Incident for Aids Case Study Example | Topics and Well Written Essays - 500 words

Incident for Aids - Case Study Example However, the scope ought to be widened to include other men from other races and social classes. The level of diversity among the minority groups such as the Hispanics presented a major challenge for the agency, as it could not replicate the initiatives that had been successful with the original group. This was a dire phenomenon because the epidemic was rising among gay and bisexual males from these minority groups. For instance, the level of acculturation to the American ways has a huge impact on how a man would face the stigma associated with AIDS and homosexuality. Therefore, there was need to develop different sensitive programs that would target the different groups such as the youth, recent migrants and the acculturated. Consensus building entails seeking the consent of all participants in a situation where there were differences in opinion. In formulating a Latino-oriented program, the agency consulted an expert who proposed six barriers for adoption of safer behaviour. The barriers were reduced to four after lengthy discussions, but the agency representatives still hold different opinions about the number that should be used. In order to develop consensus I would appeal to the representatives to focus on the common interest and not their agencies’ position. In this case, the common interest will be identification of the major possible barriers. The focus group must incorporate members from all the segments of the target group. Since there are many members, it is imperative that the stakeholders command respect from the other members, who must exhibit their confidence in them. It is important to select people who have a similar perception of the issues and not those who will undermine each other. A focus group should work towards creating a lasting solution for the issues. Therefore, they should provide this information: what they have learnt from other segments; what each group should do to achieve the goals; and

Organizing BOS Tesla Motors 2011 events Essay Example | Topics and Well Written Essays - 1000 words

Organizing BOS Tesla Motors 2011 events - Essay Example There will also be a dyno- test for Tesla Roadster and Tesla Roadster Sport to show how powerful Tesla’s engine compares to other competitors, such as: Porsche Boxter, BMW 5-series, Mercedes Benz E-class, and Lexus GS. For enlivening our events, here is the official list of raffle items for Tesla BOS 2011: (1) Electric Zero Emission Scooter developed by Tesla Motors. (1) Free set of RIMS for your Tesla by Sleek Motoring. (1) Free Photo shoot on your Tesla by Photoshootmycar.com. (3) Detailing products packages by Country Club Car Wash. (5) $50 Gift Certificates towards Labor by Tesla Mobile Service Team. (5) Tesla shirt (8) Tesla baseball cap (10) Tesla coffee mug Information about the events All of Tesla’s staff and guests who have interest on Tesla’s products are welcome to attend. Everybody is able to bring their families, friends, or coworkers to participate in this event. The only requirement for Tesla staff is that you have to sign up online in order to be admitted. Anyone who drives up to Tesla’s headquarters and is not on the registration list will have to park outside the Santana Row parking lot after caravanning from the headquarters. There will be adequate parking space for the staff members and guests. There is an option of cancelling or not showing up in this event, so if you might come to this event please sign up now. See you guys on BOS, Stay tuned for more information. Register here: http://teslamotors.com At the bottom is the invitation for the Beginning of Summer Tesla event. The invitation will be send through e-mail to every staff member of Tesla and it also will be posted in Tesla Motors Club forum and Tesla Facebook and Twitter

