How to Use Google Earth Free Mapping Software

How to Use Google Earth Free Mapping Software Google Earth is a free software download from Google that allows you to zoom in to see highly detailed aerial photos or satellite images of any place on the planet earth. Google Earth includes numerous layers of professional and community submissions to assist the user in zooming to see interesting places. The search feature is as easy to use as is Google search and incredibly intelligent in locating places around the globe. There is no better piece of mapping or imagery software available for free. Pros Google Earth is completely free to download and use.Google Earth allows a user to zoom and see images of the planet in great detail.Numerous layers of data are available to enhance the Google Earth experience.Google Earth is updated on an ongoing basis over the Internet.The Google Earth community is constantly adding fascinating new and free content to Google Earth. Cons Google Earth has so much data, you need a high speed Internet connection to use it effectively.If you view many layers at once on Google Earth, your view as you zoom may be jumbled.The side bar has many choices and can be somewhat cumbersome to use.Some of the user-added Google Earth points of interest are useless or incorrect.Some areas of the planet are not available on Google Earth in high resolution or high detail. Description Google Earth includes satellite images and well as aerial photos of the entire planet earth.Numerous layers provide supplementary content contributed by organizations as well as individuals.Google Earth is available for free. Google Earth Plus for $20 allows use of a GPS device and the import of spreadsheets.Google Earth provides driving directions - select the Driving Directions tab in the search box.The sightseeing folder inside the My Places folder already contains points of interest marked on the earth to explore. Guide Review - Google Earth Google Earth is a free download available from Google. Once you install Google Earth, you will be able to launch it. On the left-hand side of the screen, you will see the search, layers, and places. Use search to look up a specific address, a city name, or a country and Google Earth will fly you there. Use a country or state name with searches for better results (i.e. Houston, Texas is better than just Houston). Use the center scroll wheel of your mouse to zoom in and out on Google Earth. The left mouse button is the hand tool which allows you to reposition the map. The right mouse button also zooms. Double left clicking slowly zooms in and double right clicking slowly zooms out. The features of Google Earth are numerous. You can save your own placemarks on personal sites of interest and share them with the Google Earth Community (right click on the placemark after creating it). Use the compass image in the upper right-hand corner of the map to navigate or to tilt the map of a airplane-style view of the earths surface. Watch the bottom of the screen for important information. Streaming provides an indication of how much data has been downloaded - once it reaches 100%, that is the best resolution you will see in Google Earth. Again, some areas are not shown in high resolution. Explore the excellent layers provided with Google Earth. There are many layers of photos (including National Geographic), buildings are available in 3-D, dining reviews, national parks, mass transit routes, and so much more. Google Earth has done an incredible job allowing organizations and even individuals to add to the map of the world through commentary, photos, and discussion. Of course, you can turn off layers, too.

Case Study of a specific Advertising Campaign Essay

Case Study of a specific Advertising Campaign - Essay Example Following this, the company launched its ‘Happy to Help’ campaign, featuring the popular Hutch mascot (a Pug) and offering excellent customer service to its subscribers. This too was an effort in vain as people still connected the pug to the old brand, counteracting the company’s efforts to establish their presence in the country. This left Vodafone in a difficult situation where they needed to bring out their own mascot which would win over the hearts of the people while simultaneously communicating their USPs to their target audience. As explained by Harit Nagpal, the then Chief Marketing Officer of Vodafone India in an interview to afaqs (2009), Vodafone was acquiring customers at a very fast pace, but a large number of them were unaware of the value added services offered by their telecom service provider. Some of these services, like phone backup, had been available for over two years without being used much. Thus, the marketing team at the organisation felt a need to showcase their array of products and services, build an emotional bond with their customers and still be positioned as a market leader. It was this need that led to the creation of India’s most loved brand mascot in a decade. Conceptualizing the Campaign When in trouble, you turn to your best friend. If Vodafone India had a best friend, it was their multi award-winning ad agency Ogilvy and Mather, which was tasked with coming up with a new mascot and ad campaign to accomplish these goals. According to an interview with Rajiv Rao, Executive Creative Director, South Asia, Ogilvy India, the only brief given to the agency about the desired mascot was that the character had to be ‘simple to a stupefying level’ (afaqs 2009). After much experimentation, the agency came up with characters with humungous ellipsoid heads (with dots for eyes and the mouth) and disproportionately thin bodies clad in white. These ‘Zoozoos’ were simple living characters who spoke a language of their own (quite akin to the tongue of gibberish) and expressed emotions in a manner similar to the emoticons one came across on chat engines and forums. The idea behind using these characters was to portray slightly comical and endearing scenes featuring these Zoozoos where each scene or advertisement was used to portray one value added service to the customer. Each film was shot against a grey background, showing these characters interacting with each other with the product story weaved in. The Beginning of the Campaign Once they were done creating a mascot for an extremely ambitious purpose and shooting advertisements with extremely high expectations, the agency had the unenviable task of deciding when, where and how to launch this campaign. The company’s investment in the previous year’s ‘Indian Premier League’ cricket tournament had failed to make much of an impact on the target audience despite the series shattering the countr y’s television rating records for the past half decade. Therefore, it came as a surprise to most that the agency recommended investing an entire quarter’s advertising budget into the 47 day tournament and that the client complied (4Ps Business and Marketing, 2007). While the company took a huge risk choosing to invest in a venture that had already failed them in the recent past, they incorporated one significant change in their advertising strategy. The idea now was to

