Holden Caulfield Character Examination Essay Example for Free

Holden Caulfield Character Examination Essay Character Examination Holden Caulfield is a figment of author J.D Salingers imagination, Holden is the exception to all rules, and the rule to all exceptions. He is in an unclassifiable category, and his physical traits give no clue on how to enravel this enigmatic young man. Holden is caring but cold, timid yet bold, passive but aggressive; these are three of perhaps hundreds of antonyms describing his psyche. Holden is the protagonist in J.D Salingers only acclaimed novel The Catcher in the Rye. The story centers around the adolescence of this rebel with and without a causes life. It is narrated from the point of view of a cynic, with most secondary characters being valueless, trite yuppies with little integrity or worth. Holdens internal voyage is triggered by his expulsion from Pencey, a boarding school in upstate New York. Holden Caulfield is a tall, solidly built teenager. Holden has short dirty blond hair which he wears in a crew cut. He has a pale complexion and has a tendency of getting red in the face. Salinger does not concentrate on the physical traits of his protagonist but rather he thoroughly describes all facets of his psyche. What struck me as odd about Salingers style is that with many secondary and supporting characters in the novel, he paints a very detailed physical analysis from head to toe. Perhaps Salinger made this decision in order to show the reader the complexity of Holden as a human, and that while supporting characters can be brought into the story by external traits, Holdens complex character transcends mere physical description. Holden Caulfield is a cynic by nature and is a self proclaimed judge of others. Holden has no respect for other peoples positive traits, and he adamantly believes that people put on a faà §ade, play a part and have no self worth or moral barometer. It can be said that Holden is a bipolar character, for example; Holden is naà ¯ve yet cynical simultaneously. One might say that it is impossible to be naà ¯ve and cynical at the same time but with Holden it is evident on a regular basis. Holden is definitely cynical, Holden makes impetuous accusations and rash generalizations of people and often he is mistaken in  his judgment because he shows no form of acceptance to the positive value of the human spirit. Holden is also naà ¯ve, not in the pure sense of the word but Holden is naà ¯ve of himself and his thoughts. Holden has strong deep-rooted beliefs of the world being against him and the world being out to get him, but he is mistaken. Holden Caulfield radical belief of his own beliefs makes him naà ¯ve and gullible. The sad part of Holdens terrible attitude towards life, is that to some extent he himself is a fraud, by becoming an arrogant disbeliever of human worth, he is, in his mind justifying his own mistakes and moral flaws. Holden has feelings of insecurity and a fear of loneliness and alienation, his fear plays a large role in his actions during his time in Manhattan. From the moment of his departure from Pencey, Holden was trying to call his old girlfriends; at first he called his old friend Jane Gallagher. After striking out, he was lonely and his way of dealing with his rejection was hopping from bar to bar and from nightclub to nightclub. After Holden recovered from his misadventure with Jane, he called another acquaintance named Sally. Sally and Holden ended up meeting up for a matinee, but Holden, spotted a lunt (phony) and it made him wreck the date. Holden is fickle and impatient, this is exemplified by his hopping from hangout to hangout at night in New York. Holden would make potentially dangerous decisions on impulse. He was not methodical or prudent at all, his impulsiveness could be labeled as recklessness. An example of the dangers of his impetuousness is when after a tough night, he hired a prostitute from the elevator man, Maurice. Holden didnt even think about the consequences of his actions and in the end Holden was in a dangerous situation with Maurice. Holden Caulfields secondary characteristics are what make the plot of the novel so interesting to the reader. Holden Caulfield is a truly fascinating character. In writing this essay, the complexity and the inconsistency of his character traits became more and more evident to me. Holden is a great example of many negative qualities often associated with teenagers such as, impulsiveness, recklessness and various other negative traits not affiliated with teenagers such as cynicism, and a lack of faith. Holden is the most intriguing character I  have encountered in my literary experience. In two years from now when rereading Salingers novel The Catcher In The Rye, I wonder how my thoughts and opinions of Holden Caulfield will change. With further insight to Holdens complex character, I may well appreciate him more and more.