Impact of Recession on Recruitment and Selection

Impact of Recession on Recruitment and Selection 1.0 Impact of current global economic situation on recruitment and selection The collapse of 2008 caused unemployment for many people in major countries of the world. The affected nations tried a lot to combat effects of slowdown in economy. We can easily conclude that the unemployment rate and the growth rate of a country are closely related and are inversely proportional. During the slowdown when the growth rate of various economies decreased the unemployment rate increased and now when the economies are recovering then the unemployment rate is decreasing (Roberts, 1997). During the economic crisis 2007-2008 the GDP growth rate of major economies decreased. For United States of America it decreased from 2.9% in 2008 to -6.8% in 2009, United Kingdom from 0.3% in 2008 to -2% in 2009, China from 11.2% in 2008 to 6.8% in 2009 and India from 9.7% in 2009 to 6.1% in 2010. The unemployment rate increased from 5.00% in 2008 to 7.70% in 2009 for United States of America, from 5.20% in 2008 to 6.60% in 2009 for United Kingdom, from 4.00% in 2008 to 4.30% in 2009 for China and from 7.8% in 2008 to 8.8% in 2009 for India (Rachel Potter,, 2001). The GDP growth rate of major economies has improved over a year. For United States of America it has increased from -6.8% in 2009 to 2.5% in 2010, United Kingdom from -2% in 2009 to 0.8% in 2010, China from 6.8% in 2009 to 9.6% in 2010 and India from 6.1% in 2009 to 8.8% in 2010. The unemployment rate decreased from 7.70% in 2009 to 7.60% in 2010 for United States of America, from 6.60% in 2009 to 6.30% in 2010 for United Kingdom, from 4.30% in 2009 to 4.20% in 2010 for China and from 8.80% in 2009 to 8.00% in 2010 for India (Pescha, 2001). It is clear from above that there is a very high correlation between GDP growth rate and unemployment. Also, after the setback to economy in 2007 the economy across the world has shown the sign of recovery which is also reflected in the employment trend across these countries (Armstrong.M 2003). Especially companies of Information Technology (IT) sector considering their good quarter results are back on hiring front. Indian major IT companies i.e. Infosys, TCS and Wipro have set a large target for hiring. Infosys declared that it add 30,000 new employees in 2010. According to NASSCOM Indian IT sector will add 90,000 employees in 2010 and overall hiring for this sector is expected to be 1,50,000 in 2011. Labour intensive sector has also shown improvements and has registered a 1.2% growth in the number of employees being hired over a year. Real State sector has also gain the pace and with gradual increase in demand of houses the sector has registered growth especially in developing cou ntries (Aswathappa.K 2005). This has also resulted in the increased demand of labour as the companies like DLF and Sahara are coming up with various projects. The Common Wealth Games and now Asian games also generated a lot of demand of workers. Thus couple with economic growth these sectors have provided employment opportunity for low income group thus contributing to the growth in employment rate of the country. The general trend in hiring is that the companies are optimistic about the future and are taking the opportunity created by slowdown of hiring talents at cheaper rate and replacing low performance workers (Weil, 2003). Also they plan to provide greater flexibility in work arrangements like compressed work weeks, shared work, sabbaticals, alternate schedules etc. Rehiring of Laid-Off-Workers has also increased with 29% of companies to hire back the earlier laid of employees increasing the ratio of these employees to 9% from 5%. The percentage of hired or contract worker are also estimated to increase to 18%. Thus all this figures indicates the future trend in recruitment of employees (Dale, 2004). From the above analysis two things are very clear. First, recruitment plan of a company depends upon the economic condition of a country. The better the economy the higher the employment rate is. Second, the future aspect of the recruitment and hiring seems to be positive in view of the expected growth in the economy. However, the unemployment rate is still high in most of the countries and the gap between men and women employees in developing nations has increased in past three years according to International Labour Office. A lot of effort has to be made by government in order to bring the unemployment percentage down and reduce the gap in men and women. 2.0 E-Learning and its role in Human Resource Development: E-Learning can be defined as providing training, books, journals or any other material that will help the person to enhance his or her knowledge base with the help of computer base applications usually with internet as the major source of catalyst in the process. It is very important for an employee to continuously update himself with the current trends in the market and with the new technologies and methods being practiced so that he remains competitive and in turn increase his efficiency (Rosenberg, 2001). Also organization look upon the employees who have a good work experience and knowledge of the industry to take up more responsibility and thus contribute to the organization instead of hiring a new employee for the same position as the previous person is well known in the organisation and can be trusted more than the latter one. However, if the employee is not having sufficient skills then it would be difficult for him to justify with the new responsibility. Thus, it is the responsibility of the human resource department to identify potential leaders and train them so as to enhance their skills. Thus, learning is of great importance to any organization. Also, it is very difficult to provide library facility by each and every company at each and every branch and offices. The options are contract based trainings but often the training courses designed by the external party are very costly and lacked the direction required by the company and hence are not as per company and individual requirement. E-Learning comes as a cheap and convenient solution to the above problem for many companies who cannot afford to manage libraries and are struggling with properly training facilities. Most of the IT companies for example Cognizant Technology Solutions, Infosys and IBM have a good E-Learning facility available where the employees can select the modules as per their need and requirement and complete the course sitting on his desk. This not only prevents the cost associated with such training but also reduces the work load at the Human Resource department of arranging for training of these employees. Some of the companies that provide E-Learning are Safari online books, Books 24X7, Skill-soft Corporation, Educause, Centra Softwate Inc. etc. Though Wikipedia and other online encyclopaedia also provide a good source of learning but it is often difficult to find a particular requirement on these websites. It is observed that the quality of education in most of the developing nations do not match the requirement of the companies and thought the employee is educated but lack the skills required for job and for this it is essential that HR of the company provide trainings for these employees. Almost 70% of the fortune 1000 companies lack properly trained employees to execute the task and sustain the require growth rate. Most of the employees in companies are encouraged for distant education based on computer (Horton, 2001). These courses not only help organizations to build a talent pool in the organization but also fulfil the requirement and demand of the company for required talent. Indira Gandhi National Open University (IGNOU), India, is an open university that facilitate the distant learning in India incorporate in 1985 has keeping a close watch on the development of talent pool in India to satisfy the requirement of the nation to sustain the growth rate. They have also adopted the online training modules so as to reach more and more people in the country. According to Dr. Ashok Kumar Gaba, Senior Research Officer Staff Training and Research Institute of Distance Education at Indira Gandhi National Open University, the online training has reduced the cost to one-fifth and over a period to time it is expected to be the main source of learning. It is the responsibility of human resource department of the organization to identify the requirement of the company and accordingly select a proper course, promote it and bring into practice the E-Learning culture in the organization. The constraint associated with E-Learning is computer and internet facility at company and one might require investing a good amount initially to build the required infrastructure for this. 3.0 Bonuses in Financial Service Sector when the banks are being bailed out: The issue related to bonuses are usually very emotional to employees. They expect the bonuses and plans accordingly and if these bonuses are cut or complete removed then this can be a serious cause of dissatisfaction among employees which can affect their productivity and the output delivers (Geroski et.al 1997). If these issues are not seriously handled then it might lead to a major problem in the organization. Hence, it is very important to first understand the importance of the issue before discussing the topic. The bonuses of any company depends upon the performance of the country vis-a-vis its performance last year, the performance of the sector, the growth in the economy and the future prospects of the economy and industry. During the economic crisis in 2008-09 the financial condition of many banks and giant organizations was so crushed that they have to plea the government to bail them from the financial distress (Sameuls, 2001). After the bankruptcy of Lehman Brothers many banks came to plea United States government for bailing them for example Bank of America, Merrill Lynch and American International Group (AIG). In Britain, Northern Rock, a mid-sized British Bank, and Bank of England required government aid to continue their daily task. When these banks and financial institutions are being bailed out it means that the available liquidity in the market is very less and hence it will be very difficult for the companies to raise fund. In this situation the pressure on specially the financial service providers increases and they have to be very careful in investing the available cash. It is logical for these companies to either cut or completely remove the bonuses for that particular year so as not only to preserve the liquidity but also to avoid any firing of the employees. At this time it is very important for them to maintain the balance between the market condition and their financial condition. J.P. Morgan Chase, Fannie Mae, Freddie Mac, Washington Mutual, Wachovia and other financial service providers if they would have thought of bonuses at that time then they would have been shut down and any more damage after Lehman Brothers would have proved last nail in the coffin to already shattered economy and we would hav e been still struggling to recover from the crisis (Bewley, 1999). As a matter of fact, US president Mr. Barack Obama said that asking for bonuses at the time of crisis is a shameful act and he urged the citizen of United States of America to show some sense of responsibility after Wall Street firms distributed a bonus of $18.4 billion (Howell, 2007). Also at time a hefty bonus payment culture might lead to loss in liquidity of the firm and might result in potential threat to the company and banks to face a financial crisis. The company should avoid paying hefty bonuses in order to save some tax (Sameuls, 2001). In May 2009, Financial Services Authority (FSA) declared certain rules regarding this and took various measures in order to reduce this practice. According to them bonuses was the reason for banking crisis. Probably Deutsche Bank already understood this and the bank chief did not accept the bonuses in 2008 so as to minimize the effect of crisis. This was the personal sign of solidarity by Josef Ackermann, the chief executive of Deutsche Bank, toward the employees. This move not only helped the bank to fight the crisis but also encouraged the employees to take the move of not distributing bonuses in a right spirit and contribute to the organization at the time of difficulty. Later John Mack, chief executive of Morgan Stanle y, and James Cayne, the former chief executive of Bear Stearns, also went ahead declining the bonuses. From the above study it can be concluded that in state of financial crisis where even banks are been bailed out it is more important for the companies especially financial services to prevent any firing of employees for which if they have to sacrifice the bonuses then they should go ahead with this. Employees should also understand this and they should consider long term gains rather than short term profits. It is the duty of organization to be transparent in its dealing and should reward the loyal employees when the favourable time comes. Also, it is important for the leaders in the organization to set an example for the employees so that employees believe that the organization is with them and they do not feel cheated. This is a very sensitive issue especially during crisis and should be dealt carefully and with high importance. 4.0 Relevance of trade unions: The nature of business has changed drastically over past few decades with the advent of technology most of the work is done by machines and human intervention has reduced in most of the cases (Fernie, 2005). The work environment and conditions has improved resulting in lesser disputes (Somers, 1976). Technology has enabled the management and employee to communicate effectively. In this era of technology the question is whether the trade union culture is still relevant in present scenario? The trade union acts a channel to help the workers communicate their issues and concerns to the management. They also provide support and help to these workers in times of difficulty and ensure that the work environment is healthy and safe. They also help management to communicate major announcements to these workers and help them understand their point of view (Wrigley, 2002). In case of any dispute it becomes easier for management to talk to the representatives of workers in the form of trade unions rather than talking with each and every individual. The union also help in uniting the workers who are usually from different background. There are many unions who are still very active and fight for the cause of the worker and help them educate about their rights. One example is REACH which focuses upon educating workers about the hazards caused by chemicals and their rights in case of such hazards. In India Bhartiya Mazdoor Sangh (BMS) is the largest report trade union which was founded in 1955 and with such a reach and power the organization has been working in making the life of workers better. They have carried out various education programs like spreading awareness among labours about their rights, proper safety practices, health education, women empowerment, minimum base wage and movement against child labour. Other major trade union in India are Madras Labour Union, Textile Labour Association, National Trade Union Federation, Hind Mazdoor Panchayat and All India Trade Union Congress (R Jha, 2000). Still in nations like India the trade unions are active and have not lost its relevance. However often the leaders in the unions take advantage of their position and put unjustified demands in front of management and threat them by announcing strikes, lock downs etc. This has reduced the relevance of trade unions. Also, in most of the organization has adopted performance based incentive schemes that encourage the employees to perform better in order to get better compensation this has also reduced the issues related to pay as the person enters in to an agreement to accept the compensation scheme of the organization. Another major issues that employees face today are the work-life balance issues for which the human resource department of the company actively take steps in most of the organization and moreover trade unions have failed to tackle this issue thus the need of the trade unions are reduced (Aswathappa, 2005). The trade unions also failed to address the issues of cross nation al employee and women empowerment. The trade unions have lost on major three grounds (Trant, 2010).). First, they have been neglecting the poor and thus lost the moral ground as their major concern is maximizing the interest of few people and groups. They also lost on the political front due to shrinkage in the membership of the union and also due to the formation of many parties and unions. The third ground is the loss of intellectual high as their strategies are outdated and for most of their solutions they go on strike irrespective of the severity of problem. A trade union if lead by a intelligent and well educated person having a proper understanding of situation of employees and who is directed to work for people can prove to a problem solver else a problem creator and as the latter is often found the trade union seems to loss its relevance in todays scenario (Horton, 2001). Though the technology has solved many problems of the employer and employees but still in developing nations like India where technology is a constraint and workers still fight for basic rights, trade unions acts as a tool to voice their concerns and hence still in these nations they hold a relevance.