Virtual Community Research Methodology Dissertation

Virtual Community Research Methodology - Dissertation Example How strong can this sense of community be? 4. What kinds of cultural identity have been formed in this virtual community? Research Method The data collection method that I will be using is ethnographic interviews and an analysis of the website. In this case, the structured interviews consisted of asking the Respondents 20 open-ended questions, which are found the Appendix C. The Respondents were encourage to expound upon their answers in a concrete way, and give as much detail as possible in their answers. In order to find the right respondents, I visited the popular discussions on the site to see the interactions which occurred among various topics. After this, I posted 10 general questions (Appendix A). These questions were posted individually within a period of seven days. Fifteen respondents were observed. From all the Respondents, I followed the profiles of each user to personally determine whether they pass the first criterion of having maintained a distinct Chinese culture. Th e criteria for determining if the user maintained a distinct Chinese culture was by evaluating their point of view to ascertain if their viewpoint was oriented towards Chinese culture or towards the culture of the host country. Afterwards, the shortlist of 15 users was identified based on the duration of their usage and membership on the website. They were sent an invitation to participate in the study further through an interactive interview conducted through emails or instant messaging platforms of their choice. They were also asked the following questions in order to qualify them for the second criterion – that traditional media does not play a significant role in his daily life (Appendix B). Based on the responses to these questions, I selected ten users who display the second criterion the most. That is, they exhibit interest in getting the latest updates about China, and the Chinese people and culture at large, and that they do not get this information from traditional media. Furthermore, they exhibit knowledge about the fifth question’s subject matter, not only through their actual subscriptions and affiliations, but through their expression of interest to get connected and develop deeper understanding. After ten users were selected based on the criteria mentioned above, I proceeded to schedule the interactive interviews. The questions which were asked in the interview are in Appendix C. These happened within a period of one month. I also allowed the respondent during the time to deliver a meaningful personal account of experiences, and the flexibility to do it at his or her own pace. With regards to the website analysis, I examined the website carefully, then grouped the website categories into themes. These themes fit under the rubric of the four research questions which were asked, then fit into subthemes within these four research themes. The subthemes were as follows: a.) Common cultural practices b.) How having a common homeland conn ects users c.) Connection through current Chinese events d.) Connection between Chinese living throughout the globe d.) Connection through activities and services. These themes fit under the larger themes and larger questions regarding the sense of community and the strength of community, plus the cultural identities which are formed by the ethnic community. How these subthemes fit into the larger theme is that these themes focus upon how the Chinese users of

Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 8

Philosophy - Essay Example Plato’s apology presents to us a speech delivered by Socrates in his own defense at his trial. Apology here is not a statement of regret requesting pardon, but it is a formal statement of justification or defense.The charges leveled against Socrates was that â€Å"he was failing to acknowledge the city’s Gods, introducing new divinities and corrupting its youth â€Å" (Plato: The last days of Socrates. 2003. p.33). These were serious charges but Socrates did not make efforts to defend himself. It is said that he had bred insubordination and utter contempt for authority. It seemed evident that Socrates could do nothing for his own defense without compromising his principles, he is held out as a person whose â€Å" high moral principles is confronted step by step with a situation from where there is no escape† (Plato: The last days of Socrates. 2003. p.38). Socrates views on death are clear. He believed that once a person has taken a stand, based on the call of h is conscience on what he felt was best to him morally, then he is constrained to hold his post and face the situation, irrespective â€Å"of death or anything else before dishonour† (Plato: The last days of Socrates. 2003. p.54). Socrates having been condemned to death, still believes that a good man can suffer no evil. His philosophy was that no man knowingly does wrong and that men did evil only out of ignorance. But his opponents believed that men did wrong despite knowing what was morally correct, which is not very difficult to believe. Socrates has himself said that he is not a processor of knowledge that others lacked and everyone knows what is morally correct and what is not yet crimes are committed. So here it seems that Socrates is contradicting himself. Before his conviction he claimed that people should look to death with confidence. If the contrary is true, they will be considered unwise, as

