Three Architecture Styles Essay Example For Students

Three Architecture Styles Essay In this essay information will be given in order to compare and contrast data about three different styles of architecture. The three styles are Art Deco, Art Nouveau, and Neo Gothic. In order to fully give a clear explanation of these styles, information about architecture will be given first then the three styles will follow with comparing and contrasting points in between. First, to inform about architecture, one must explain what it is. Architecture, referring to building is defined as The practice of building design and its resulting products; customary usage refers only to those designs and structures that are culturally significant Ferrier 20. Someone might say that architecture must appease its intended uses, but must be technically sound, and must convey tasteful meaning. Although some of the greatest buildings outlast their original uses, these buildings now stand not only as beautiful works of art, but as history of our culture. We will write a custom essay on Three Architecture Styles specifically for you for only $16.38 $13.9/page Order now Achievements in architecture show, the true accomplishments of the society in which they were constructed. It is amazing how architecture has blossomed. As technology has grown and people have gained knowledge in the wide array of architecture many different forms have developed. Although we will be looking into only a few, it will be easy to see why people find architecture so interesting. For instance the Art Nouveau style, which became very popular across Europe and in the United States, is an elegant decorative art style, and is characterized by its intricately detailed patters of curving lines. An excellent example of this type of art is the John Hudson Thomas W. L. Locke House 1911, in Oakland, CA Partridge. Art Nouveau is an international style of decoration and architecture. This style spread rapidly. It grew as a reaction to the other excessive academic art revivals that were taking place at the time. At the time artists set out to create a new kind of art. They wanted to have something that would be a total and complete decorative style that combined all arts including, painting, graphics, sculpture, decorative arts, and architecture into an expressive package. The importance of Art Nouveau can not be denied Earl A Powell III, director of the national Gallery of art in Washington DC explains, The Art Nouveau style was self-consciously international. He goes on to say, As interpreted by architects such as Frank Lloyd Wright, the movement in America set the stage for modernism that in turn had a great influence on progressive art and architecture in the United States, Europe, and Japan Partridge. Art Nouveau remained popular until World War I, and was ultimately replaced by the Art Deco style. What is Art Deco? Art Deco is a style of art that was created in hopes of finding something new, something to set things apart from one to another. The Art Deco period began in the early 1900s and ended in the 1930s. The Art Deco name derived from the 1925 Exposition Internationale des Arts Decoratifs et Industriels Modernes, an exposition of modern decorative and industrial arts held in Paris, France Hewitt. Art Deco designers used stepped forms, rounded corners, triple-striped decorative elements and black decoration often. The most important thing about Art Deco is the designs created were always in geometrical order and in simple formats. A good example of an Art Deco Style would be the Empire State Building. The building was completed in 1931-32 and ended the era of Art Deco Skyscrapers. Art Deco is all about machines, mass-production, metal and concrete Hewitt. Like Art Nouveau, Art Deco exploded with peoples interests. In fact the earliest forms of Art Deco exhibited a slight reminder of the previous Art Nouveau movements graceful nature motifs, while in later years geometry and mass take over to concrete what is sometimes referred to as Art Moderne or Streamline Jacobs 5. .u77b8d6871c8f184e38f65e4fd5ed3fd4 , .u77b8d6871c8f184e38f65e4fd5ed3fd4 .postImageUrl , .u77b8d6871c8f184e38f65e4fd5ed3fd4 .centered-text-area { min-height: 80px; position: relative; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 , .u77b8d6871c8f184e38f65e4fd5ed3fd4:hover , .u77b8d6871c8f184e38f65e4fd5ed3fd4:visited , .u77b8d6871c8f184e38f65e4fd5ed3fd4:active { border:0!important; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .clearfix:after { content: ""; display: table; clear: both; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u77b8d6871c8f184e38f65e4fd5ed3fd4:active , .u77b8d6871c8f184e38f65e4fd5ed3fd4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .centered-text-area { width: 100%; position: relative ; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u77b8d6871c8f184e38f65e4fd5ed3fd4:hover .ctaButton { background-color: #34495E!important; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u77b8d6871c8f184e38f65e4fd5ed3fd4 .u77b8d6871c8f184e38f65e4fd5ed3fd4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u77b8d6871c8f184e38f65e4fd5ed3fd4:after { content: ""; display: block; clear: both; } READ: Fashion Boutique Industry of Kathmandu EssayArt Nouveau being characterized especially by sinuous lines and foliate forms, sets it apart from the way Art Deco is characterized by bold outlines, geometric and zigzag forms, and the use of new materials. Like Art Nouveau, Art Deco was created for a newer, fresher feeling. A great way to Characterize the Art Deco style is by saying it is a diverse mix, sharing geometry and simplicity, and often combining lively colors. Unlike Art Nouveau, Art Deco packed up, do to a crash in the stock market in the 1930sHewitt. As Art Nouveau was put out be a new more modern style of art. Just like Art Deco, Art Nouveau infused the world with an elegant style of complexity. Next, a look at the Neo-Gothic style. This style is one that borrowed elements from Gothicism for decorative use. It is generally agreed that Gothic architecture made its initial appearance C. 1140 in the Ile-de-france, the royal domain of the Capetain Kings Religious architecture. The Neo-Gothic style tried to understand the basic principles of Gothicism, and used them. An important moment in the development of Neo-Gothicism is the year 1853, when the hierarchy of the Roman Catholic Church was fully restored in the Netherlands Religious architecture. This year formed the first highlight of a process that had been going on for a few years already, and which was to lead to full catholic emancipation. Individual components in Gothic architecture, such as ribbed vaulting and the pointed arch, had been employed in Romanesque construction, they had not previously received such a purposeful and constant application. The structural value of the gothic rib has been contested, its formal significance can not be overestimated. It served above all to delineate the vaults with a skeletal web that gave to the entire structure an articulation of impressive clarity Religious Architecture. When you are looking at Neo-Gothic architecture it is important to see how the spiritual and mysterious of light is an important element of the religious symbolism of Gothic cathedrals. Neo-Gothic architecture in most cases has a simple rectangular ground plan, with only a small tower at the front facade Religious Architecture. Some say this style was characterized by a purely decorative use of Gothic elements. Between the three styles in which we have discussed Neo-Gothic, Art Nouveau, and Art Deco each is very different in their own ways, but are similar in others. Neo-Gothic has sharp points unlike Art Nouveau, which has many curving lines. These two styles are analogous due to their mysterious darkness and varying lines. Each style is alike in the ways in which they use geometry in each design. Art Deco is said to have streamlines that continue to flow Hewitt Whereas, Neo-Gothic lines seem to come to points and stop. The lines that make up Art Deco and Art Nouveau are very similar in many ways. Their lines seem to have a smooth, constant, flow that looks as if it is never-ending. Art Deco and Art Nouveau are subtle. All three architecture styles have made the bold transition to modernism in America. In conclusion, these three styles are very important to the history of architecture. Each style used another to find its own individuality. So without one you would not have another. Each style adds contrast and flare to one another. Looking back we can see just how important each style is. For instance Art Nouveau added writhing plant forms and an opposition to the historicism, which had plagued the 19th century Partridge. Although there was tension implicit throughout the movement between the decorative and the modern. Art Deco added order. Stepped forms, rounded corners, triple stripped decorative elements and black decoration shows just how Art Deco added to history with order Jacobs. Neo-Gothic architecture added beautiful design to many churches and other buildings. Architecture is something that is often over looked. Its beauty is exquisite. The work that goes into each and every piece of artwork is intense. It shows how much people love what they do and how creative they really are. Architecture is something that people have to have an interest in to really love.

Psychology Today essays

Psychology Today essays We believe this anger over childhood sexual abuse is repressed until a time later in life, when it is triggered or permitted expression, as in psychotherapy. Pribor and Dinwiddie (1992) interviewed women incest survivors (N = 52, ages [is greater than or equal to] 23) to understand more precisely the psychiatric illnesses associated with child sexual abuse. Findings showed incest survivors had more anxiety, depression, and alcohol abuse than the women who did not have histories of sexual abuse. Briere (1989) discussed the effects of childhood sexual abuse on sexuality, and believes women may come to see sex as a potentially dangerous experience they use to achieve other goals such as money, security, or control over others. Blume (1990) wrote that sex can be seen by survivors as a substitute for unmet needs for human contact and affection. Finkelhor and Browne (1985) suggested that one result of childhood sexual abuse is revictimization that further damages the individual. Kitchens (1994) explored the psychosocial consequences of abuse on women, as well as the resulting sexual dysfunction once sexual victimization occurs. The author described the severity of these consequences as varying greatly depending on degree and duration of abuse, as well as the emotions surrounding the abuse. According to Depanfilis (1987), the ways a child reacts to the sexual abuse will depend on the age of the child, the relationship of the child to the abuser, the amount of force used by the perpetrator, the degree of shame felt by the child, and reactions of the child's parents and the professionals who intervene on the child's behalf. Westerlund (1992) discussed statements made by women concerning anger and ways they believed it influenced their sexuality. Comments included: "I'm tired of pretending to feel sexual and I'm angry at feeling like I've failed as a woman ... I'm angry that I'll never be `normal' sexually, that there will always be ...