Siddhartha Essays: Achieving Enlightenment at the River -- Hesse Siddh

Achieving Enlightenment at the River in Siddhartha      Ã‚   In Siddhartha's quest for enlightenment, Herman Hesse makes the river the final focal point of the novel. Siddhartha is set on his journey to the river by listening to his inner voice and questioning authority. The river comes to represent the ideas through which Siddhartha reaches enlightenment. The essential concepts of time and how it relates to life are discovered by Siddhartha through listening to the river. He comes to realize that his previous conclusion is correct, wisdom cannot be taught. When he reaches nirvana, he also sees how spiritualism and materialism both have a place in the cycle of life. Acting as Siddhartha's inspiration to his ultimate goal, the river operates as a significant element in Hesse's novel, Siddhartha.    Early in the novel, Siddhartha sets his life pattern by questioning the authority of Hinduism. With his friend Govinda, he begins life amongst the samanas. With the samanas, Siddhartha begins to master their teachings. Feeling unfulfilled, Siddhartha concludes as an ascetic he will not reach bliss as the eldest samana has yet to obtain enlightenment. Leaving the forest, Siddhartha and Govinda go to hear the teachings of the illustrious Buddha. After listening to Gotama's preaching, Siddhartha realizes that he will not reach enlightenment through teachings but along a path which he must contrive. Once again lead by his inner voice, Siddhartha begins to explore life in the material world. Over the ensuing twenty years, he becomes deeply entangled with samsara. In forgetting the past teachings, Siddhartha is able to start his journey anew. Disgusted with his life, Siddhartha leaves again and discovers the river. By listening to his... ...hat leads him to the river where he learns the concepts of time and timelessness. From seeing many disciples of varying religions, Siddhartha decides that wisdom is incommunicable. His last revelation comes has he reaches nirvana. The two worlds of spiritualism and materialism do not exist as forces to side with but powers to be in harmony with. The ideas discovered come through his life experiences and most significantly at the river and the nature of it.    Works Cited    Hesse, Herman. Siddhartha. Dover Publications, 1998.    Malthaner, Johannes. "Hermann Hesse: 'Siddhartha'". The German Quarterly. Vol.25, No.2, March 1952.    Timpe, Eugene F. "Hesse's Siddhartha and the Bhagavad Gita". Comparative Literature, V.22 No.4 , 1970, p.23.    "Nirvana". The World Book Encyclopedia, (Vol.14).   Toronto: World Book, Inc., 1987, p.332-333. Siddhartha Essays: Achieving Enlightenment at the River -- Hesse Siddh Achieving Enlightenment at the River in Siddhartha      Ã‚   In Siddhartha's quest for enlightenment, Herman Hesse makes the river the final focal point of the novel. Siddhartha is set on his journey to the river by listening to his inner voice and questioning authority. The river comes to represent the ideas through which Siddhartha reaches enlightenment. The essential concepts of time and how it relates to life are discovered by Siddhartha through listening to the river. He comes to realize that his previous conclusion is correct, wisdom cannot be taught. When he reaches nirvana, he also sees how spiritualism and materialism both have a place in the cycle of life. Acting as Siddhartha's inspiration to his ultimate goal, the river operates as a significant element in Hesse's novel, Siddhartha.    Early in the novel, Siddhartha sets his life pattern by questioning the authority of Hinduism. With his friend Govinda, he begins life amongst the samanas. With the samanas, Siddhartha begins to master their teachings. Feeling unfulfilled, Siddhartha concludes as an ascetic he will not reach bliss as the eldest samana has yet to obtain enlightenment. Leaving the forest, Siddhartha and Govinda go to hear the teachings of the illustrious Buddha. After listening to Gotama's preaching, Siddhartha realizes that he will not reach enlightenment through teachings but along a path which he must contrive. Once again lead by his inner voice, Siddhartha begins to explore life in the material world. Over the ensuing twenty years, he becomes deeply entangled with samsara. In forgetting the past teachings, Siddhartha is able to start his journey anew. Disgusted with his life, Siddhartha leaves again and discovers the river. By listening to his... ...hat leads him to the river where he learns the concepts of time and timelessness. From seeing many disciples of varying religions, Siddhartha decides that wisdom is incommunicable. His last revelation comes has he reaches nirvana. The two worlds of spiritualism and materialism do not exist as forces to side with but powers to be in harmony with. The ideas discovered come through his life experiences and most significantly at the river and the nature of it.    Works Cited    Hesse, Herman. Siddhartha. Dover Publications, 1998.    Malthaner, Johannes. "Hermann Hesse: 'Siddhartha'". The German Quarterly. Vol.25, No.2, March 1952.    Timpe, Eugene F. "Hesse's Siddhartha and the Bhagavad Gita". Comparative Literature, V.22 No.4 , 1970, p.23.    "Nirvana". The World Book Encyclopedia, (Vol.14).   Toronto: World Book, Inc., 1987, p.332-333.

Public Art Essay

The core exhibition will be based on the work of two chosen photographers due to the inability to investigate a larger number , this is because they are too many and wide spread that an attempt to look at all of them would be almost impossible , costly and time consuming. The programme will show the various works done by the photographer including digital arts, video installations all put together to give an in depth study of the history and success of the photographers The aim of the project is to explore the potential of new media, on-line technology, virtual reality/ interactive projects to provide new means of investigations on the same. To appreciate the works of the two photographers we will compare and contrast the much that they have brought to the field, what they still have to bring and the influence and education they have had on different individuals and areas of interaction. The two photographers to be investigated are Patrick Renschen and Russ Rosener. The work of Renschen is most inspirational and does not only touch on the basic art but has an in-depth meaning which one needs to be keen enough to grasp the whole idea behind the same and also be able to appreciate that such work could be so educative. The work of this particular photographer was one of a kind since it didn’t involve a norm or a routine which would be followed day in day out rather he tried to make it very exciting by carrying out researches on how to improve it and make it more satisfying to both him and his assistants. His aim was as well very clear in that he wanted not just to be the best but the only one in the field of engagement who could be counted on and relied on. He also ensured connecting them up electronically in all the archives, also documenting and publishing the work which is now held in regional, national and international museum collections and university centers, and to ensure wide accessibility to international and domestic audiences. The photographer had an exhibition that had all the history and development of the installation, and the critical legacy left in terms of the influence on contemporary sculpture, environmental art, and architecture to name but a few. He had presentations of all the original photographs, drawings, sketches, correspondence, and even written descriptions of every detail that he undertook, it also had all the interpretations by curators and art critics such John Elderfield and Fred Brookes. The photographer also was keen to display new commissioned documentation by leading artists/photographers. He traced the evolution using interactive digital projects he also used digital animation and 3D articulation of the key design and sculptural elements just to ensure perfection and accuracy was maintained throughout the whole exercise. The photographer also employed lots of subordinate staff to help in the completion of his work. A commission for a photographer/artist to generate new visual images for the exhibition based on the environmental and architectural aspects alongside a detailed study of the same, and the art works locations associated with him. Possible portraiture commission, to photograph people associated with the photographer this was for the record and for future references and evidence of their participation and also a way of making them feel appreciated. He worked hard to ensure that he was always on site despite his tight schedule but since at times he was faced with some unavoidable circumstances, he was not left out in having planned in advance for such emergencies, in his absence work went on just as usual since there was a commission of artists and photographers to produce a new body of work based on the idea that his absence was a test on their accountability and reliability. The photographer would even incorporate fresh blood and brain from schools and colleges by involving students to participate in the same using existing archives and sketches. Production of a set of 3D architectural models, drawings and projections documenting the findings and proposing hypothetical outcome. The photographer had interactive architectural and digital arts research and their restoration project possibly organized to collaborate well with the agenda in question. This brought together many architects artists and IT engineers to construct an interactive virtual representation , tracing its iconography and evolution from conception through the various stages of the construction and design. The photographer used on line chat room and interactive website/3D virtual, allowing scholars, artists and researchers from different countries to contribute their views and suggestions as he believed in being dynamic. He believed in the use of new technology to visualize and construct alternative on line solutions to problems encountered in his work. Unlike Patrick Renschen, Russ Rosener, another world renowned photographer had a whole different approach to the same photography both as a career and as an interactive kind of work. He is so different from other photographers in that he has not specialized in only one area of photography and he has a diverse range of areas where he features. He covers a wide range of activities which he says gives him better exposure and satisfaction as there is no word as boredom which many photographers tend to suffer from. He has much of his corporate work covering international assignments and duties such as annual reports, portraiture, advertising and social responsibility programmes. Whether he is all alone or leading a group of individuals he can be relied on by a company that minds the global competitiveness in the field for his experience and enthusiastic nature, he is also very flexible and his approach to his job is not static rather depends on the situation and content. He is able to ensure that his clients can rely on him to be able to deliver high quality material and best results which is easy for anyone to access and even use across print, present and web based media they are also able to represent their company to a very high professional standard due to the high competition facing them thus requiring one to have a competitive advantage over the others. (Rosenblum, Naomi) As a photographer he is able to maintain both quality and confidentiality in his work and in this very dynamic sector thus ensuring client loyalty and repeat buying by same customers instead of finding new people altogether which is a costly and hard situation to gain. Being involved in social responsibility has only brought more demand to this photographer especially lately when most companies have embraced social responsibility as a requirement for the success and continuity of the companies; this is because they need credible pictures for the accurate representation of challenges and achievements associated with the whole project. The photographer says that his is not acquired kind of skill rather it is a born kind of art and assures anyone that for the best results and sure win he is the answer. He does most of his work as it presents itself to him and he does not have to go out there trying to be original by conducting research and even reading more and he has still managed to be a world well renowned photographer who can be counted among famous photographers. This could be due to the fact that he is so original and very clear compared to other photographers and he has maintained this all along without foregoing the quality for quantity when the work is too much, he is a slow but sure themed person who believes in quality and creating of trust in all his clients. The two photographers are quite controversial in that one is very resourceful and researchful while the other just sits and handles a situation as it presents itself to him and depending on what the clients wants as final results. All the same they don’t lack some similarities in that they are both result oriented and care about the quality of results that they deliver to their customers and fans as this is very important if they are to continue in business without losing it to competitors. The photographers have proved to be very reliable and for that they have gotten a lot of attention from both domestic and international markets and companies. Though the work of photography presents itself as full of fun and excitement all the time the two have cordially agreed that it also has its weak areas and also has a percent of boredom though they try as much as possible to keep on the fire and make the work the best they can. Generally photography can be seen as a very demanding area of undertaking due to its dynamic nature which makes it very unpredictable especially with the improvement in technology which happens almost on a daily basis and which they have to keep track of lest they become outdated and overcome by events. It is very important in the modern day and age and is require by every company and individual for the smooth running of the day to day activities. This area of photography is particularly very exciting and interesting since it involves mostly outdoor activities which is a good idea for lovers of site seeing and appreciating nature and what it has to offer. Where it takes place indoors its all the same quite interesting since its all flashy and all smiles especially for celebrities, fashion and models as one sees newest designs and shapes of different attires and poses for use elsewhere. This is especially so interesting to me since I love reading fashion magazines which contain a lot of photographers work and I get to appreciate every bit of it. In addition we should not forget the fact that the photographers have brought a lot of harmony to many different communities of the world at large through the theme contained in their works of art and for that we should not fail to appreciate their work even more. The photographer like any other person needs encouragement and the feeling of actualization and this is only possible if lots of his work is bought at a high rate and he gets more calls for the same.(Rosenblum, Naomi) The photographers have tried to a very large extent to encourage artistic growth and photography development to ensure that its not only them who stand to benefit but that generations to come will also appreciate and adopt what these great men and women of our land will have done and left behind for all to see. Many of these artists and photographers in particular have already started colleges and learning institutions where they are passing on the knowledge to other interested parties for the continuity, growth and development of this most dynamic field of photography. Photography has really gone to a whole new level altogether this due to the competition that the photographers are giving each other and no one wants to be ruled out of the market and so everyone is doing all they can to emerge as the best and most demanded. A good example is like the move that photographers like Marcus have taken by coming up with photographs that document the history and development of say a certain state and put it in his work of art, this is so essential because most people generally hate the aspect of learning but since this will present itself as having fun and studying some work of art, more people will be attracted to the same and this provides a chance for the to learn about the places they stay in and therefore appreciate how far they have come and where they are headed. We can therefore all accept that all photographers have done much to achieve greater things and heights at both individual, national and international level and so we cant let them go unnoticed and it’s the duty of each one of us to ensure that the photographers and other artists grow to the greatest heights by supporting them in they work. Finally is to all artists out there both the well known and who have the basis and those who are just starting the work and realizing their talent to keep up their work and even go the extra mile to give us more that we have not yet seen  and are eagerly waiting for that and more. Thesis statement The photographers have a bright future ahead if they keep up with the pace and ensure that research and technology development is top on their agenda. Sources 1.Rosenblum, Naomi. A World History of Photography. 3rd edition. New York: Abbeville Press, 1997. 2.Johnson, William. Nineteenth-century Photography: An Annotated Bibliography, 1839-1879. Boston: G.K. Hall, 1990. 3.Roosens, Laurent, and Luc Salu. History of Photography: A Bibliography of Books. London: Mansell, 1989. 4.Rosenblum, Naomi. History of Women Photographers. Updated and Expanded Edition. New York: Abbeville Press, 2000.