Negative Effects Of Modern Day Testing | Education

Negative Effects Of Modern Day Testing | Education Using standardized tests to evaluate students and teachers has been an extreme mistake of the educational system. The seemingly flawless idea that high test scores show effective teaching and competent students has failed to be accurate. According to Alfie Kohn in The Case Against Standardized Testing standardized tests cant measure initiative, creativity, imagination, conceptual thinking, curiosity, effort, irony, judgment, commitment, nuance, good will, ethical reflection, or a host of other valuable dispositions and attributes. Students memorize more than they learn and retain and do not learn the same and even teachers have been caught cheating to keep their jobs. Many benefactors even use standardized tests to take advantage of the education system. Standardized tests have undermined education and the success of many students. While the majority of modern peoples and teachers have accepted standardized tests to be the best method for evaluating students mental ability, the reali ty is that they fail to exemplify the true ability of individual students and teachers while also impacting them negatively. Standardized tests distributed by the state are known as high stakes tests. They are called so because schools with high outcomes can get praise and financial rewards while schools with low outcomes are declared unsatisfactory and may receive sanctions. Furthermore, students with low scores may be held back in a certain grade. These are a few of the many stakes on the line with standardized tests. It has only been recently that schools have replaced use of standardized tests for academic placement and for determining student needs, with judging students intelligence and holding them back from diplomas (Kohn). Effects Against Students To most, this idea seems fine, but there are many problems with it. Gregory J. Merchant states that the National Association of School Psychologists believes holding students back is bad policy with devastating effects (3). Many cities have failed students for underachieving in standardized tests. In Baltimore, 20,000 students were held back. For the student, being picked out as the dumb one could damage them psychologically. Individual students could get left behind by the peers and friends they value most in their own grade level. Not only will this effect individuals, but large masses of students get held back leading to anxiety about standardized tests. Students in same level grades might be at different levels of their cognitive development, but due to grade levels use of age instead of intelligence level, many of those students are stuck taking tests created for the upper hand of the class and leaving them the consequences of biological factors. . While it is good to have stude nts be at their own intelligence level with peers, it would be better to change age level based grades. An increase of failure and retention from grade level to grade level could also lead to an increase of dropout rates due to pressure. In Boston, the dropout rate was increased by 300 percent which was directly attributed to standardized tests (Merchant 3). It has also been examined that tests created for educational purposes were biased on minority comprehension (Myers 334). In other words minorities generally do worse on these tests than many of the dominant white majority. This also causes many of those minorities, to feel unsatisfactory and overall dumber. Being Hispanic in high school and observing many of my friends, siblings, and relatives who have dropped out, there have been many occasions in which Hispanics believe they could not further their education. My peers also had the mindset that they were to dropout or just enter the workforce immediately after high school. These stakes not only make students further fear tests but make them wonder, as they drift through school, I this going to be on the test? Anxiety, fear, and anger towards standardized tests are overflowing students minds. Attitudes towards test not only manifest themselves in students through cheating and loafing but also inhibit success on tests by plummeting students with anxiety. (Merchant 4). Ten million students in elementary and secondary schools performed below ability on tests because of anxiety (Merchant 4). Merchant explains a possible increase due to the increased emphasis and importance of testing (4). Tests have shown to cause a lot of physical and psychological problems for students. Truancy and stress all make the education system negatively impact students, especially the young ones. The extent that modern schools make students strive for excellence beyond the busy work of the classroom is pitiful. The most any student needs to know is an equation and numbers to plug in, but there is no actual knowledge of the actual equation used. Now, all that matter is what is going to be on the test. What does mx + b mean when all you do is plug in numbers accordingly. In my experience with school I have never truly needed to know and understand material fully to achieve a good grade even though I have strived to do so. Furthermore I have only had to think critically in a handful of situations. There has been A statistical association between high scores on standardized tests and relatively shallow thinking (Kohn). Although many creative thinkers also score well on tests and many shallow thinkers sometimes score high, the bases that someone can do well on a test by merely copying down answers, guessing a lot, and skipping the hard parts creates an extreme gap in accurate meas urements of students knowledge (Kohn). Many students understand little of the subject or methods being used. While individually effective teachers do help, it is still incredibly difficult to achieve proper measurements in a contemporary day classroom focusing on state tests and other agendas. Tests are now used as a measuring stick for students and teachers achievement but the scores do not properly reflect the quality of academia. To begin with, tests are a comparison of one person relative to the rest of the population of students. This in turn makes it incredibly difficult to set up a test according to the knowledge that should be established at each level. One reason for that being that not everyone at the same age is at the same level. Potential is not measured by where someone is but where they can go. Another negative effect of this idea is that if a state with 140,000 students rose the standard cutoff score for a certain grade to be five more percentiles, 7,000 students would not pass to the next level or be considered average (Merchant 2). For these reasons, students also do not learn what they should learn or gain actual intelligence. Gregory states that basic items that students should master do not show up on tests, and due to limits of time, any certain questions striving to measure knowledge may be too few to have reliable measurements of specific skill (Merchant 3). Gregory even goes on to say that a few good guesses or skipped answers may determine the skill level of students. Standardized tests then show their limitations in assessing real student growth (3). Effects on Teachers For the eighteen years I have been in school striving toward academic achievement and scoring big numbers on standardized tests, the focus has been cognitive development, understanding through thought. Although this is not bad, the ways schools have gone about it is terribly wrong. School, through my experience, has consisted of countless hours of sitting in a room looking up at what teachers were saying. This method, while working for some students, has failed to truly challenge students mentally as well as not significantly teach others. One of the main reasons for these, frankly, boring classes is standardized tests. These functions will ultimately hurt the students. Do teachers try to teach a well-rounded student or a good test taker? Effects of standardized tests are easily found in the classroom. It is also thought that good scores reflect the teachers effectiveness. Waiting time on preparing for tests rather than learning other material is a serious factor. Teachers worried about bad tests scores spend an incredible amount of time teaching students how to take tests instead of teaching learning skills and knowledge (Merchant 4). Teachers begin to focus on materials students need on the tests. The curriculum then starts to be narrowed down. Gregory states that teachers even stop focusing on creative learning, such as projects, to reinstate lecture methods (4). The bad part of this is bad teachers focused on tests could get passed off as good teachers when in fact they are not. Schools cut out music, art, and social studies to focus on reading and math for tests and teach them accordingly to do well on tests, which in turn cuts a major opportun ity of learning for students. Even the ACT science test focusses on students ability to read rather than knowledge of science. These methods do not just hurt students by neglecting countless areas of study but also by subjecting them as equal learners. The theory of Multiple Intelligence tells us that different people think and understand differently. Howard Gardner a well-known psychologist expresses intelligence in eight different packages, one being bodily-kinesthetic which requires movement unlike that of a classroom. Another psychologist, Robert Sternberg, proposed three intelligences. Sternberg called one of these intelligences analytical intelligence which expresses what would be known as intelligence geared for modern school classroom (Myers 330 333). One of the possibly worst outcomes of this new found method is the cheating by teachers throughout the states. Because many states now use tests to measure teachers too, teachers begin to cheat to keep their jobs as well as get better funding. While this idea is not very prevalent there have been a few cases amongst cheating teachers. After asking teachers in two school districts how prevalent they felt cheating on standardized tests was, they responded with multiple cases of belief of cheating as well as witnessing cheating. (Brian 2-3). Jacob Brian in Rotten Apples also goes on to reveal cheating cases in four separate states (2) It is also seen that teachers and many people have found methods for taking tests. In effect, teachers begin to teach these methods in place of critical thinking and real knowledge. Pointing to the conclusion that students, again, do not learn important subjects but methods they might not even understand. Another problem with the teacher side of standardized testing is the parallels needed to be held with state curriculums. One teacher using the methods for student success on tests might look more successful than the ones who teach effectively but not geared for tests. A Possible Politics Angle Politics has also affected the use of standardized tests in the class room. Not for the good cause of not leaving a child behind, but to manipulate schools accordingly. Recently, tests have been overthrowing the education seen but only in the United States. Few countries today give these formal examinations to students before the age of sixteen or so, (Kohn). For the most part the intent of standardized enthusiasts is to raise school standards. There might be some other unseen agenda too though. Some ideas as proposed by Alfie Kohn state that some people intend to use standardized tests to form negative perceptions of public schools in hopes of privatizing education. While schools are still dominated by standardized tests the outcome is looking bright. Hundreds of schools have begun to drop tests like the ACT and SAT from their admissions forms (Kohn). It is seen that standardized tests bring forth more negative effects than they do good. Albeit proponents of standardized tests express concern for incentives to learn, and inhibiting unqualified students from bringing down their peers, using standardized tests produce false measurements and negative effects. .