Learn How to Conjugate Réduire (to Reduce) in French

Learn How to Conjugate Rà ©duire (to Reduce) in French Rà ©diure  is the French verb that means to reduce. This should be pretty easy to remember because the English and French words are so similar. What happens when you want to say reduced or reducing? Thats when youll need to know  rà ©duires conjugations and this lesson will show you the basics. The Basic Conjugations of  Rà ©duire The French language gives us more forms of verbs to learn then we have in English. Thats because the verb changes with every subject pronoun within each tense. This means you more words to memorize. That is only one challenge in French verb conjugations, though. Words like  rà ©duire  pose another because they dont follow any of the normal rules.  Rà ©duire  is an  irregular verb, though all  French verbs ending in  -uire  are conjugated this way. To make this easier, consider studying a few at the same time. As with any conjugation, we begin with the verb stem. In this case, that is  rà ©dui-. From there, we add a variety of endings to match the tense with the subject pronoun. As an example,  je rà ©duis  means I am reducing while  nous rà ©duisions  means we reduced. Present Future Imperfect je rduis rduirai rduisais tu rduis rduiras rduisais il rduit rduira rduisait nous rduisons rduirons rduisions vous rduisez rduirez rduisiez ils rduisent rduiront rduisaient The Present Participle of  Rà ©duire The present participle of rà ©duire is also irregular in that it adds an - sant ending to the radical. This produces the word rà ©duisant. Rà ©duire  in the Compound Past Tense The  passà © composà ©Ã‚  is a compound past tense and its used often in French. It requires the  past participle  rà ©duit  along with the present tense conjugate of the auxiliary verb  avoir. This forms phrases such as  jai rà ©duit  for I reduced and  nous avons rà ©duit  for we reduced. More Simple Conjugations of  Rà ©duire There are a few more basic conjugations you may need of  rà ©duire  at times and each has its own usage. For example,  the subjunctive  questions whether the act of reducing took place. Similarly,  the conditional  says the reduction will only happen under certain conditions. The passà © simple  and  the imperfect subjunctive  are literary tenses and found most often in formal writing. Subjunctive Conditional Pass Simple Imperfect Subjunctive je rduise rduirais rduisis rduisisse tu rduises rduirais rduisis rduisisses il rduise rduirait rduisit rduist nous rduisions rduirions rduismes rduisissions vous rduisiez rduiriez rduistes rduisissiez ils rduisent rduiraient rduisirent rduisissent For direct statements, commands, and requests when you dont want to mince words, you can use  the French imperative. When doing so, skip the subject pronoun, simplifying  tu rà ©duis  to  rà ©duis. Imperative (tu) rduis (nous) rduisons (vous) rduisez

Global Warming Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Global Warming - Research Paper Example The government needs to take a number of drastic steps in the coming years in order to reduce our dependence on hydrocarbons, plus change the culture of America to make it generally more green. Only then will we turn back the clock on our environmental problems. The world’s climate is changing and the consequences are far reaching. When examining this important issue we must be sure to have our facts straight. Even before looking at the consequences and possible solutions, it is necessary to determine what is causing this phenomenon. Some people say climate change is part of a natural process which happens every few centuries and which caused the ice age and other periods in Earth’s history in which the temperature was different. This might be true. But many scientists believe that human beings cause global warming (Coren). They say it is caused by the huge amount of cars we drive on our roads and by our coal plants and our thousands of factories. These people say we have simply not been good stewards of the Earth and are now responsible for the fact that the surface of the planet seems to be warming because of trapped gases. Our fossil fuel use is the main reason those gases are present. Every time we drive a car to school or work, use electricity, or heat our houses, we are releasing carbon dioxide into the air and making our planet hotter. Another important source of greenhouse gases is caused by deforestation, mainly in the Amazon. There is a lot of money to be made in cutting down trees and planting land for animals to use so the animals can be made into hamburgers at the end of the day. Cattle itself is said by some people to be in part responsible for increasing the amount of methane in the atmosphere (Flannery, 201). So much of what we do to stay alive and to make money appears to be hurting our planet, according to scientists who are increasingly vocal about this important

The Yellow Wallpaper Book Report Essay Example | Topics and Well Written Essays - 1000 words

The Yellow Wallpaper Book Report - Essay Example At the summer home she is trapped in a room to rest and adhere to "a schedule prescription for each hour in the day" (6). Trapped in this bedroom she is left alone to stare at the yellow wallpaper that becomes a symbol of her madness. Behind the wallpaper is a woman that is struggling to get free. Suffering from post-partum depression, the author is slowly driven into insanity by the self-fulfilling prophecy of her husband's diagnosis and her own insecurities. As the story progresses, the forbidden diary entries become more secretive as the yellow wallpaper becomes ever more hideous and foreboding. The wallpaper commits every artistic sin, "is repellant, almost revolting; a smouldering, unclean yellow, slowly faded by the slow-turning sunlight", with curves that "suddenly commit suicide" (8). The yellow is described as "a dull yet lurid orange in some places, a sickly sulphur tint in others" (8). Lurking behind the paper is a "strange, provoking, formless sort of figure, that seems to sulk out behind that silly and conspicuous front design" (18-19). The more the author stares at the paper, the more uncomfortable she becomes with its creatures and ghosts that inhabit the patterns. The figure behind the paper takes the form of a woman that is trying to escape. While to the outside world, and her husband, the author seems to be improving, she is spiraling down into ever-greater depths of insanity. She has noticed that the yellow color of the wallpaper has manifested as an odor that permeates the house. "The only thing I can think of that it is like is the color of the paper - a yellow smell" (41). The woman behind the paper becomes more animated and agitated as "The front pattern does move - and no wonder! The woman behind shakes it" (42)! The woman struggles to be released from the pattern on the wall and "is all the time trying to crawl through. But nobody could climb through that pattern - it strangles so" (42-43). The author begins to see the mythical woman out of all the windows, on the grounds, and on the road. In the author's final entry, she is madly struggling to free the woman from behind the wallpaper and attempt to capture her. She tears at the paper to remove it and suddenly makes the connection between the wallpaper and her own mind. She questions, "I wonder if they all come out of that wall paper, as I did" (52). She is now secure with her insanity and locks herself inside the room. He husband calls for an axe to chop down the door and wonders what is wrong with his wife. She tells him, "I've got out at last, in spite of you and Jane! And I've pulled off most of the paper, so you can't put me back" (55). Her physician husband faints, but the author is free and must "creep over him every time" (55). She has realized she is not mad, or insane, she is a woman. Like so many other women of the era she has freed herself from the hideous yellow prison and can now creep freely through society. In the male dominated society, the author has no identity to call her own. She does not have a profession and we do not know her name. She is literally locked in a room, forbidden to write, and even her baby is cared for by another woman named simply Mary. In this room, her illness is illustrated by the hideous yellow wallpaper than covers the room, and consumes her life.