The Laws of Cyberspace – Lawrence Lessig

The Laws of Cyberspace Lawrence Lessig †  Draft 3  ©Lessig 1998: This essay was presented at the Taiwan Net ’98 conference, in Taipei, March, 1998. †  Jack N. and Lillian R. Berkman Professor for Entrepreneurial Legal Stud- ies, Harvard Law School. Thanks to Tim Wu for extremely helpful comments on an earlier draft. Lessig: The Laws of Cyberspace Draft: April 3, 1998 Before the revolution, the Tsar in Russia had a system of internal passports. The people hated this system. These passports marked the estate from which you came, and this marking determined the places you could go, with whom you could associate, what you could be.The passports were badges that granted access, or barred access. They controlled what in the Russian state Russians could come to know. The Bolsheviks promised to change all this. They promised to abolish the internal passports. And soon upon their rise to power, they did just that. Russians were again free to travel where they wished. Where they could go was not determined by some document that they were required to carry with them. The abolition of the internal passport symbolized freedom for the Russian people — a democratization of citizenship in Russia. This freedom, however, was not to last.A decade and a half later, faced with the prospect of starving peasants flooding the cities looking for food, Stalin brought back the system of internal passports. Peasants were again tied to their rural land (a restriction that remained throughout the 1970s). Russians were once again restricted by what their passport permitted. Once again, to gain access to Russia, Russians had to show something about who they were. *** Behavior in the real world — this world, the world in which I am now speaking — is regulated by four sorts of constraints. Law is just one of those four constraints.Law regulates by sanctions imposed ex post — fail to pay your taxes, and you are likely to go to jail; steal my car, an d you are also likely to go to jail. Law is the prominent of regulators. But it is just one of four. Social norms are a second. They also regulate. Social norms — understandings or expectations about how I ought to behave, enforced not through some centralized norm enforcer, but rather through the understandings and expectations of just about everyone within a particular community — direct and constrain my behavior in a far wider array of contexts than any law.Norms say what clothes I will wear — a suit, not a dress; they tell you to sit quietly, and politely, for at least 40 minutes while I speak; they or- 2 Lessig: The Laws of Cyberspace Draft: April 3, 1998 ganize how we will interact after this talk is over. Norms guide behavior; in this sense, they function as a second regulatory constraint. The market is a third constraint. It regulates by price. The market limits the amount that I can spend on clothes; or the amount I can make from public speeches; it say s I can command less for my writing than Madonna, or less from my singing than Pavarotti.Through the device of price, the market sets my opportunities, and through this range of opportunities, it regulates. And finally, there is the constraint of what some might call nature, but which I want to call â€Å"architecture. † This is the constraint of the world as I find it, even if this world as I find it is a world that others have made. That I cannot see through that wall is a constraint on my ability to know what is happening on the other side of the room. That there is no access-ramp to a library constrains the access of one bound to a wheelchair.These constraints, in the sense I mean here, regulate. To understand a regulation then we must understand the sum of these four constraints operating together. Any one alone cannot represent the effect of the four together. *** This is the age of the cyber-libertarian. It is a time when a certain hype about cyberspace has caught on. The hype goes like this: Cyberspace is unavoidable, and yet cyberspace is unregulable. No nation can live without it, yet no nation will be able to control behavior in it. Cyberspace is that place where individuals are, inherently, free from the control of real space sovereigns.It is, in the words of James Boyle, the great techno-â€Å"gotcha† — nations of the world, you can’t live with out it, but nations of the world, when you’ve got it, you won’t live long with it. My aim today is a different view about cyberspace. My aim is to attack this hype. For in my view, the world we are entering is not a world of perpetual freedom; or more precisely, the world we are entering is not a world where freedom is assured. Cyberspace has the potential to be the most fully, and extensively, regulated space that we have ever known — anywhere, at any time in our history.It has the potential to be the antithesis of a space of freedom. And unless we understan d this potential, unless we see how this might be, we are likely to sleep through this transition from freedom into 3 Lessig: The Laws of Cyberspace Draft: April 3, 1998 control. For that, in my view, is the transition we are seeing just now. Now I want to make this argument by using the two introductions that I began with today — the story about Bolshevik Russia, and the idea about regulation. For they together will suggest where cyberspace is going, and more importantly, just how we can expect cyberspace to get there.First the idea: Just as in real space, behavior in cyberspace is regulated by four sorts of constraints. Law is just one of those constraints. For the hype notwithstanding, there is law just now in cyberspace — copyright law, or defamation law, or sexual harassment law, all of which constrain behavior in cyberspace in the same way that they constrain behavior in real space. There are also, perhaps quite surprisingly, norms in cyberspace — rules th at govern behavior, and expose individuals to sanction from others.They too function in cyberspace as norms function in real space, threatening punishments ex post by a community. And so too with the market. The market constrains in cyberspace, just as in real space. Change the price of access, the constraints on access differ. Change the structure of pricing access, and the regulation of marginal access shifts dramatically as well. But for our purposes, the most significant of these four constraints on behavior in cyberspace is the analog to what I called architecture in real space: This I will call code.By code, I simply mean the software and hardware that constitutes cyberspace as it is—the set of protocols, the set of rules, implemented, or codified, in the software of cyberspace itself, that determine how people interact, or exist, in this space. This code, like architecture in real space, sets the terms upon which I enter, or exist in cyberspace. It, like architecture, is not optional. I don’t choose whether to obey the structures that it establishes — hackers might choose, but hackers are special. For the rest of us, life in cyberspace is subject to the code, just as life in real space is subject to the architectures of real space.The substance of the constraints of code in cyberspace vary. But how they are experienced does not vary. In some places, one must enter a password before one gains access; in other places, one can enter whether identified or not. In some places, the transactions that one engages produce traces that link the transactions 4 Lessig: The Laws of Cyberspace Draft: April 3, 1998 back to the individual; in other places, this link is achieved only if the individual chooses. In some places, one can select to speak a language that only the recipient can hear (through encryption); in other places, encryption is not an option.The differences are constituted by the code of these different places. The code or software o r architecture or protocols of these spaces set these features; they are features selected by code writers; they constrain some behavior by making other behavior possible. And in this sense, they, like architecture in real space, regulate behavior in cyberspace. Code and market and norms and law together regulate in cyberspace then as architecture and market and norms and law regulate in real space. And my claim is that as with real space regulation, we should consider how these four constraints operate together.An example — a contrast between a regulation in real space, and the same regulation in cyberspace — will make the point more clearly. Think about the concern in my country (some might call it obsession) with the regulation of indecency on the net. This concern took off in the United State early in 1995. Its source was an extraordinary rise in ordinary users of the net, and therefore a rise in use by kids, and an even more extraordinary rise in the availability of what many call â€Å"porn† on the net. An extremely controversial (and fundamentally flawed) study published in the Georgetown University Law Review reported the net awash in porn.Time and Newsweek both ran cover stories articles about its availability. And senators and congressmen were bombarded with demands to do something to regulate â€Å"cybersmut. † No doubt the fury at the time was great. But one might ask, why this fury was so great about porn in cyberspace. Certainly, more porn exists in real space than in cyberspace. So why the fury about access to porn in a place to which most kids don’t have access? To understand the why, think for a second about the same problem as it exists in real space. What regulates the distribution of porn in real space?First: In America, laws in real space regulate the distribution of porn to kids— laws requiring sellers of porn to check the age of 5 Lessig: The Laws of Cyberspace Draft: April 3, 1998 buyers, or law s requiring that sellers locate in a section of the city likely to be far from kids. But laws are not the most significant of the constraints on the distribution of porn to kids. More important than laws are norms. Norms constrain adults not to sell porn to kids. Even among porn distributors this restriction is relatively effective. And not just social norms.The market too, for porn costs money, and as kids have no money. But the most important real space constraint is what I’ve called architecture. For all of these other regulations in real space depend on this constraint of architecture. Laws and norms and market can discriminate against kinds in real space, since it is hard in real space to hide that you are a kid. Of course, a kid can don a mustache, and put on stilts, and try to enter a porn shop to buy porn. But for the most part, disguises will fail. For the most part, it will be too hard to hide that he is a kid.Thus, for the most part, constraints based on being a ki d are constraints that can be effective. Cyberspace is different. For even if we assume that the same laws apply to cyberspace as to real space, and even if we assume that the constraints of norms and the market carried over as well, even so, there remains a critical difference between the two spaces. For while in real space it is hard to hide that you are a kid, in cyberspace, hiding who you are, or more precisely, hiding features about who you are is the simplest thing in the world. The default in cyberspace is anonymity.And because it is so easy to hide who one is, it is practically impossible for the laws, and norms, to apply in cyberspace. For for these laws to apply, one has to know that it is a kid one is dealing with. But the architecture of the space simply doesn’t provide this information. Now the important point is to see the difference, and to identify its source. The difference is a difference in what I want to call the regulability of cyberspace — the abi lity of governments to regulate behavior there. As it is just now, cyberspace is a less regulable space than real space. There is less that government can do.The source of this difference in regulability is a difference in the architecture of the space — a difference in the code that constitutes cyberspace as it is. Its architecture, my claim is, renders it essentially unregulable. 