Media Regulation and Ownership

Media Regulation and Ownership Media Ownership The concern surrounding the concentration of mass media ownership is hardly a new topic. In 1970, the Davey Committee on the Mass Media was the first to sound the alarm bell. Daily newspapers in particular were falling into fewer and fewer concentrations of corporate hands. For example, in 1990, 17.3% of daily newspapers were independently owned. In 2005 a sad 1% was independently owned. These findings, among other things, caused the Senate Standing Committee on Transport and Communications to launch a study on Canadian news media in March 2003. Prior to that, another government inquiry, the Kent Royal Commission on Newspapers, brought these fears to light. By then, three big chains controlled fifty seven percent of the daily circulation; this is up from forty five percent in the short time since Davey issued his report. In studying the condition of the newspaper industry, both the Davey Committee and the Kent Commission noted the growing concentration of newspaper ownership were res ponsible for wide spread social costs. The Canadian newspaper markets and the accompanying rise of chain ownership would surely lead to a reduction of the news and views presented in the press. This would ultimately threaten the publics right to freedom of expression by restricting the number and diversity of voices heard in the daily press. Today, the concentration of newspaper ownership is far worse than either the Davey or Kent studies could have imagined. The three biggest chains now control more than seventy four percent of daily circulation. One company alone, the Can West Global, owns or controls more than forty percent of English language circulation. What is very troubling is the fact that there exists a complete monopoly of the daily press in Saskatchewan, New Brunswick, Prince Edward Island, and Newfoundland. In respect to previously mentioned facts, it is clear that the introduction of a legislation to curb the concentration of media ownership in Canada is long due. Confronted with this possibility in the past, media owners have bickered that such measures would encroach on their individual rights and transgress freedom of the press. While being conscious of this argument, the truth is that the case for imposing limits on media ownership is based solely on democratic, social and journalistic concerns. The media’s social responsibility makes them unlike any other commercial activity. Freedom of the press is not just the proprietary right of owners to do as they see fit, it is a right of the Canadian people. For the right to be valued we need to encourage diversity and openness in the media. This means creating policies to encourage wider involvement in media industries by numerous individuals, and switch the concentration of media power in fewer and fewer hands. Many countries have used and practiced this simple principle and have developed procedures to control the threat of media ownership concentration. An example of a region that is currently taking action is the European Commission. The European Commission is proposing legislation to confine the reach of big media corporations and manage the spread of cross-media ownership, as such can have a huge effect on information which in some situations can be priceless. Another great example is what is occurring in Britain. Television broadcasters in Britain are confined to fifteen percent of the national audience. In the case of newspaper mergers, the British Monopolies and Mergers Commission is obligated to evaluate the impact on the accu rate presentation of news and free expression of opinion when deciding whether to approve a merger. Sweden is another county that is taking action. Sweden has a long standing press grant whereby a number of newspapers, not always funded by private corporate advertisers, are provided public financing. The Italian Broadcasting Act of 1990 sets tangible limits on media concentration. Under the law, no one person or company may own or manage more than twenty percent of all the media In Germany, whenever a merger allows a company to control a precise press market or reinforce its already scheming position, the federal cartel office is forced to intrude to stop the merger. The policies have been used several times and with some outstanding success. Not too long ago, the cartel office banned Springer from acquiring monopoly control of the Munich newspaper market. The French government checks any group or individual from owning more than thirty percent of the daily press. However, if a company or individual has extensive interests in the broadcast media, it may only control up to ten percent of the daily press. The Campaign for Press and Broadcasting Freedom is urging the government to take action in an attempt to help encourage and defend a free and democratic press. I believe that legislation aimed at tackling the problem of media ownership concentration should have a least three broad goals. First, constrain and ultimately reverse the current level of media ownership concentration. Second, supply procedures that will encourage a diversity of media ownership. Lastly, make sure that the media effectively live up to their social responsibility and offer a wider variety of exposure and content Most developed countries have legislation that restrictions the amount of media holdings any company or individual can own. Others are functioning positively to limit cross-media ownership. Compared to developed countries, Canada has very weak requirements. There is not much to prevent or stop one company from dominating and controlling the newspaper, television or radio markets in the country. In a free and democratic society, that is clearly intolerable Precise restrictions on ownership limits are necessary. However, the Competition Bureau, the federal body which controls mergers and acquisitions, also needs to take a more vigorous role in defending the public from the adverse affect of mergers in the media area. In order to tackle the pressing problems, it would be a good idea for the following suggestions to be given power in legislation. The first proposal would be the total number of daily newspapers, radio stations, or television stations owned by one company or individual in any market should not exceed thirty five percent. Secondly, no one company or individual should directly or indirectly manage or control more than twenty five percent of the distribution of daily newspapers in Canada. Thirdly, to limit cross-media ownership concentration, it should be proposed that no one person or company may own or control more than twenty percent of all the media. Lastly, the current Competition Act should be altered so that it includes the following part: The Director of Research and Investigation should state whether or not a merger concerning media interests may be likely to function against the public interest, taking into account all matters which appear in the particular circumstances to be relevant and having regard to the need for precise presentation of news and free expression of diverse opinion. Limiting the amount of worth one company can manage is a significant step towards protecting freedom of expression. However, it will only be efficient if it came with measures to encourage new owners to enter the market and to support other forms of ownership. There is now substantial evidence presented to propose that a high degree of concentration of ownership makes it nearly impossible for new parties to enter the market. To tackle these problems, the following measures should be taken into consideration. First, the legislation should be enacted to provide special tax inducements and interest-free loans for the establishment of new newspapers by small local investors, community groups, and non-profit organizations. Second, tax incentives and interest free loans should be provided to encourage employee purchases of media properties. And thirdly, the future role of the CBC/SRC and provincial public service broadcasters is crucial to ensuring a diverse broadcasting network. Public broadcasters should be guaranteed adequate and stable multi-year financing coupled with a renewed mandate clarifying their public service goals. Media concentration can and will give birth to a number of dangers namely. These dangers include single minded perspectives on major events and debates, information handling, and the eradication of alternative views and opinions. The impact on free speech independence will be devastating. The fear of being sacked and punishments from top level managers might pressure the journalists to self-censor. However, the increase of media concentration is matched by an equally alarming shift toward collection. This occurs as non-media corporations directly or indirectly gain holdings in the media sector, a development that raises the spectre of potential editorial interference. Clearly, the increasing reach and power of these corporations gives new urgency to concerns about who controls them and whose interests they serve. Given these concerns, introducing the following legislative measures might help to encourage responsibility on the part of the current media controllers and to help diversify coverage and content. First, to further develop editorial independence from managerial interference, legislation should establish a code of professional practice to protect journalists and other media workers from possible obstructions Second, in connection with a reform of the current libel law, legislation should be enacted establishing a right of reply to inaccurate or misleading reporting. Third, the self-regulatory press councils and the Canadian Broadcast Standards Council have often proven to be ineffective in dealing with public complaints about media coverage. A proposal, that an independent and publicly accountable body, a Media Commission, be established to investigate such complaints, report publicly on its findings, and order any redress where it has decided an infraction has occurred. Fourth, media corporations, particular those involved in other sectors of the economy, should be required to provide full details about their ownership holdings and a statement of the relationship to be maintained between the editorial department, including the editor and publisher in the case of newspapers, and the corporation. Fifth, broadcasters are currently required to set aside a small amount of time for public service organizations and community groups. A similar policy should be developed whereby daily newspapers would be required to set aside a modest amount of space for community groups and local non-profit organizations. Such a requirement would help ensure more diversity of voices and issues in the press. In Conclusion, most democratic societies recognize the need to ensure the printed word and visual image should not be overly monopolized. If diversity of opinion lies at the heart of democracy, then surely no one individual or company should be permitted to preside over what Canadians see, hear, and read. The reserved legislative proposals outlined earlier, if accepted, would represent an important step toward encouraging wider diversity, openness, and choice in our media. It would encourage this by limiting and reversing the concentration of media power into fewer and fewer hands. If immediate actions are not taken, the range of news and information the Canadian public receives will be further restricted, as the pool of those who own and control its content will continue to shrink. As a result from this, what we see and hear will be what one or two individuals decide is best for us.