College Life Essay Example for Free

College Life Essay College was always my main goal throughout my whole entire education life school was not for me but I managed to make it to college. I graduated from a Catholic High School with all boys who have already mentally allowed me to focus on other issues and concentrations of focuses. I still sometimes wonder what I am going to do with my major and completion of college. I need to know my future and when I leave for school I am going to have to use my morals and higher education to help me understand and cope with other everyday experiences. There are three main categories of things that I want to gain in my life experience. I want to gain moral things, also strengthen my personality, and gain a higher knowledge. After I graduation from high school, I had plan to do several things. The most important thing I plan to do is go to college, because there are so many other detractions other than a degree, from a college education I plan to pursue higher learning, to begin a career, and to make history in my family. Making history in my family is the most important thing I hope to gain from a college education. My mother was the one parent that parents graduated from college, I have two brothers and a sister who did attend college which motivated me to want to go to college; my other relatives a least graduated from high school. Taking a look back has motivated me to reach farther. Being able too graduate of a catholic department system and also a highly respected person in my senior class. I plan to make history in my family by being the first also to get a Degree in History. Pursuing higher learning, beginning a career, and making history in my family are things I hope to gain from a college education other than a degree. It is very important that I accomplish these goals so that I will have continued success. If I believe it, then I can achieve it. I am not after the meaning of life but by the grace of God I know all of these things that I know and able to learn more whenever possible. College is a step in my lifelong search for knowledge that will hopefully bring me closer to my goals. Lastly one thing I hope to gain from a college education is higher learning. Learning goes far beyond a high school education and is very necessary in todays society. It allows us to be familiar with our environment and everyone in it, and it allows us to maintain assurance of ourselves. A lot of us would be lost without any learning at all, and our world would be very confused. One must learn to do such things as apply math skills as well as be responsible and independent. I know that a college education would allow me to acquire this ability.

Satan :: essays research papers

Satan If you take a look at his personality with an open mind, Satan actually has characteristics of a respectable person. One of Satan’s characteristics is his evilness; he is the personification of evil. That isn’t one of his admirable traits, but it’s what makes Satan who he is. When you hear the word, Satan, you immediately think evil. In general, people look at Satan and that is all that runs through their minds. Evilness is the trademark of Satan’s personality. Another of Satan’s features is his intelligence. He usually isn’t noted for this. If you think about it, Satan had to be reasonably smart to plan a crusade against God. He also has the intellect enough to trick people and to transform a person’s personality. That is why when you get involved with Satan you usually end up losing. A person is sometimes respected for his intelligence. Many of the famous people in our past and present are intelligent. Satan is also a leader. He led the war against God in heaven, and he is also the leader of hell. You can tell Satan is a leader when he quotes, “it is better to reign in hell than to serve in heaven';. Leadership is a respected quality. Look at Martin Luther King, Jr. He led a rebellion for black people and today he is respected for that. Bravery is another one of Satan’s “respectable'; mannerisms. Satan had to have been fairly brave to plan a battle against God. Even though he was banned from heaven, he is the leader of hell, and he still plans to get God back for what he did. A brave person is usually always recognized in society. To have pride is a good thing. People or teams that have pride are the ones that succeed. They need to have the type of pride that gives esteem and not ego. Satan had pride mainly in himself and his work. He is proud of all the things that he does. Satan is a very ambitious creature. He doesn’t give up on something once he starts. With God, Satan can’t directly torment him. So he must use God’s creation of people to “win';. Satan doesn’t give up easily. The first thing that he thought when he got to hell was how he could take revenge of God. Satan’s ambition might become more noticeable in the