6 Lessig: The Laws of Cyberspace Draft: April 3, 1998 Or so it did in 1995, and in 1996, when the U. S. Congress eventually got around to passing its attempt to deal with this problem—the Communications Decency Act. I’m going to talk a bit about what happened to that statute, but I first want to mark this period, and set it off from where we are today.It was the architecture of cyberspace in 1995, and 1996 that made it essentially unregulable. Let’s call that architecture Net 95 — as in 1995 — and here are its features: So long as one had access to Net95, one coul d roam without identifying who one was. Net95 was Bolshevik Russia. One’s identity, or features, were invisible to the net then, so one could enter, and explore, without credentials—without an internal passport. Access was open and universal, not conditioned upon credentials. It was, in a narrow sense of the term, an extraordinary democratic moment. Users were fundamentally equal.Essentially free. It was against this background — against the background of the net as it was — Net95 — that the Supreme Court then considered the Communications Decency Act. Two lower courts had struck the statute as a violation of the right to freedom of speech. And as millions watched as the court considered arguments on the case — watched in cyberspace, as the arguments were reported, and debated, and critiqued. And in June, last year, the Court affirmed the decision of the lower courts, holding the statute unconstitutional. Just why it was unconstitutional isn ’t so important for our purposes here.What is important is the rhetoric that lead the court to its conclusion. For the decision hung crucially on claims about the architecture of the net as it was — on the architecture, that is, of Net95. Given that architecture, the court concluded, any regulation that attempted to zone kids from porn would be a regulation that was too burdensome on speakers and listeners. As the net was, regulation would be too burdensome. But what was significant was that the court spoke as if this architecture of the net as it was — Net 95 — was the only architecture that the net could have.It spoke as if it had discovered the nature of the net, and was therefore deciding the nature of any possible regulation of the net. 7 Lessig: The Laws of Cyberspace Draft: April 3, 1998 But the problem with all this, of course, is that the net has no nature. There is no single architecture that is essential to the net’s design. Net95 is a s et of features, or protocols, that constituted the net at one period of time. But nothing requires that these features, or protocols, always constitute the net as it always will be.And indeed, nothing in what we’ve seen in the last 2 years should lead us to think that it will. An example may make the point more simply. Before I was a professor at Harvard, I taught at the University of Chicago. If one wanted to gain access to the net at the university of Chicago, one simply connected one’s machine to jacks located throughout the university. Any machine could be connected to those jacks, and once connected, any machine would then have full access to the internet. Access was anonymous, and complete, and free. The reason for this freedom was a decision by the administration.For the Provost of the University of Chicago is Geof Stone, a former dean of the University of Chicago Law School, and a prominent free speech scholar. When the University was designing its net, the tec hnicians asked the provost whether anonymous communication should be permitted. The provost, citing a principle that the rules regulating speech at the university would be as protective of free speech as the first amendment, said yes: One would have the right to communicate at the university anonymously, because the first amendment to the constitution would guarantee the same right vis-a-vis the government.From that policy decision flowed the architectural design of the University of Chicago’s net. At Harvard, the rules are different. One cannot connect one’s machine to the net at Harvard unless one’s machine is registered — licensed, approved, verified. Only members of the university community can register their machine. Once registered, all interactions with the network are potentially monitored, and identified to a particular machine. Indeed, anonymous speech on this net is not permitted — against the rule. Access can be controlled based on who someone is; and interaction can be traced, based on what someone did.The reason for this design is also due to the decision of an administrator — though this time an administrator less focused on the protections of the first amendment. Controlling access is the ideal at Harvard; facilitating access was the ideal at Chicago; tech- 8 Lessig: The Laws of Cyberspace Draft: April 3, 1998 nologies that make control possible were therefore chosen at Harvard; technologies that facilitate access chosen at Chicago. Now this difference between the two networks is quite common today. The network at the University of Chicago is the architecture of the internet in 1995.It is, again, Net95. But the architecture at Harvard is not an internet architecture. It is rather an intranet architecture. The difference is simply this — that within an intranet, identity is sufficiently established such that access can be controlled, and usage monitored. The underlying protocols are still TCP/IP à ¢â‚¬â€ meaning the fundamental or underlying protocols of the internet. But layered on top of this fundamental protocol is a set of protocols facilitating control. The Harvard network is the internet plus, where the plus mean the power to control.These two architectures reflect two philosophies about access. They reflect two sets of principles, or values, about how speech should be controlled. They parallel, I want to argue, the difference between political regimes of freedom, and political regimes of control. They track the difference in ideology between West and East Germany; between the United States and the former Soviet Republic; between the Republic of China, and Mainland China. They stand for a difference between control and freedom — and they manifest this difference through the architecture or design of code.These architectures enable political values. They are in this sense political. Now I don’t offer this example to criticize Harvard. Harvard is a private institution; it is free, in a free society, to allocate its resources however it wishes. My point instead is simply to get you to see how architectures are many, and therefore how the choice of one is political. And how, at the level of a nation, architecture is inherently political. In the world of cyberspace, the selection of an architecture is as important as the choice of a constitution.For in a fundamental sense, the code of cyberspace is its constitution. It sets the terms upon which people get access; it sets the rules; it controls their behavior. In this sense, it is its own sovereignty. An alternative sovereignty, competing with real space sovereigns, in the regulation of behavior by real space citizens. But the United States Supreme Court treated the question of architecture as if the architecture of this space were given. It spoke as if there were only one design for cyberspace — the design it had. 9 Lessig: The Laws of CyberspaceDraft: April 3, 1998 In this, the S upreme Court is not alone. For in my view, the single greatest error of theorists of cyberspace — of pundits, and especially lawyers thinking about regulation in this space — is this error of the Supreme Court. It is the error of naturalism as applied to cyberspace. It is the error of thinking that the architecture as we have it is an architecture that we will always have; that the space will guarantee us liberty, or freedom; that it will of necessity disable governments that want control. This view is profoundly mistaken.Profoundly mistaken because while we celebrate the â€Å"inherent† freedom of the net, the architecture of the net is changing from under us. The architecture is shifting from an architecture of freedom to an architecture of control. It is shifting already without government’s intervention, though government is quickly coming to see just how it might intervene to speed it. And where government is now intervening, it is intervening in a w ay designed to change this very same architecture — to change it into an architecture of control, to make it, as I’ve said, more regulable.While pundits promise perpetual freedom built into the very architecture of the net itself, technicians and politicians are working together to change that architecture, to move it away from this architecture of freedom. As theorists of this space, we must come to understand this change. We must recognize the political consequences of this change. And we must take responsibility for these consequences. For the trajectory of the change is unmistakable, and the fruit of this trajectory, poison. As constitutionalists, we must then confront a fundamentally constitutional uestion: if there is a choice between architectures of control and architectures of freedom, then how do we decide these constitutional questions? If architectures are many, then does the constitution itself guide us in the selection of such architectures? In my view, c onstitutional values do implicate the architecture of this space. In my view, constitutional values should guide us in our design of this space. And in my view, constitutional values should limit the types of regulability that this architecture permits. But my view is absent in thinking about government’s role in cyberspace.Indeed, my nation — for many years the symbol of freedom in world where such freedom was rare — has become a leader in pushing the architecture of the internet from an archi- 10 Lessig: The Laws of Cyberspace Draft: April 3, 1998 tecture of freedom to an architecture of control. From an architecture, that is, that embraced the traditions of freedom expressed in our constitutional past, to an architecture that is fundamentally anathema to those traditions. But how? How can the government make these changes? How could the government effect this control? Many can’t see how government could effect this control.So in the few minutes remaini ng in my talk today, I want show you how. I want to sketch for you a path from where we are to where I fear we are going. I want you to see how these changes are possible and how government can help make them permanent. Return then with me to the idea that began this essay — the point about the different modalities of constraint — and notice something important about that idea that we have not so far remarked. I said at the start that we should think of law as just one of four modalities of constraint; that we should think of it as just one part of the structure of constraint that might be said to regulate.One might take that to be an argument about law’s insignificance. If so many forces other than law regulate, this might suggest that law itself can do relatively little. But notice what should be obvious. In the model I have described law is regulating by direct regulation — regulating an individual through the threat of punishment. But law regulates in other ways as well. It regulates, that is, indirectly as well as directly. And it regulates indirectly when it regulates these other modalities of constraint, so that they regulate differently.It can, that is, regulate norms, so norms regulate differently; it can regulate the market, so that the market regulates differently; and it can regulate architecture, so that architecture regulates differently. In each case, the government can coopt the other structures, so that they constrain to the government’s end. The same