ideas of the enlightenment but in a vastly different form. They were no longer philosophies but the grounds of action. These ideas created a unified, independent American state and influenced the politics and ideas that are central to this state. The revolution brought the ideas into being, transforming the societies and governments of Europe, from whence the philosophies came. America and Europe’s imperial force in the world has brought these ideas to places around the world changing societies, governments and cultures everywhere. As Thomas Paine said in his essay, Common Sense, â€Å"The cause of America is in a great measure the cause of all mankind.† (Paine 1776, 641) The American Revolution officially began in 1776 with the agreement of the continental congress to adopt Richard Henry Lee‘s plan to break with Great Britain. Up until very soon before, many through the colonies had entertained hopes of reconciling with Great Britain. They were British citizens and Great Britain provided protection, wealth and the respect of being associated with so great a power.Show MoreRelatedAfrican Americans During The American Revolution1686 Words   |  7 PagesDuring the American Revolution, African Americans fought on both sides. Those who fought were given their freedom and, in some instances, provided with land after the war. African American slaves who fought for the Loyalists were resettled after the war in places such as Nova Scotia, Upper and Lower Canada, and England. 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The Media Can Be Like A Drug - 931 Words

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