Elementary Education Effectiveness

In the State of Mississippi there are 149 school districts; of those districts, one-hundred forty-five are accredited, three are on probation and four are under advisement. Mississippi consists of 437 elementary schools, 178 middle, 184 high schools and sixty combination elementary and secondary schools (MS Dept. of Education, 2005). In 2002, the No Child Left Behind Act of 2001 was signed, mandating all Title I schools to be held accountable for the success of their students. Under this act; States must define minimum levels of improvement as measured by standardized tests chosen by the state.AYP targets must be set for overall achievement and for subgroups, economically disadvantaged students, limited English proficient (LEP) students and students with disabilities (2001). If a school fails to meet the above mentioned criteria a series of consequences follow. Once a school is labeled â€Å"in need of improvement†, the label remains until improvements are made and the require d achievement status is fulfilled for two consecutive years. If the school fails two years consecutively, the consequences become more severe. (Great Schools, 2006) Schools â€Å"in need of improvement† consequences:†¢ After two years of â€Å"in need of improvement† status, transfer options to a non-in need school within the district must be given to students. †¢ Three years of failed AYP the school must provide supplemental services such as tutoring as well as transfer options. †¢ Four consecutive years of failed AYP requires the school to implement one of the following: replace school staff, implement new curriculum, decrease authority of school level administration, appoint outside experts to advise the school, extended school year/day, restructure internal organization of school.This along with transfer and supplemental options. †¢ After five consecutive years of failing AYP the district must plan the restructuring of the school. These plans mu st include one of the following: reopen school as public charter school, replace all or most staff including principal, enter contract to have outside entity run school or arrange for the state to take over school operations. †¢ Six consecutive years of AYP failure requires implementing the previous years plan (Great Schools, online database). The delta region of Mississippi is considered the poorest areas in the state.It has been called the â€Å"Third World Country in America† (Mississippi Delta Report, 2001). The Mississippi Curriculum Test (MCT) is used to measure student mastery of skills and content for elementary grades two through eight, as outlined in the Mississippi Curriculum Frameworks (MS Dept. of Education, 2003). The Mississippi Board of Education identifies eight priorities necessary for improving student achievement; these priorities are: reading, early literacy, student achievement, leadership, safe/orderly schools, technology, and parent/community invo lvement (2003).Several strategies have been suggested to improve the performances of Mississippi schools; such as creating a more challenging curriculum, creating smaller classes, and increasing parental involvement (MS Dept. of Education, 2005). In 2002, â€Å"Reading First was passed into law by a bipartisan majority of Congress under the No Child Left Behind Act of 2001† (2002). Mississippi was given an eleven million dollar grant which would be used to: †¦help districts and schools improve student achievement in reading through the application of scientifically based reading research.Reading First will help States, districts and schools apply this research – and the proven instructional and assessment tools consistent with this research – to ensure that all children can read at grade level or above by the end of third grade (2002). Reading First had four priorities which included; 1) raising the caliber and quality of classroom instruction, 2) basing in struction on scientifically proven methods, 3) providing professional training for educators in reading instruction and 4) supplying substantial resources to support the unprecedented initiative.With the passing of this program several techniques have been implemented in the hopes of improving reading performances of Mississippi students. The following study, particularly the literature review will investigate existing strategies and the effectiveness of each. Several theories have been examined over the years in hopes of finding an effective strategy to improve student achievement. The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results.Statement of the Problem Mississippi consists of four-hundred and eighty-six thousand people living in poverty; ten percent of children belong to families that are not able to meet their needs (2005). Recent statistics show that those living in poverty are fifty-one percent African American and approximately forty-seven percent Caucasian (2005). Research has shown that the socioeconomic status of students influence the degree of success they will experience. (Donahue &Grigg, 2003) Mississippi has varying degrees of reading proficiency among school districts.In the 2003-2004 school year, six districts, consisting of one elementary school, five middle schools and one high school, were identified as â€Å"in need for improvement†, based on the reading and math proficiency of its students. For the purpose of this study, only schools reflecting a lack in reading proficiency will be discussed. The U. S. Secretary of Education, Margaret Spelling announced in a November 2005 press release, â€Å"Eighty percent of the fastest-growing jobs require at least some post secondary education.Yet far too many students are leaving high school unprepared for college†. Improved student achievement can provide students better preparation for college, thus closing the achievement gap. Low socioeconomic schools, although improving, are still behind the majority of middle-to-upper class schools in America (Donahue & Grigg, 2003). There are several factors to consider when looking at closing the achievement gap found in low socioeconomic schools.One factor is that â€Å"young, low-income and minority children are more likely to start school without having gained important school readiness skills, such as recognizing letters and counting† (2003). As Donahue and Grigg’s report showed, when students start school already behind others, they are likely to continue such patterns if not addressed early on. Existing studies demonstrate the problems researchers are having addressing literacy issues early on in a students academic career.Researches are trying to find appropriate strategies to combat the achievement gap with many variables which will be discussed further in detail, in the following study . Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001.Many schools have chosen to implement a â€Å"school-wide approach† to closing the achievement gap; however, when dealing with schools consisting primarily of low-income students, there are other factors to consider when choosing a strategy. The proposed study will focus on improving reading skills in high-poverty schools found in Mississippi by comparing different techniques widely used and creating a more targeted strategy for low-income students. When deciding on an appropriate strategy for improving reading comprehension there are a few factors one must consider.The following questions will outline the factors to be researched in this study. Resear ch Questions 1. What impact does social economic status have on the achievement gaps found in the State of Mississippi? 2. What are the contributing factors found in Mississippi schools that are demonstrating low reading scores among economically disadvantaged students? 3. Are there high-poverty schools in Mississippi which demonstrate positive improvements in reading scores? What are the strategies used? 4. How does implementing Theory into Practice (TIP) encourage positive student achievement in disadvantaged schools?Hypothesis To affectively close low socioeconomic achievement gaps in reading, strong emphasis on establishing proficient reading ability should be made in elementary school. Nature of the Study The research conducted in this study will be an investigation of existing literature regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic scho ols with low reading proficiency found in Mississippi school districts.Significance of the Study The significance of this study is that by identifying factors contributing to the achievement gap found in low socioeconomic school districts, as well as investigating into existing programs that have had a positive influence on reading performance scores in other high-poverty schools is that, school administrators and policy makers will have a better basis in which to improve upon existing programs and interventions that would be more financially attainable than starting new programs.The high cost of starting new programs such as; creating new assessment strategies, providing more staff and researchers as well as other costly planning and implementing variables, often times are not practical for low-economic schools. While children of today are growing up in a world where data are being revealed at an alarming rate and knowledge is simply a click away, reading plays an increasingly cruc ial role in society (Topping & Paul, 1999).The ability to read is not only fundamental for understanding and mastery of every school subject students will encounter, but literacy also plays a critical and crucial role in students' social and economic lives (Snow, Bums, & Griffin, 1998). As a result, no other factor will have a greater impact on the success of students in Mississippi than their ability to read.With such an emphasis placed on the importance of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, while providing the most effective strategies and opportunities for students to succeed in reading and adopt lifelong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This partnership is also known as a School Improvement Team or a School Council.Although the ATP members oversee the school's partnership program, other teachers, parents, students, administrat ors, and community members also may lead family and community involvement activities (ATP website). Adequate Yearly Progress- AYP requires that schools hold the same high standards for all their students; regardless of racial or ethnic background, socioeconomic status and English proficiencyCore Academic Subjects- These subjects include: English, language arts and reading, arts, civics, government and history, mathematics and science, foreign languages, as well as, economics and geography. Elementary School- a nonprofit institution which includes, public school, day or residential school and elementary charter schools which State law mandated elementary education.Family Literacy Services – The services provided to participants on a voluntary basis that foster a positive change in families. These changes include, providing families with interactive activities between parents and child concerning literacy, teaching parents to take an active role in their children’s educa tion, teaching self-sufficiency by providing parental literacy training, and providing education to children which is age-appropriate and prepares them for school and life experiences.Highly Qualified (in reference to public elementary or secondary school teacher) – A highly qualified teacher will possess a State certification for teaching or holds a license to teach in a particular state due to passing the State exam and is employed in a teaching position after meeting all required testing, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role model in that child’s life. A mentor mission is to help a child to one day become a responsible adult.Minority- a group of students which do not demonstrate the majority’s characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other S taff- staff found within an institution such as personnel, guidance counselors, and administration and teachers aides. Limitations In her 2005 press release Secretary Spelling said, â€Å"we all hear a lot of stories about why schools are missing Adequate Yearly Progress, but we don’t hear much about how thousands of other schools are making it and closing the achievement gap†.This study is limited by location; its main concentration being primarily on Mississippi schools, programs and outcomes. The primary research method is investigating existing literature, as such; there is substantial literature on the failures of many schools trying to improve student achievement; however there is very little literature depicting success. One other limitation to consider is that this study focuses on reading proficiency; however; to get the most accurate depiction of a schools success is to consider all core academic subjects. Chapter TwoThe following literature focuses on how sc hools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance.The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores.Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not.Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand wh at each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement.The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue & Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003).Proficiency differences among races were briefly discussed; Similar disparities exist between w hite students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001).Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively.These factors were beneficia l in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers & Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation?(1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program invest igated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program.By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate.The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of read ing practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success.By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001).The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the prog ram ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996).However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al., 2004). However, l ittle research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004). High School Statistics as a Basis for Increased Beginner Learning Although not the primary focus of this study, it is important to understand the future of elementary students by looking into current graduates predicaments.Over the last twenty years, there have been dramatic increases in high school promotion; as well as, in graduation requirements. Most recently, states and districts, such as Mississippi, have begun implementing graduation and end-of-course exams (Committee for Economic Development, 2000). Some critics have noted that the rise in standards and high-stakes tests will be unfair to students who have attended poorly resourced schools (Achieve, 2000). However, this problem has been met by offering extra help and supportive services to the students of t he disadvantaged schools (2001).One of the most common support methods has been to offer disadvantaged students more time; such as summer school, adding an extra year to their high school education and transition programs to ensure students can fulfill high school requirements (2001). Little progress has been made in developing a better curriculum and instructional support to aid in the acceleration of learning for disadvantaged high school (Balfanz, et al. , 2002). Some high schools have implemented a whole school reform by creating catch-up courses and district wide special prep courses (2002).These reforms have not been thoroughly evaluated because their infancy; using small, formative studies, thus little is known about the feasibility and rapidity of student acceleration in disadvantaged high schools. This study aims at taking the first step to in understanding the elementary school learning needs and providing appropriate teaching techniques for each schools situation; by repo rting on the initial results and impacts of the Talent Development High Schools (TDHS) ninth grade instructional program in reading and mathematics.The study involves several cities and multiple high-poverty, non-selective high schools within each city. Academic Models of Recognition Piney Woods School in Piney Woods, Mississippi has programs that should be viewed as national models. Although a private school, its strategies for success are practical and successful. The predominantly African American school is known for changing the lives of low-income students by having them â€Å"complete a rigid diet of reading, writing, math, science and foreign language† (Wooster, et al.2001). While requiring students work ten hours a week in order to teach them responsibility, Piney Woods School gives students a sense of unity and tough love. The programs implemented are; Writing Across the Curriculum, which trains freshman and sophomores’ in basic composition skills; Always Reac hing Upward, a peer tutoring program which pairs under achievers with high achievers and Save the Males, a tutoring, mentoring and special male focused groups that facilitate responsibility and self confidence.The results are phenomenal with a ninety five percentage rate of students going on to college after graduation and the other five percent going into military services. Analysis of existing achievement data in high-poverty high schools provides two conclusions. First, students who attend high-poverty high schools are typically performing below national norms and are dramatically short of the performance benchmarks employed to measure academic success.An analysis conducted by Education Week (1998) indicates, for example, that students entering high school in the majority of large cities are often found to be two or more years below grade level (Quality Counts ’98, 1998). In Philadelphia, for instance, seventeen percent of high school students attend one of twenty-two non- selective neighborhood schools (Neild & Balfanz, 2001); and approximately half of these students are reading below the fifth or sixth grade level. A quarter of these students are reading at the seventh or eighth grade level.Approximately one in four students attending a nonselective high school in Philadelphia read at grade level. In eight of the non-selective neighborhood schools in Philadelphia, a little over two thirds of first-time ninth graders are performing below the seventh grade level in both reading and mathematics (Neild & Balfanz, 2001). One important conclusion that can be drawn from this data is that in many non-selective urban schools students need accelerated learning opportunities.A second conclusion is that the current level of academic performance in disadvantaged high schools can lead to multiple negative consequences for students and society. It is too early to accurately gauge the impact of the high-stakes; standards based graduation tests and dropout rates of students entering high school with weak academic skills (Bishop & Mane, 2000; Hauser, 2001). Existing data from metropolitan cities such as Chicago (Roderick & Camburn, 1999) and Philadelphia, however, demonstrates a link between poor academic preparation and course failure; as well as the retention of many high-poverty students.Course failure and retention in the ninth grade has caused a high amount of high school drop outs. Forty-three percent of first-time freshmen in Philadelphia entering ninth grade with below seventh grade math and reading skills were not promoted to the tenth grade (Neild & Balfanz, 2001); in comparison to the eighteen percent of students entering ninth grade with math and reading skills above the seventh grade level. Student skills below grade level requirements result in retention, poor attendance, and course failure.First-time freshmen who were not promoted to the tenth grade had a dropout rate of nearly sixty percent when compared to a twelve percent drop out rate for students who were promoted (Neild, Stoner-Eby, & Furstenberg, 2001). The individual and social consequences of dropping out of high school are considerable. The Committee for Economic Development (2000) has documented the economic returns to advanced education. Non-promotion has become the norm in approximately two hundred-fifty to three hundred high schools, in thirty-five major cities in the United States (Balfanz & Legters, 2001).Sixty percent of the population in these public high schools is African American and Latino students in (2001). The United States Department of Education expresses the importance of raising graduation requirements and standards; therefore it is essential to the success of future high school students, that a means of improving reading proficiency is achieved. Contributing Factors to Student Achievement In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance.As a result of these account ability standards, states must now administer standardized tests to â€Å"measure adequate yearly progress† of all students (2001). They face costly federal mandates and must submit comprehensive plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). †¦states are implementing policies that provide incentives to attract and retain teachers and increase student performance.Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the classroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of s tudents. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students.Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also emphasize that resource patterns that optimize performance in one setting do not necessary work in others. Encouraged by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context.Are there choices made by policymakers and administrators in economically disadvantaged schools that spark significant improvements in performance in these schools? In this study, the researcher will assume the significance of SES or â€Å"input† factors i n explaining achievement, and the researcher considers the impact of other factors over which schools have some control. Impact of Process Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on process variables.The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas: 1) school class size 2) school policies and 3) proven effective programs to increase student reading proficiency. One of the most controversial characteristics of schools is the amount of students per teacher (FTE). Production function research on the effects of school size has been inconclusive, and both sides have their advocates. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents.Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small size of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider range of educational offerings and services (â€Å"Still Stumped,† 2002). Recent research indicates that the effects of school size may depend on the SES of students.Findings show consistently that the relationship between achievement and socioeconomic status was substantially weaker in smaller schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and Smith, 1996; Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores.That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between class size and positive student achievement is another relationship that has been closely studied. In 2000, Congress allocated $1. 3 billion for class size reduction as a provision of the Elementary and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools.One of the largest and most scientifically rigorous experiments was the 1985, Tennessee’s Student Achievement Ratio (STAR) study. The STAR project provides compelling evidence that smaller classes can improve student achievement, especially in primary schools, which could have lasting effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through third. Classes of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students; of the total classes, some had just one teacher and some had a teacher and aid.Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the limitations of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were: 1) limiting sample of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use innovative teaching practices.In 1996, Mostellar, a statistician, reported; â€Å"the Tennessee Class Size study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing significant advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002).Wisconsin’s Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school year and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The objective of the program is to improve student achievement through the implementation of four school improvement strategies: class sizes no more than 15:1 in grades K-3; increased collaboration between schools and their communities; implementation of a rigorous curriculum focusing on academic achievement; and improving professional development and staff evaluation practices.Schools in SAGE ha ve renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in SAGE (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE (DPI).The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online) . Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005).NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3.Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related la nguage arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002).Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana.The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and th ree districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002).A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels.For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students . Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986).Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990).A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement si nce the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant.He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for sma ller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly.In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement.An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher e xperience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home.Strategies for improving student achievement according to Mississippi’s School Improvement and Closing the Achievement Gap Report 2003-2004 include: †¢ Strong parental involvement †¢ Community and church support †¢ Various reform models aligned to state curriculum †¢ Dedicated teachers †¢ Structured teaching †¢ Thinking maps †¢ Stable staff †¢ Comprehensive systems to monitor student progress †¢ Aligned curriculum, assessment, and instruction †¢ Peer coaches†¢ Instructional time that is increased (2004) As the reader will notice, the majority of these strategies incorporate relationships between the school and outside sources for example parental and community involvement. These strategies were created by schools in Mississippi demonstrating high student achievement. Finally, the researcher will also examine the effects of global resources, that is, per pupil expenditure (PPE), on the impact of performance.In their review of production function research, Verstegen and King cite Hedges, Laine, and Greenwald’s assertion (1994) that â€Å"Global resource variables such as PPE, show positive, strong, and consistent relations with achievement† (1995, 57-58). However, other studies fail to yield significant results (Chubb and Moe 1990; Okpala 2002). Tajalli, in his examination of the wealth equalization or â€Å"Robin Hood† program in Texas, found that the transfer of nearly $3. 4 billion of dollars to poor school districts did not have a significant impact on the improvement of performance in these districts (Tajalli, 2003).It may be t hat expenditures in general have an indirect effect that is not apparent when using PPE as a direct measure. In his study of school spending Wenglinsky (1997) develops a â€Å"path† in which he concludes a school’s economic resources are associated with academic achievement. He posits that per-pupil expenditures on instruction and central office administration are positively related to class size, i. e. , more spending on smaller classes. Smaller teacher/student ratios contribute to a cohesive school environment, which enhances achievement. Chapter ThreeDescription of Methodology This study is a comparative analysis of eight Mississippi elementary schools from seven school districts; two K-2, two K-3 and four K-5. Factors analyzed were the students to teacher ratio (FTE), socioeconomic status (SES), and student ethnicity, and comparison MCT scores. At first a total of twenty schools were randomly chosen from different districts. The researcher then chose eight schools of conflicting SES percentages. It is a comparative study using the case analysis method; since it attempts to compare school factors influencing student performance.Using the Mississippi Academic Excellence Indicator System (AEIS) data, the researcher will examine these variables to determine the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2005 to students in Mississippi public schools, the MCT. The researcher focused the study on Mississippi elementary schools that are predominantly populated by students who come from economically disadvantaged backgrounds. The socioeconomic status was based on the percentage of students eligible for free or reduced-price lunches.The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. Validity and Reliability The MCT scores are provided by the Mississi ppi Department of Education, and the demographics of each school were provided by the NCES found on the greatschools. com database. Twenty schools were chosen by random; then eight were chosen for analysis based on conflicting SES factors in order to get realistic insight as to the influence of student success factors on each school size.This study has limitations due to the fact that it is based on MCT scores which can be deceiving. These tests have been criticized by researchers because they do not portray a student’s overall understanding of a subject and do not allow for different learning abilities and styles. It is because of this limitation that further study should be conducted on the achievement levels of students based on different approaches to classroom learning. Sample and Population Three samples were used for this study. Sample one consisted of two schools serving grades K-2; each school was from a different district.Sample two consisted of two schools which se rved K-3 and were from two separate districts. Finally, the third sample consisted of four K-5 schools, from two different districts. Overall, seven districts and eight schools of different sizes in the state of Mississippi were compared. The study specifically seeks to identify variables in low performing schools that could hinder them from improving performance. In order to provide an accurate study, the researcher took samples from different sized schools with different student demographics.Implementation Research was conducted by recording data for each school for a side-by-side comparison of different factors (see Appendix). All factors were found through greatschools. com, which summarizes each school’s characteristics for easy research. All school samples were then analyzed for the reading achievement average. Based on the average, the researcher then examined the achievement factors; determining whether there was a trend between any of the achievement factors and the MCT results of the chosen school samples.Factors compared during analysis were; socioeconomic status (SES), student-per-teacher ratios (FTE), and the percentage of nonwhite students. The MCT scores for 2005 were used as an indicator of overall reading proficiency of the chosen school. In order to determine whether a variable was a consistent influence on the MCT scores, three consecutive years of MCT scores from 2003-2005 were analyzed. The overall study aimed to discover a consistent pattern between a variable, such as SES or FTE, and the level of reading proficiency.Data Analysis Two of the three samples were consistent with the researcher’s hypothesis that SES is a strong influence on reading proficiency. Sample 1 however was uncharacteristic of the other two. In Sample 1, both schools demonstrated above the state average in MCT reading scores, however, the school with the highest SES percentage actually did better. This is uncharacteristic since Sample 2 and Sample 3 demo nstrated a trend in high SES and low MCT scores for three consecutive years.As discussed in chapter two, the literature review, the influence of class size on student achievement has been an on going debate among researchers. For this reason, the researcher included student-per-teacher ratios as a sample variable. The researcher had expected to see some evidence of FTE influence reflected in the MCT scores; however, that was not the case. According to the data collected, the FTE of all three samples ranged between fifteen and seventeen, with the state average being fifteen. The results demonstrated no reoccurring trend between FTE and MCT scores.Sample 1 schools demonstrated varying above average MCT scores and the same FTE of seventeen. In Sample 2, School 1A demonstrated a below average MCT score with a FTE of fifteen; however, 2B had higher test scores and a higher FTE. In Sample 3, all but one of the schools had a FTE of Seventeen, 3B demonstrated a FTE of fifteen and a below av erage MCT score. School 4B had below average MCT scores but a FTE of seventeen, like the remaining two schools with higher MCT scores. Between all three samples, there was no reoccurring trend between MCT scores and FTE.The researcher had expected student ethnicity to play a large role in student achievement levels, however based on this studies samples, there was little proof that such a trend existed. As demonstrated in Appendix A through C, schools demonstrating low achievement scores varied in the percentage of nonwhite students. The same variations were found in schools with high achievement scores. Overall, the only achievement factor that demonstrated a trend was the socioeconomic status factor. SES as a factor of achievement was present in Samples 2 and 3, but seemed irrelevant in Sample 1.Based on the results and the uncharacteristic trends found in Sample 1, the researcher feels that the quality of the curriculum and teaching strategies had an influence of the high achieve ment levels found in Sample 1. The researcher feels strongly that SES is an influential factor on the reading achievement of elementary students in Mississippi. It must be noted however, the influence of SES can be minimized with the proper curriculum and learning strategies. MCT scores give educators insight into the overall achievement levels of students, and should be used as an indicator of what type of teaching strategy should be used.There are numerous ways to improve student achievement. Educators and school administrators must be aware of the learning abilities and potentials of students and gear curriculum and teaching strategies towards the needs of the students. References Achieve (2001). Standards: How high is enough? Achieve Policy Brief, 3. Washington, DC: Author. Allen, J. (2001). Eliminating a â€Å"Yes, But† Curriculum. Principal Leadership, 2, 2, 10-15. Balfanz, R. & Legters, N. (2001, January). How Severe is the Problem? What do we know about intervention a nd prevention?Report presented at Dropouts in America, Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Balfanz, R. , McPartland, J. , & Shaw, A. (2002, April). Re-conceptualizing extra help for high school students in a high standards era. Preparing America’s Future: High School Symposium, Washington, DC. Campbell, J. R. , Hombo, C. M. , & Mazzeo, J. (2000). NAEP 1999 Trends in academic progress: Three decades of student performance (NCES2000-469). U. S. Department of Education, Office of Educational Research and Improvement. Cronnell, B. (1984).Black-English Influences in the Writing of Third- and Sixth-Grade Black Students. Journal of Educational Research, 77(4), 233-236. 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Dispelling the Myth Revisited: Preliminary Findings from a Nationwide Analysis of â€Å"High Flying† Schools. Retrieved May 8, 2006, from http://www2. edtrust. org/NR/rdonlyres/A56988EB-28DE-4876-934A-EE63E20BACEE/0/DTMreport. pdf#search='Dispelling%20the%20Myth%20Revisited’ html. Johnson, K. A. (2000).Do small classes influence academic achievement? What the National Assessment of educational progress shows. (CDA Report No. 00-07). Washington D. C: Heritage Foundation. Johnson, K. A. (2002). The Downside to Small Class Policies. Educational Leadership, 59, 27-30. Lee, V. E. & Burkam, D. T. (2003). Droppingout of high school: The role of school organization and structure. American Education Research Journal, 40, 353-93. Legters, N. E. , Balfanz, R. , Jordan, W. J. , & McPartland, J. M. (2002). Comprehensive reform for urban high schools: A Talent Development approach. New York: Teachers College.McPartland, J. & Jordan, W. (2001,). Essential components of high school dropout prevention reform. Paper presented at Dropouts in America, Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Melton, C. M. , Smothers, B. C. , Anderson, E. , Fulton, R. , Replogle, W. H. , & Thomas, L. (2004). A Study of the Effects of the Accelerated Reader Program on Fifth Grade Students' Reading Achievement Growth. Reading Improvement, 41(1), 18+. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst? a=o&d =5006657841 Mosteller, F. , Light, R. J. , & Sachs, J.A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Education Review, 66, 797-842. Neild, R. C. , & Balfanz, R. (2001). An extreme degree of difficulty: The educational demographics of the ninth grade in Philadelphia. Baltimore, MD: The Johns Hopkins University, Center for Social Organization of Schools. Neild, R. C. , Stoner-Eby, S. , & Furstenberg, Jr. , F. (2001,). Connecting entrance and departure: The transition to ninth grade and high school dropout. Conference of the Harvard Civil Rights Project and Achieve, Inc. : Cambridge, MA. Noguera, P. .A.(2002). Beyond size: The challenge of high school reform. Educational Leadership, 59,60-3. Olson, L. (2001). A Quiet Crisis: Unprepared for High Stakes. Education Week 20, 31, 1+. Okpala, C. (2002). Educational Resources, Student Demographics and Achievement Scores. Journal of Education Finance, 27, 885-908. Okpala, C. O. , Okpala, A. O. , & Smith, F. E. (2001). Parental Involvement, Instructional Expenditures Family Socioeconomic Attributes, and Student Achievement. The Journal of Educational Research, 95(2), 110+. Retrieved October 27, 2006, from Questia database: http://questia. com/PM. qst?a=o&d=5001977534 Quality Counts ’98 (1998). The urban challenge: Public education in the 50 states. Education Week, 17, 17. Reading Proficiency Results -http://www. greatschools. net/modperl/achievement/ms/380 Roderick, M. , & Camburn, E. (1999). Risk and Recovery from Course Failure in the Early Years of High School. American Educational Research Journal, 36, 303-343. School Improvement and Closing the Achievement Gap Report 2003-2004. Mississippi Department of Education, 1-40. Retrieved from: http://www. mde. k12. ms. us/index. html Showers, B. , Joyce, B. , Scanlon, M. , & Schnaubelt, C.(1998). A Second Chance to Learn to Read. Educational Leadership, 55, 6. 27-30. States Commission on Civil Rights. Retrieved on May 8, 2006, from http://www. usccr. gov/pubs/msdelta/pref. htm The Education Trust. Retrieved May 11, 2006, from: http://www2. edtrust. org/edtrust/dtm/. The Mississippi Delta Report. (2001). Racial and Ethnic Tensions in American Communities: Poverty, Inequality, and Discrimination-Volume VII: . United Verstegen, D. A. & King, R. (1998). 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History of Ford Motor Company