indirection is possible in cyberspace. But here, I suggest, the indirection will be even more significant. For here the government can not only regulate indirectly to advance a particular substantive end of the government. More significantly, the government can regulate to change the very regulability of the space.The government, that is, can regulate the architectures of cyberspace, so that behavior in cyberspace becomes more regulable — 11 Lessig: The L aws of Cyberspace Draft: April 3, 1998 indeed, to an architecture potentially more regulable than anything we have known in the history of modern government. Two examples will make the point — one an example of the government regulating to a particular substantive end, and the second, following from the first, an example of the government regulating to increase regulability. The first is the regulation of encryption.The government’s concern with encryption has been with the technology’s use in protecting privacy — its ability to hide the content of communications from the eyes of an eavesdropping third party, whether that third party is the government, or a nosy neighbor. For much of the history of the technology, the American government has heavily regulated the technology; for a time it threatened to ban its use; it has consistently banned its export (as if only Americans understand higher order mathematics); and for a period it hoped to flood the marke t with a standard encryption technology that would leave a backdoor open for the government to enter.The most recent proposals are the most significant. Last November, the FBI proposed a law that would require manufacturers to assure that any encryption system have built within it either a key recovery ability, or an equivalent back door, so that government agents could, if they need, get access to the content of such communications. This is government’s regulation of code, indirectly to regulate behavior. It is indirect regulation in the sense that I described before, and from a constitutional perspective — it is brilliant.Not brilliant because its ends are good; brilliant because the American constitution, at least, offers very little control over government regulation like this. The American constitution offers little protections against the government’s regulation of business; and given the interests of business, such regulations are likely to be effective. My second example follows from the first. For a second use of encryption is identification — as well as hiding what someone says, encryption, through digital certificates, can be used to authenticate who some it.With the ability to authenticate who someone is, the government could tell where someone comes from, or how old they are. And with this ability — through certifying IDs — passports on the information superhighway — governments could far more easily regulate behavior on this highway. 12 Lessig: The Laws of Cyberspace Draft: April 3, 1998 It would recreate the power to control behavior — recreate the power to regulate. Note what both regulations would achieve. Since the US is the largest market for internet products, no product could hope to succeed unless it were successful in the United States.Thus standards successfully imposed in the US becomes standards for the world. And these standards in particular would first facilitate regulation, a nd second, assure that communications on the internet could be broken into by any government that followed the procedures outlined in the bill. But the standards that those government would have to meet are not the standards of the US constitution. They are whatever standard local government happen to have — whether that government be the government of Mainland China, or Switzerland.The effect is that the United States government would be exporting an architecture that facilitates control, and control not just by other democratic governments, but by any government, however repressive. And by this, the US would move itself from a symbol of freedom, to a peddler of control. Having won the cold war, we would be pushing the techniques of our cold war enemies. *** How should we respond? How should you — as sovereigns independent of the influence of any foreign government — and we, as liberal constitutionalists respond?How should we respond to moves by a dominant poli tical and economic power to influence the architecture of the dominant architecture of regulation by code — the internet? Sovereigns must come to see this: That the code of cyberspace is itself a kind of sovereign. It is a competing sovereign. The code is itself a force that imposes its own rules on people who are there, but the people who are there are also the people who are here — citizens of the Republic of China, citizens of France, citizens of every nation in the world. The code regulates them, yet they are by right subject to the regulation of local sovereigns.The code thus competes with the regulatory power of local sovereigns. It competes with the political choices made by local sovereigns. And in this competition, as the net becomes a dominant place for business and social life, it will displace the regulations of local sovereigns. You as sovereigns were afraid of the competing influence of na- 13 Lessig: The Laws of Cyberspace Draft: April 3, 1998 tions. Yet a new nation is now wired into your telephones, and its influence over your citizens is growing. You, as sovereigns, will come to recognize this competition. And you should come to recognize and question the special ole that the United States is playing in this competition. By virtue of the distribution of resources controlling the architecture of the net, the United States has a unique power over influencing the development of that architecture. It is as the law of nature were being written, with the United States at the authors side. This power creates an important responsibility for the United States — and you must assure that it exercises its power responsibly. The problem for constitutionalists — those concerned to preserve social and political liberties in this new space — is more difficult.For return to the story that began this talk — the world of internal passports. One way to understand the story I’ve told today about cyberspace is in li ne with this story about the Tsar’s Russia. The birth of the net was the revolution itself; life under Net95 was life in Bolshevik Russia (the good parts at least, where internal passports were eliminated); the Net as it is becoming is Stalin’s Russia, where internal passports will again be required. Now there’s a cheat to that story — a rhetorical cheat that tends to obscure an important fact about real space life.For we all live in the world of internal passports. In the United States, in many places, one cannot live without a car; one can’t drive a car without a license; a license is an internal passport: It says who you are, where you come from, how old you are, whether you’ve recently been convicted of a crime; it links your identity to a database that will reveal whether you’ve been arrested (whether convicted or not) or whether any warrants for your arrest in any jurisdiction in the nation are outstanding. The license is the in ternal passport of the modern American state.And no doubt its ability to control or identify is far better than the Tsar’s Russia. But in the United States — at least for those who don’t appear to be immigrants, or a disfavored minority — the burden of these passports is slight. The will to regulate, to monitor, to track, is not strong enough in the United States to support any systematic effort to use these passports to control behavior. And the will is not strong enough because the cost of such control is so great. There are not checkpoints at each corner; one isn’t required to register 14Lessig: The Laws of Cyberspace Draft: April 3, 1998 when moving through a city; one can walk relatively anonymously around most of the time. Technologies of control are possible, but in the main far too costly. And this costliness is, in large part, the source of great freedom. It is inefficiency in real space technologies of control that yield real space libert y. But what if the cost of control drops dramatically. What if an architecture emerges that permits constant monitoring; an architecture that facilitates the constant tracking of behavior and movement.What if an architecture emerged that would costlessly collect data about individuals, about their behavior, about who they wanted to become. And what if the architecture could do that invisibly, without interfering with an individuals daily life at all? This architecture is the world that the net is becoming. This is the picture of control it is growing into. As in real space, we will have passports in cyberspace. As in real space, these passports can be used to track our behavior. But in cyberspace, unlike realspace, this monitoring, this tracking, this control of behavior, will all be much less expensive.This control will occur in the background, effectively and invisibly. Now to describe this change is not to say whether it is for the good or bad. Indeed, I suggest that as constitut ionalists, we must acknowledge a fundamental ambiguity in our present political judgments about liberty and control. I our peoples are divided in their reaction to this picture of a system of control at once perfect, and yet invisible. Many would say of this system — wonderful. All the better to trap the guilty, with little burden on the innocent. But there are many as well who would say of this system — awful.That while professing our ideals of liberty and freedom from government, we would have established a system of control far more effective than any in history before. So the response to all this is not necessarily to give up the technologies of control. The response is not to insist that Net95 be the perpetual architecture of the net. The response instead is to find a way to translate what is salient and important about present day liberties and constitutional democracy into this architecture of the net. The point is to be critical of the power of this sovereignâ €”this emerging sovereign—as we are properly critical of the power of any sovereign.What are these limits: As government takes control or influences the architecture of the code of the net, at a minimum, we 15 Lessig: The Laws of Cyberspace Draft: April 3, 1998 must assure that government does not get a monopoly on these technologies of control. We must assure that the sorts of checks that we build into any constitutional democracy get built into regulation by this constitution — the code. We must assure that the constraints of any constitutional democracy — the limits on efficiency constituted by Bills of Rights, and systems of checks and balances — get built into regulation by code.These limits are the â€Å"bugs† in the code of a constitutional democracy — and as John Perry Barlow says, we must build these bugs into the code of cyberspace. We must build them in so that they, by their inefficiency, might recreate some of the protection s we have long known. *** Cyberspace is regulated ? by laws, but not just by law. The code of cyberspace is one of these laws. We must come to see how this code is an emerging sovereign — omnipresent, omnipotent, gentle, efficient, growing — and that we must develop against this sovereign the limits that we have developed against real space sovereigns.Sovereigns will always say — real space as well as cyberspace — that limits, and inefficiencies — bugs — are not necessary. But things move too quickly for such confidence. My fear is not just that against this sovereign, we have not yet developed a language of liberty. Nor that we haven’t the time to develop such language. But my fear is that we sustain the will — the will of free societies for the past two centuries, to architect constitutions to protect freedom, efficiencies notwithstanding. 16