Madness and Insanity in Shakespeares Hamlet - The Cause of Ophelias Insanity :: Shakespeare Hamlet Essays

Hamlet: The Cause of Ophelia's Insanity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare, through his intricate uses of symbolism and dramatic irony, arranges a brilliantly detailed account of how Hamlet's mental upheaval served as the driving force of Ophelia's   swelling insanity   and imminent suicide.   He floods the early acts with an impending sense of confusion within Ophelia, for her feelings toward hamlet greatly contrast those of her brother and father.   Ophelia begins to willingly take heed of her family's advice as the prince finds himself removed from a lucid pattern of thought. However, because her feelings for him are genuine, this serves only to exalt her mental strain.   In the height of Hamlet's incoherent rage, he provides Ophelia with the ultimate medium for her ensuing madness.   The murder of Polonius is the greatest among many factors that were contributed by Hamlet to the somber fate of Ophelia.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A prelude, composed of warnings from Polonius and Laertes, is tactfully set up by Shakespeare during Ophelia's initial appearances in the play, aiding in the preparation for her subsequent mental deterioration.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pol.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is between you?   Give me up the truth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oph.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He hath, ny lord, of late made many tenders   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of his affection to me.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pol.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Affection, puh!   You speak like a green girl   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unsifted in such perilous circumstance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Do you believe his "tenders" as you call them?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oph.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I do not know, my lord, what I should think.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (I, iii, ln.107-113)    Ophelia openly professes her confusion.   Polonius' response is presented in a manner which is clearly intended to sincerely disdain Hamlet before his daughter, making obvious his opinion of their involvement.   His intent for her actions, however, will merely magnify her confusion.   Ophelia concedes that she is not aware of a solution with which to halt or even improve this situation.   For this reason, no preventive measures are taken, only allowing the situation to worsen.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlets mind grows more and more clouded as his goal becomes clear, and in the midst of his pervading preoccupation, he pushes Ophelia to the point of mental breakdown.   This notion appears in the second act, after Ophelia first sees a deranged Hamlet.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oph.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lord Hamlet†¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   †¦with a look so piteous in purport   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As if he had been loosed out of hell   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To speak of   horrors -he comes before me   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pol.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mad for thy love?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oph.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My lord I do not know   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But I truly do fear it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (II, I, ln. 87-97)    Her confusion has evolved into a state of dread, and this dread will begin to penetrate her consciousness as it grows more and more intense.