To say that Henry Ford dilly-dallied around before finally establishing a serious car company would be invalid. The 40 year old man had been acquiring valuable knowledge regarding business, engines, management, and most importantly cars. Now it was time to take a leap of faith. In 1903 the Ford Motor Company came to be. Ford, along with other investors including John and Horace Dodge raised $28,000 and in the first 15 months produced 1700 Model A cars. These cars were known for their reliability, yet were still too expensive for the average American. Over the next five years Ford and his engineers produced models with the letters B through S, the most successful of which was the Model N (priced at $500) , and the least successful was the Model K (priced at $2500). It was obvious from the Model N that the key to the companies success lay in inexpensive cars for a mass market. The answer that Ford and the American consumer were looking for was the Model T. The Model T, a small, sturdy four-cylinder car with an attractive design and a top speed of 45 mph, hit the market in 1908. It†s success came from it†s attractive price, at $850, and more than 10,000 were sold in the first year alone. It was easy to operate, maintain, handle on rough roads, and immediately became a success. Along with success came expansion, and in 1910 he established another assembly plant in Highland Park, Michigan. Through interchangeable parts, standard manufacturing, and a division labor, the demand greatly increased for the Model T. It was at this time in 1913 that Ford introduced the assembly line and forever changed our economy, our industry, and our culture. Ford†s concept of an assembly line sprang from the thought that a car could be produced much quicker if each person did one, single task. He applied this in his Highland Park plant, and cut down production time of one Model T to a fraction on the time. The carefully timed pace of a conveyer belt moving the parts along further speeded the process. With these new tactics, a factory could produce 40%-60% more cars per month. By late 1913 he had established assembly plants in Canada, Europe, Australia, South America, and Japan. At this point, the Ford Motor Company was the largest manufacturer of cars in the world. In 1914 Ford astonished the business world by more than doubling the minimum wage for his workers, raising it from about $2. 0 to $5. He argued that if his employees earned more, the company would sell more cars to them and reduce employee turnover. He said in regards to this ecenomical move â€Å"The high wage begins down in the shop. If it is not created there it cannot get into pay envelopes. There will never be a system invented which will do away with the necessity for work. † At this point the company had made $30 million in profits, mainly due to his economical and industrial scheme. It was now that he started focusing not only on cars, but on other world issues such as peace in the wake of World War I. He had a â€Å"peace ship,† called the Oscar II, sent to Norway on an expedition to end the war. This would contribute to his future project, the Ford Foundation. Ford displayed his true motives of pleasing the middle class consumer, when he lowered the cost of the Model T to $350 in 1916. In 1917 Ford started the construction of a industrial complex on the Rouge River in Dearborn, Michigan. The idea was to produce everything a car needed to run in one compact area. They had a a steel mill, glass factory, and automobile assembly line. This plant was the utopia of Ford†s mass production scheme. In 1918 Ford unsuccessfully ran for senate, and a year later he named his son Edsel Ford, the president of the Ford Motor Company. He also started a publication called â€Å"The Dearborn Independent. † This journal, produced weekly, was at first anti-Semitic. Statements against Jews were boldly printed. He said that the Jews were trying to â€Å"wipe out of public life every sign of the predominant Christian character of the United States,† as well as other demeaning remarks. After much public protest, Ford discontinued further publication, and made a public apology to the Jewish people. At this point the popularity started shifting from the Model T to larger more luxurious cars, and in 1927 the production of Model T†s ceased and six months later the Model A was introduced. This model included such improvements as hydraulic shock absorbers, automatic windshield wipers, a gas gauge, and a speedometer. The success of these was limited to 5 million, 10 million short of the Model T. It was at this time that the Ford Foundation was introduced. It was established â€Å"for scientific, educational, and charitable purposes, all for the public welfare. This organization basically attempted to further nurture the world in any aspect possible. This was made possible through all the money acquired through sales, primarily of the model T. Yet this utopia could only be temporary. As more and more large corporations started to pop up, so did labor unions. Ford was the only major manufacturer of cars in the Detroit area that had not recognized a labor union. In 1937 a band of supporters of unionization were physically beaten near a Ford plant by people suspected to work for the President of Ford. As a result, they were accused of unfair labor practices by the National Labor Relations Board. In 1941, following a massive workers strike, Henry Ford agreed to sign a contract that met workers demands. It was only two years later in 1943 when Henry Ford†s son, Edsel Ford died at age 49, and the president of the company. Henry himself was incapable of running the plants and managing business. He died in 1947 at the age of 83 in his hometown. He died a rich man; his fortune ranged somewhere between $500 and $700 million. Yet more importantly he died an accomplished man, who had left an imprint on the very definition of the word â€Å"American. â€Å"