Zeashawn Choudhry Essay

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Laws of Thermochemistry and Enthalpy Equations

Laws of Thermochemistry and Enthalpy Equations Thermochemical equations are just like other balanced equations except they also specify the heat flow for the reaction. The heat flow is listed to the right of the equation using the symbol ΔH. The most common units are kilojoules, kJ. Here are two thermochemical equations: H2 (g)  ½ O2 (g) → H2O (l); ΔH -285.8 kJ HgO (s) → Hg (l)  ½ O2 (g); ΔH 90.7 kJ Writing Thermochemical Equations When you write thermochemical equations, be sure to keep the following points in mind: Coefficients refer to the number of moles. Thus, for the first equation, -282.8 kJ is the ΔH when 1 mol of H2O (l) is formed from 1 mol H2 (g) and  ½ mol O2.Enthalpy changes for a phase change, so the enthalpy of a substance depends on whether is it is a solid, liquid, or gas. Be sure to specify the phase of the reactants and products using (s), (l), or (g) and be sure to look up the correct ΔH from the  heat of formation tables. The symbol (aq) is used for species in water (aqueous) solution.​The enthalpy of a substance depends upon temperature. Ideally, you should specify the temperature at which a reaction is carried out. When you look at a table of heats of formation, notice that the temperature of the ΔH is given. For homework problems, and unless otherwise specified, the  temperature is assumed to be 25 °C. In the real world, ​the  temperature may be different and thermochemical calculations can be more difficult. Properties of Thermochemical Equations Certain laws or rules apply when using thermochemical equations: ΔH is directly proportional to the quantity of a substance that reacts or is produced by a reaction. Enthalpy is directly proportional to mass. Therefore, if you double the coefficients in an equation, then the value of ΔH is multiplied by two. For example:H2 (g)  ½ O2 (g) → H2O (l); ΔH -285.8 kJ2 H2 (g) O2 (g) → 2 H2O (l); ΔH -571.6 kJΔH for a reaction is equal in magnitude but opposite in sign to ΔH for the reverse reaction. For example:HgO (s) → Hg (l)  ½ O2 (g); ΔH 90.7 kJHg (l)  ½ O2 (l) → HgO (s); ΔH -90.7 kJThis law is commonly applied to phase changes, although it is true when you reverse any thermochemical reaction.ΔH is independent of the number of steps involved. This rule is called Hesss Law. It states that ΔH for a reaction is the same whether it occurs in one step or in a series of steps. Another way to look at it is to remember that ΔH is a state property, so it must be independent of the path of a reaction.If Reaction (1) Reaction (2) Reaction (3), then ΔH3 ΔH1 ΔH2

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Ancient Greece Essay Example | Topics and Well Written Essays - 500 words

Ancient Greece - Essay Example Some of the most significant Cultural Accomplishments during the Ancient Greek Civilization were as follows; one of the most noticeable accomplishments was in the field of Philosophy, many philosophers exhibited their talent in the field of Philosophy and gave rise to creativity by their influential philosophies. There were many temples built during this time but the most important of them all being the Parthenon "The classic Greek temple built on the Acropolis in Athens to honor the goddess Athena" (Ancient Civilization, 29 September 2008). These are just handful accomplishments which took place during the Ancient Greek civilization in the field of culture. During this time, Ancient Greek Economy was regarded as one of the best compared to the other Economies which prevailed at that time. In the section of religion, the Greek mythology is regarded as one of the best in the world; it provides rich history about the Gods and heroes which existed at that time. With regard to the Politi cal Accomplishments, the most significant of them all was Democracy which is followed by so many countries these days. People were free to vote and choose their representatives. When we look at the cultur

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Restorative Justice - Assignment Example ative justice works as a crime prevention tool because any crime cannot be observed out of social context and community justice has a constructive influence on the offender. According to Dignan (2005), restorative justice as an effective tool of crime prevention allows to ‘govern the future’, instead of only thinking about mistakes of the past. The benefits of Restorative Justice to the Community are the following: restorative justice allows the Community to be involved into the process of justice, defining crime not only as lawbreaking, but also as harming to different kinds of victims; restorative justice involves different parties into the process and the problem of crime become not only the problem of the government, but also the problem of the community; restorative justice defines success differently and it allows to understand and satisfy victims’ needs end offenders’ responsibilities in a full degree. Thinking about the benefits of restorative justice to the Offender it becomes understandable that offenders returning to the community after the term of their punishment have a possibility to be successfully reintegrated to their communities and families, and continue normal life, instead of being out of the community for the whole

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Beneficial Effects of Overseas Travel Essay Example | Topics and Well Written Essays - 2750 words

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Beneficial Effects of Overseas Travel Essay Example | Topics and Well Written Essays - 2750 words

Beneficial Effects of Overseas Travel - Essay Example The "Beneficial effect of overseas travel" demonstrates positive effect that traveling has on adventurers. It also contains personal experience of some travelers. The learning on an overseas trip begins from the point where the person enters the terminal for international flights. As one moves ahead through check-in counter, one learns the laws and regulations regarding international travel. The swarms of people arriving and departing from the airport is a sight in its own where one experiences a place where no single culture is dominant, people of different ethnic backgrounds and belonging to different countries can be seen talking and waiting for their flights to depart. This is one place where a passenger will have a chance to observe his own people and their personalities and traits in comparison to those of people from around the globe. You may have heard of someone returning from an excursion and telling you about what different people were wearing at the airport or how they sp oke etc. Also if you have a connecting flight and have a stop over at a certain airport on the way you will mention the food available and what you liked and disliked. A personal experience of this sort happened on a trip to Malaysia with a stop over in Bangkok. The Bangkok airport which is known to be one of the biggest and busiest airports allows you to meet and interact with people from so many different places. It is hard for a person to walk out without learning a new thing about the people from many parts of the world. I for instance found most people at the airport to be very fashion conscious. Nearly every