Military Recruiters in Our High Schools Essay

Military recruiters should be allowed in our high schools despite the opinions of anti-war groups, counselors and teachers who are focused on keeping the military recruiter out of our schools. This report will reveal opinions of those opposed to military recruiting showing that they are more focused on the war concept and slandering the recruiter rather than assisting the students with a job, trade, financial responsibility and an education. An article written from the author Ayers (2006), states that program’s such as the Junior Reserve Officers Training Corps are helping the recruiting efforts with 40% of JROTC graduates joining the military. A clear insight of the Parent Teacher Student Association, in which some schools focus more on the war in Iraq than education or school functions according to an article written by Paton (2005), will show the opposing opinion of the recruiter and how the No Child Left Behind Act, to some, is an invasion of privacy promoted by the wars effort. Schools that do not follow this law will be in jeopardy of cutting the schools federal funding. With the research by Cupolo (2007), the article written shows the Opt Out, Opt In schematic, in which parents or students can deny the recruiter access to their information. At the base of the argument of whether recruiters should be allowed into high schools, remains the fact that the act of recruitment is strictly voluntary. The recruiters are not demanding an audience, nor are they requiring participation in the recruiting program. Should the Military be allowed to recruit in High Schools Recruiting in the high school arena has been a tool for the military recruiter to do his or her job effectively to complete the assigned mission. Certain jobs such as Administrative, Disbursing, Food Services, Computer Data Analysis, Motor Transportation, Aviation and Supply Administration are needed in the military to assist with day to day military operations, as well as continuing support of the war efforts. However, the individual recruiter is hindered by a lot more than just the student’s lack of knowledge, but the opinions of others, i. e. parents, teachers, whose lack knowledge of the opportunities that the military recruiter is providing for the students. In society today, our young adults are constantly pushed by counselors and teachers to go to college after graduating from high school. To some, the decision to go to college is not easy; depending on their race, location of living, financial stability or the student’s sense of character. According to an Ayers (2006) article, the JROTC program, which was credited to Colin Powell, head of the Joint Chief of Staff, tgives an individual discipline and structure; and has doubled it’s enrollment at over 3,000 schools. In addition to providing discipline and structure during the formative years, this program has been a useful tool for the military recruiter. Additionally, this program allows military recruiters to further focus their efforts for the students that are specifically interested in military service and those who may not be able to afford college. Herbert (2005) noted that all high schools are not equal to recruiters: â€Å"Schools with kids from wealthier families are not viewed as good prospects†. Further he stated â€Å"The kids in those schools are not the kids who fight America’s wars†. Those wealthier young adults have doors open to them that are not available to less privileged. The conversation of war presents itself again without giving the readers the knowledge of what the military recruiter has to offer. The Should the Military be allowed to recruit in High Schools deas of Herbert (2005) are also biased as was a Vietnam veteran who was drafted during the buildup of Vietnam. The No Child Left Behind Act requires that High Schools share student contact information with military recruiters so that the recruiters can provide information on military service. Schools that do not participate lose their federal funding. In an article written by Paton (2005), the Parent Teacher Student Association in Garfield High School has successfully blocked that sharing of student contact information with recruiters. The organization was started to assist students in activities and be a liaison for the parents to express their concerns to the teachers. In this instance they are using their platform for political sentiment not related to academia. Anti-war groups are pressing the Opt Out, Op In policy, Cupolo (2007), which keeps the student’s information private, unless the parents authorize its release to the military recruiters. To go into more depth, Paton (2005) research reported that a vote of 25 to 5 to adopt a resolution that says â€Å"public schools are not a place for military recruiters†. In Paton’s (2005) article, Steve Ludwig whose son is a senior and daughter is a freshman stated, â€Å"Garfield does not allow organizations that promote illegal activities to recruit students to perform those activities, nor does it allow organizations that discriminate on the basis of race, gender, national origin, or sexual orientation to recruit on campus. † The negativity of the PTA clearly limits the students’ options to speak to a recruiter or weigh his option to determine his furture; and instead speaks to the PTA’s antiwar senitment. War is not a number one factor for recruiting in high schools. Recruiters should be allowedto give students other options for the future. Teachers, counselors, need to focus more on a young adult’s future, rather than giving their opions and bias regarding the war. Targeting low income students or those of a particular race has no bearing on the recruiter; but setting the positive standards about the military and allowing students to make their own choices should be important to the parents and educators. The military recruiter should be accepted by parents as a means of financial independence and viable oppotrunity for their future. . Recruiters are meant to give pertinent information to both parents and students regarding the military. Should the Military be allowed to recruit in High Schools The military can provide Self-Reliance, Discipline, Financial Responsibility, Leadership and Job Security. Additionally the recruited young adult will feel that since of pride about individual accomplishments and financial independence.