Interview Questions for Private School Admissions

Interview Questions for Private School Admissions The private school interview is an important part of the application process. In a typical interview for fifth grade and above, the student applicant meets one-on-one with a member of the admissions staff to discuss the students interests and experiences. The interview adds a personal dimension to the application and helps the admissions staff assess whether the student will be a good fit for the school. Weve outlined below some additional common questions that interviewers at private schools may ask and some potential ways to think about answering the questions. What is your favorite/least favorite subject and why? It may be easier to start with the subject you like the best, and there is no right answer to this question. Just be authentic. If you don’t like math and adore art, your transcript and extracurricular activities probably reflect this interest, so be sure to speak genuinely about the subjects you like, and try to explain why you like them. For example, you might say something along the lines of: â€Å"Art gives me the opportunity to build things with my hands, which I enjoy.†Ã¢â‚¬Å"I like solving problems in math.†Ã¢â‚¬Å"I have always been interested in American history since I grew up in a historic town.† In answering the question about what you like least, you can be honest, but avoid being overly negative. For example, don’t mention specific teachers you don’t like, as it’s the job of a student to learn from all teachers. In addition, avoid statements that express your dislike of work. Instead, you can say something along the lines of: â€Å"I have struggled with math in the past, because ... History hasnt been the easiest subject for me, but I’m meeting with my teacher and trying to work on it.† In other words, show that you are working hard in all your subject areas, even if they don’t come naturally to you. Who are the people you most admire? This question is asking you about your interests and values, and, again, there is no one right answer. It’s worthwhile to think about this question a bit in advance. Your answer should be consistent with your interests. For example, if you love English, you can speak about the writers you admire. You can also speak about teachers or members of your family you admire, and explain why you admire these people. For example, you can say something along the lines of: â€Å"I admire my grandfather, who came from Hong Kong and ran his own business in a new country.†I admire my dad because he is hard-working but still makes time for me.I admire my coach because she pushes us, but also explains why we need to do certain things. Teachers are an important part of private school life, and generally, students in private schools get to know their teachers quite well. You may want to speak about what you most admire in some of your current or previous teachers and reflect a bit about what you think makes a good teacher. That kind of thinking reflects maturity in a potential student. What questions do you have about our school? The interviewer may conclude the interview with an opportunity for you to ask questions, and it’s important to think about some potential questions in advance. Try to avoid generic questions such as, â€Å"What extracurricular activities do you offer?† Instead, ask questions that show you know the school well and have done your research. Think about what you can add to the school community and how the school can advance and develop your interests. For example, if you are interested in community service, you can ask about the school’s opportunities in this area. The best school for any student is the school that’s the best fit, so while you are researching the school, you can determine whether the school is a place where you will grow. The interview is another opportunity for you to find out more about the school- and for them to find out who you are. That’s why it’s best to be genuine and honest, so you can wind up at a school that’s r ight for you.