The Popularity of Teachers Essay Example for Free

The Popularity of Teachers Essay Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation. Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning. It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about â€Å"scruffy† teachers. Since the 1920s, the issue of teachers’ qualifications, which can guarantee their effectiveness, has been of concern for not only the science of Pedagogy, but also for those in charge of staffing schools with qualified professionals. As regards this issue, modern studies have revealed that the way in which a teacher carries out his work is determined by the union of  his personality traits and acquired knowledge. A â€Å"good teacher† should possess a wide range of qualifications, which could, schematically, be classified as follows: ÃŽâ„¢. Personality traits, attitudes and beliefs These include personality traits related to the professional role of a teacher, which can be nurtured and developed through initial education and continuous training (Whitty 1996: 89-90). Specifically, studies have shown that traits such as flexibility in terms of the appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm, creativity, care and interest in the students, all contribute to the effectiveness of teachers (Malikow 2005, Harslett et al. 2000). These also include a teacher’s attitudes and beliefs on teaching, learning, his role, all of which affect the way he chooses, evaluates and comprehends the knowledge acquired, as well as the way he benefits from this knowledge in practice, as this very practice is shaped by that knowledge (Feiman-Nemser 1990, Schà ¶n 1983, Zeichner Liston 1996). The attitudes of teachers affect their degree of commitment to their duties, the way they teach and treat their students, as well as how they perceive their professional growth (Chen Rovegno 2000, DarlingHammond 2000). Specifically, teachers that have high expectations for their students and insist on promoting learning for all students tend to be more effective ( Malikow 2005, McBer 2000). Another factor which contributes to the effectiveness of teachers is a feeling of commitment to the job at hand (Coladarsi 2002) and interest in the personal life of students and their families (Harslett et al. 2000). Lastly, â€Å"knowledge of self† and contemplation are worth mentioning, in that they presuppose critical and careful reflection, on the part of the teacher, on his actions and self (Turner-Bisset 2001: 110-112). McBer (2000), from a series of interviews with teachers, identified 16 â€Å"professional characteristics†, including personality traits and individual attitudes, which she then classified into five groups: a) Professionalism: commitment, confidence, trustworthiness, respect;. b) Thinking: analytic and conceptual thinking; c) Expectations: disposal of achievement of high objectives, disposal for permanent comprehension of reality (e.g. the students, the order), and undertaking of initiatives; d) Leadership: flexibility, accountability, passion for learning; e) Relations with other:  fertile interaction with involved in the educational process, skills of common work, comprehension. ΙΙ. Pedagogical Skills and Knowledge Didactic and pedagogical skills are not only understood as familiarization with techniques that are then used mechanically, but also as the acquisition of routines which, without a doubt, every teacher needs in order to save time and energy for the more significant aspects of his work; at the same time, they refer to a set of theoretical principles and research data that lead to a variety of techniques and strategies which a teacher chooses and shapes, depending on the circumstances (for the discussion on teacher skills as an element of professional competency, see Beyer 2002: 311, Conczi et al. 1990, Oser et al. 2006: 1-7). A plethora of related studies shows specific actions by teachers which can be considered factors for their effectiveness. With regard to the teaching approach, it seems that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004): set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select participative forms of teaching, test and create didactic material, present information in a clear manner, combine words with pictures, use various teaching aids, maximize teaching time through systematic measures (e.g. planning, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform the students about them, and provide feedback to the students. Another decisive factor in effectiveness is a teacher’s ability to recognize the diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al.2000). Yet another important factor is teachers’ cooperation not only with the students, but also with the parents of the students, their colleagues and the community at large (Jasman 2002). Lastly, effectiveness, to a great extent, depends on the way problems in the classroom are managed. Research shows that more effective teachers keep all happenings in the classroom in check, that they are constantly on alert, that they swiftly deal with any problem that may arise and that they adopt various ways of working with students (Everston and Randolph 1999, Wang et al. 1999). A basic qualification, whatever the case, is the acquisition of an extended body of  knowledge which contributes to the way the teacher performs in practice (Birman et al. 2000, Hawley Valli 1999). Generally, a teacher’s training is classified into three fields: subject knowledge, pedagogical and didactic studies, and teaching practice. However, what still needs to be defined is what should be taught in these educational fields, especially in pedagogical studies. A way to define the contents of â€Å"professional knowledge† is to provide answers to the following questions: â€Å"What makes up the pedagogical and didactic work of a teacher?† and â€Å"What knowledge type and qualifications are needed for a teacher to cope?†According to Shulman, pedagogical thought and action go through the following stages: a) understanding / perception; b) modification / transformation; c) teaching; d) evaluation; e) feedback; f) reflection. For a teacher to cope with the above, â€Å"professional studies† are required, that is: a) pedagogical content knowledge and b) curriculum studies (Shulman 1986, Shulman 1987: 14-19). Turner-Bisset suggests a course that would instil the necessary qualifications and focus on the following fields (Turner-Bisset 1999: 43-48, Turner-Bisset 2001): â€Å"substantive knowledge†, â€Å"syntactic knowledge†, beliefs about the subject, knowledge of curriculum, knowledge of contexts, knowledge of self, didactic training, knowledge of learners, knowledge of objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject. This body of knowledge, that can guarantee a teacher’s expertise, is determined by existing conditions and contexts, as well as the personal experiences, beliefs and needs of each teacher, a fact that renders an a prior definition of this knowledge extremely difficult. Nevertheless, there are knowledge fields that constitute a necessary prerequisite for every teacher, or at least for a large part of them, (Meijer et al. 1999, Meijer et al. 2001), and which form the basic part of â€Å"professional knowledge†. These include: a) Subject knowledge: the teaching subject does not coincide with the corresponding science; however, teaching a particular subject requires familiarization with scientific knowledge. The way each scientific field is approached and studied is strongly defined by the job and duties defined in the job description. For such a specific comprehension of scientific knowledge as a way of teaching, familiarization with the science and its dimensions is necessary. A classification of the dimensions of scientific knowledge is the following (Kennedy 1990): i)  science content (opinions, axioms, facts, etc.). It relates to the â€Å"facts† and â€Å"principles† of the science being taught, from which the teacher derives appropriate examples, pictures, etc. for instruction; ii) relations, organization and structure of the contents of a scientific subject. This knowledge on the subject defines the way it is presented to the students, the questions that would pass on the knowledge in a better way, etc.; iii) the research methodology on the scientific field. This knowledge of the methodology contributes to a better choice by a teacher of the methods through which he will approach the subject, the exercises, the questions, etc.; iv) the procedures and ways that contribute to the generalization of the â€Å"truth†, explored in every scientific field and now being acknowledged (syntactic knowledge). Moreover, a teacher should be in a position to approach the subject being taught with specific questions, such as which social norms are connected to the subject, what is its relation to social issues and its value in everyday life (Kennedy 1990). He should also be in a position to diagnose misinterpretations of the knowledge offered by the students and fully comprehend the procedures required for the acquisition of the knowledge and skills connected to the subject being taught (Shulman 1987: 9, Perrone Traver 1996: 395-397, Darling–Hammond BaratzSnowden 2005: 14-16). An extra requirement for a teacher would be knowledge on every subject in the curriculum of the grade he teaches, as this allows him to adopt an interdisciplinary approach to the material, i.e. using pictures, analogies and knowledge acquired by students through other subjects (Ernest 1989). Finally, knowledge of the subject taught is related to a teacher’s beliefs. Research has shown that teachers’ effectiveness is strongly influenced by the opinion teachers have of the subject they teach (Askew et al. 1997, Medwell et al. 1998, Newton Newton 1998). Moreover, teachers with a more â€Å"holistic† outlook on the subjects they teach tend to be more effective (Turner-Bisset 2001: 28-29). b) Knowledge of learners: this comprises knowledge on the biological, social, psychological and cognitive development of students, on issues related to group dynamics and interaction between students as well as teachers and students, students’ behavioral problems, learning motivation, adjustment issues, learning difficulties, etc. c) Teaching methodology: a way to define the necessary qualifications of a teacher is to give a detailed description of the  teaching methodology. A schematic presentation of the specific structural elements of instruction follows: i) lesson planning, i.e. a teacher’s pre-lesson activities and actions (for example, organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process). Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the entire semester or academic year); ii) teaching performance, i.e. enforcing the choices made during planning (didactic organization, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids; iii) Evaluation of teaching, i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms, basic principles, assessment techniques). d) Curriculum knowledge: the school curriculum is a tool, which, in a way, determines the didactic choices of a teacher. Teachers should, therefore, know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the state’s role in education (Shulman 1986: 10, Shulman 1987: 9-10). At the same time, however, the demands of society today call for a critical approach to the curriculum and its adaptation to the needs deriving from context. e) General pedagogical knowledge: this field relates to the organisation of the classroom, to motivating and retaining students’ attention, pooling resources, learning theories and pedagogical theories. Shulman refers to â€Å"principles and strategic classroom management and organization, which exceed the knowledge of specific subjects† (Shulman 1986). This type of knowledge is nonetheless acknowledged, as it secures a framework of mental representations necessary for the comprehension and interpretation of the school classroom. Moreover, this knowledge is absolutely essential for lesson planning, as it guides the teacher’s didactic choices (Ernest 1989: 19-20). f) Knowledge of contexts: a teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances; in other words, there are no predetermined attitudes that would suit every occasion. Still, there are certain outlooks on reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on the  situation. Hence, knowledge of contexts refers to knowledge of the environment and the circumstances where a teacher is required to work: the school, the region, the state. Specifically, it comprises knowledge of the students and their family background, as well as the entire local community, education system, the organization and management of the school unit, the history and philosophy of education in every state, the institutional framework and administrative structure of education. g) Knowledge of â€Å"self†: a basic qualification of teachers, related to their views on their role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy, etc. and is mainly connected to their professional development through reflection, to learning through their teaching experience, in relation to their working environment (Lambert 1984, Kagan 1992). The way teachers perceive their role defines not only their options, but also the way they comprehend, interpret and use this knowledge (Clandinin Connely 1987). In conclusion, the qualities that can ensure a teacher’s effectiveness are not the sum of his knowledge, but rather the link between the different types of knowledge he possesses. These types of knowledge do not simply coexist: they should form a complete, inseparable unit of knowledge (Kennedy 1990). The degree of connectivity between these separate types of knowledge sets apart a â€Å"competent† teacher from an â€Å"excellent† one, as a â€Å"competent† teacher manages to combine these knowledge forms in part, whereas an â€Å"excellent† teacher uses the knowledge deriving from each separate field most effectively (Turner-Bisset 2001: 131-141). FOREIGN STUDY A wide range of empirical studies examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality. The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for  teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options. The highlights of the empirical evidence include: Teacher experience †¢ several studies have found a positive effect of experience on teacher effectiveness; specifically, the â€Å"learning by doing† effect is most obvious in the early years of teaching. Teacher preparation programs and degrees †¢ Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher. †¢ Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects. †¢ Evidence regarding the impact of advanced degrees at the elementary level is mixed. Teacher certification †¢ Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. †¢ Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification. Teacher coursework †¢ Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. †¢ Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge. †¢ The importance of content coursework is most pronounced at the high school level. †¢ While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among new teachers. Teachers’ own test scores †¢ Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement. †¢ Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance. Given that many dimensions of teacher characteristics matter—preparation in both pedagogic and subject content, credentials, experience, and test scores—the findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements. Nor are improvements in teacher quality likely to be realized through the status quo. Most of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored. Nor does the research fully address evidence about teacher quality at the elementary and middle school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education). In opposition to those who propose to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher characteristics and teacher effectiveness. The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools; for disadvantaged, special needs, and advantaged students; and for math, science, languages, English, social studies, and the arts. Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement needed  policies associated with staffing every classroom—even the most challenging ones—with high-quality teachers, substantial and targeted investments must first be made in both teacher quality and education research.