Are Governments Controlling The Internet Essay Example for Free

Are Governments Controlling The Internet Essay Prior to the 21st century society greatest inventions were the automobile, the telephone, the airplane as a means of communication and transportation. Now individuals are blessed with the Internet. It is commonly regarded that the Internet is a manifesto of technology that allows human beings to interact with one another using networking services. The Internet has broken down the barriers and means of traditional communication. In cyberspace, people can talk with each other regardless of location. It can be defined as a â€Å"unique medium† with no geographical location but available to anyone (p. 21). It is not only used for communication but information searching, listings of products and services, advertising of large/small businesses, and much more. In essence, the Internet can be regarded as a separate entity from our own physical world – a digital utopia. The question being raised is, with the large scale of the internet, how is it maintained or even controlled? Jack Goldsmith and Tim Wu’s book Who Controls the Internet? Illusions of a Borderless World gives a perfect example of how the Internet is being directly (and indirectly) controlled by territorial government. As each section of the book is uncovered, it is clearly pointed out that national governments through control of local and global intermediaries and coercion exercise dominate control over the digital empire. The book is subdivided into three large sections. In the first section Wu and Goldsmith marks the impression to the readers that the Internet is in fact a â€Å"libertarian state† where users can freely express themselves. The authors argue at the commencement of the Internet there are no actual â€Å"rulers† or â€Å"governors† of the Internet rather it was the upheaval of a Digital American Revolution, that’s built on â€Å"language and reason and our fail in each other† (p. 22). The authors later indicate that it was open because it was willing to â€Å"accept almost any kind of computer or network†. Thus it is a society that is ruled by the humanity that resides within the Internet. â€Å"Humanity united might do better than our lousy systems of government, throw away the constructs of the nation-state, and live in some different but better way† (p. 7). Section two establishes that users from different geographical regions want their information presented in their local language. As the author pointed that language is one of the most important aspects on the internet. It gives the example that people in Brazil, Korea and France do not want English versions of Microsoft products but rather want a version they can fully understand (p. 50). As the next section unravels we start to notice how digital humanity needs rulers and starts to get involved how national governments are governing the borders of the internet. It proves that government uses coercion and local intermediaries to restrict and even block content that is on the internet. An example would be Nazi merchandise and hate sites appearing on French networks and even an incident in China where a 15 year old girl Liu Di was punished by the Chinese government when she was making an argument comparing the Chinese government and a prostitute. It also points out how controlling Governments can be a beneficial factor in regulating illegal activities such as file sharing and copyrighting. The final section of the book shows how the government aims to make the borders of the Internet a haven that protects its citizens from harm. This section explores the aspect of globalization and competing countries in controlling the Internet. Europe, U. S. and China all wishes to have a centralized power over the Internet. If two out of three countries that are in favour of online gambling while the one third is not, how can a borderless digital society solve this problem? The sections encourages decentralized governments to work together to adapt to people’s needs and respond in a more positive manner (p. 53). For the struggle of ultimate control lies within national governments – and a problem of clashing government interests and priorities can be a serious concern for the future of the Internet (p. 171). Wu and Goldsmith both agreed that this is the â€Å"beginning of a technological version of the cold war, with each side pushing its own vision of the Internet’s future† (p. 184). In order for the book to draw readers closer into fully understanding the Internet the authors must not only make a compelling argument but the style and construction of the book is also important. This essay will discuss four areas in which the book was successful or non-successful into helping readers understand the importance of national governments and their role on the Internet. The notable points in creating a compelling argument lie within the thesis, the method(s) of research, the evidence that supports the thesis and the overall evaluation/recommendation. The first point that’s important in this book is the thesis. The thesis is the main point the authors are trying to make throughout the entire book. In the book Who Controls the Internet Wu and Goldsmith stated their thesis in the conclusion rather than the introduction. Instead they decided to allure readers by telling a short story in the introduction to foreshadow readers into the overall point of the book. In my opinion the thesis of the book can found on page 180 where it reads â€Å"Beneath of fog of modern technology, we have seen the effects of coercive governmental force on local persons, firms and equipment† (p. 180). Ironically, this is not the thesis that users anticipated on hearing when they decide to read the book. On the back cover of the book it reads â€Å"a book about the fate of one idea – that the Internet might liberate us forever from government, borders and even our physical selves†. (Wu and Goldsmith) Wu and Goldsmith prompted readers with a general idea then throughout the book used examples and heated evidence to prove that idea wrong. It gives readers the perception that the Internet is in fact a challenge to governmental rule rather than the idealistic entity of freedom and liberty. The thesis was not always stated at the end of the book rather the author hinted their thesis throughout chapters to reinforce their main point along the way. For instance in chapter 5, Wu and Goldsmith talk about how local intermediaries are present and how government uses coercion to control these intermediaries, thus â€Å"ruling the internet† (p. 65). The authors stated that it would be extremely easy for individuals to â€Å"overlook how often governments control behavior not individually, but collectively, through intermediaries† (p. 68). The authors use the example of HavenCo to reinforce their thesis. In the book HavenCo was described as â€Å"the first place on earth where people are free to conduct business without someone looking over their shoulder† (p. 65). Shortly after, HavenCo became the object of negativity where porn and other offensive content were being hosted. Due to their business model they would not seek out cooperative intermediaries. However falling into a downward spiral, HavenCo became desperate so they looked towards national governments for assistance. However the government would not oblige since it was hosting offensive content and demanded that HavenCo remove the material. Of course, without this aspect â€Å"HavenCo was nothing†. And now without the support of powerful government officials and intermediaries HavenCo is now a â€Å"jumbled pile of network equipment, rotting and obsolete† (p. p. 84-85). The authors presents the readers with a clear and indirect thesis in each chapter, and as each chapter passes they are vividly trying to reinforce their thesis by providing real life evidence that happens in the midst of the digital society. Other notable examples that are highlighted in the book that supports the thesis would be the Chinese government sometimes with help from Yahoo, seize political dissidents and put them in prison (p. 181). Next, the government that are threatening Internet Service Providers (ISPs) and search engines and credit card companies with fines so that they can filter out offensive net communications. And, it is clear that Jon Postel and the Internet’s founders give up control over their creation under implied threats of governmental force. And finally, under the aspect of file sharing (where it was debated it would be hardest to control) governments have executed hidden but important ways to fuel coercion on the economy of file-sharing and â€Å"tilts the playing field to favour law-abiding companies like Apple† (p. 181). The authors have a very climatic way to communicate their thesis to the reader, By presenting support evidence and a strong conclusion they are in fact proving to readers that the government does control the internet. The next section uncovers the methodology that the authors used to present their topic. In order to prove their thesis they need an abundant amount of information. Not only does this information provide historical insight in the topic but it grants validity in the matter. In the book the authors have presented much needed evidence that governments control the internet, as each chapter is unraveled the readers are engulfed with powerful side stories of the lives of specific individuals that resided in the digital age. The book uses a combination of statistical information and encoded facts, personal biographies and appealing stories. If we direct our attention to the sources at the end of the book we notice that the authors use a hefty number of secondary sources. The only notable errors that are present in their methodology were that the sources they used were a little out of date. Old sources will lead to skewed results and that might cause a misinterpretation of the research. The book was written and published in 2006 but the majority of sources they used were within the 1998-2001 timeframe. Although they did use several sources that were recent (2005) it still does not change the fact that the Internet and technology are always changing in real time. With this change it’s rather hard to keep up and readers can be misinformed of with irrelevant information rather than significant information. Although with these slight flaws in the book, the methods were applied correctly in the sense that it is very easy to understand. They have broken the entire book into three parts; each part builds up information for that peak ending (or thesis). The methods were appropriate in the sense that the authors had a balance of evidence to support their claim. For example, the information gathered was not all focused on the government’s point of view but rather an equal split between government, organizations and individuals. It would be naive to think that a proper thesis can be proved without the support of evidence. Methodically the authors predominately still influence the readers with horror stories and statistics of government coercion on digital societies to prove their thesis. For example, the chapter on China outlines President Bill Clinton’s visit to the foreign land. Clinton observed that users required national ID cards before logging on. Regulated cafes also featured cameras pointed directly at the computer screen and police officers would occasionally monitor users right behind their back (p. 97). In China the Internet is far from being a liberating force but rather it is the major attraction for government surveillance. As previously mentioned Liu Di was arrested on personally insulting the government over the Internet, shortly after Liu Di’s story was printed in the press as a warming to all other civilians using the Internet. Throughout the book we see many stories that mimic the true horrors of the Internet, presented in a non-fictitious way to leaves readers shunned into believing the overall message of the book. Other factual occurrences that are displayed in Wu and Goldsmith’s methodology are the Kazaa/Napster case where digital piracy was at its initial state. Napster, a company located in the United States was battling with court officials to stay alive. With no luck, a simple U. S. ourt order was easily enforced and that led â€Å"to a total system collapse† (p. 108). Another factor that stands out with the evidence was that it’s very diverse in the geographical sense. The authors not only present their ideas from the American standpoint but tackles on other regions of the world. In the introduction the authors commences a deep discussion on global borders of the internet, the evidence and support was from a simply disgruntled individual that didn’t like seeing Nazi merc handise on the French site of Yahoo (p. p. 1-10). By using this intrinsic method of communicating the thesis they are successful in the sense of drawing readers. This chapter rather than supporting the thesis, they argue against it saying that the Internet â€Å"cannot be regulated†. Using factual data, they are offering both sides of the story in a very objective manner. This helps readers understand the thesis a little better and perhaps even raise serious questions on a political, global and technological standpoint. Who Controls the Internet is a very accurate portrayal of the digital society. It tells readers the important message that originally the Internet was designed to liberate individuals and it was designed to escape government and borders, but without the government mingling in affairs the Internet as we know it today wouldn’t flourish. One of the few appealing factors of this book is that it speaks out in a very clear and engaging style. Within each chapter the author conveniently uses sub-headings to divide important topics and that each chapter features several compelling stories. The two authors, who are both lawyers does an excellent job of communicating the legal issues to the readers without heavy use of legal jargon. Despite the many praises the book gets, it still has some flaws. In my opinion the flaws are contained within the unnecessary pictures and images that are included. Many (if not all) of the pictures are unneeded. For instance on page 4 it shows a rather large photo of the Palais de Justice, where the Yahoo case was litigated and similarly on page 66 shows a picture of Sealand where HavenCo was initiated. Although visualizations are nice they have no purpose in proving the thesis. How can a picture of Jon Postel who is described as â€Å"a rambling, ragged look, living in sandals, and a large, unkempt beard† help readers understand the dominate government forces on the Internet. In another part of the book Wu and Goldsmith dedicated half a page to Steve Jobs and as a background; shows a skull and sword insignia and was labeled â€Å"Piracy†. In retrospect the authors should have gotten rid of filler photography and replaced it with diagrams, which brings up the next flaw, the limited use of diagrams within the book. A diagram can help readers understand the point the author is trying to prove in either a passage or chapter. Back to the Steve Jobs example, if the authors showed using a diagram how Apple and national governments were combating internet piracy it would strengthen their thesis in proving that government controls most sides of the Internet. Or even a timeline that showed how government intervened with such programs such as Napster, Kazaa and then taking on Apple. This book appeals to a large audience of graduate, undergraduate students and professors teaching either politics or information technology. The benefits include that readers of this book can raise important questions and use these questions as the foundation for political debates. The content is not the only contributing factor in a well rounded book, Wu and Goldsmith does an excellent job in constructing the book that’s easily presentable to the reader. Even an individual with very little prior knowledge of the Internet can understand the book. Each term is defined when it is firstly introduced. Next, at the end on page 187 the authors implemented a â€Å"frequency used abbreviations† section and the definition in case the reader is having a hard time following due to the technological jargon. In conclusion, there are four areas that were used to critically analyze the book. They are the thesis, the methodology, the evidence used to construct the book and the personal evaluation. This book presents many important topics that relate to past, presents and futures of the technological era. It is telling a story where digital democracies suffer at the ends of coercive governments. It is not just powerful nations have the power to reshape the Internet’s architecture, more specifically it is the United States, China and Europe using their dominate power to reestablish their own version of the Internet. Are Governments Controlling The Internet. (2016, Nov 16).