Interview With a Walgreens Manager Essay -- business interviews, caree

Since 1901, Walgreens has had a strong passion for customer service. The founder, Charles Walgreens, goal was to create a drugstore that was like no other. He said that for as many drugstores as he had worked at, he had never worked for one that had a focus for good customer service and low prices. Walgreens has grown by leaps and bounds since 1901 and is now recognized as the leader in the market with over 7000 stores. Charles Walgreen had an eye for good managers. He said he was able to pick people that he knew were smarter than him so to promote them and make them the heads of his drugstores. As a store manager, not only is it your job to run a store which includes ordering, customer care, and inventory control, but also it is your job to manage the staff. As a part of managing staff, it is their responsibility to hire, train and develop, and terminate if need be. While there are many jobs to choose from when it comes to HR and employee staffing, I choose this one because it is by far to me the most intense. Walgreens is a very well known name when it comes to drugstores. However, most people don’t know how big â€Å"big† is. In this case it is 7,015 stores nationwide. On average, each store has 30 employees on staff. This means that the company has 211,000 employees working for them. This type of responsibility calls for an HR department. In this company however it is done a little differently. When it comes to hiring staff for a store, it is solely up to the store manager. The HR department functions as a reference source for the store managers only (typically in cases of discipline). This is a great undertaking for a store manager when they are first promoted. As a store manager, you are faced with ever... ...it gave me the opportunity to see what was out there in terms of HR staffing. I think that when people think of HR they think of a cubical at an office remotely placed somewhere. This is not the case. HR has many settings whether it is the corner store or the corporate office. Through this exercise I saw firsthand what HR was all about. It is about setting the example and staying motivated for the staff. I also discovered that money is not everything. In any job the money can’t be everything, you have to find rewards through other avenues; avenues such watching employees move up or customers leaving with a smile. HR gives you great flexibility and has many different settings to work in. I choose to interview a store manager because I am hoping to get to that position in the near future. This was a great experience for me and I learned a lot through this activity.

sylvia plath :: essays research papers

Price  Ã‚  Ã‚  Ã‚  Ã‚  Page 1  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sylvia Plath, a complex poet, a complex mind. Sylvia Plath was born on October 27, 1932 and committed suicide on February 11, 1963. During this short thirty years, many works were provided that served as a window into one fragile mind. Years of mental stability acted as a catalyst for the production of many famous works. Although it is still difficult to analyze Plath’s mind, its products are still being cherished and praised. Plath published many works in her lifetime, yet her most famous works which include The Bell Jar, Ariel, â€Å"Crossing the Water†, Letters Home, & Johnny Panic, & The Bible of Dreams were are published after her death (Bloom 163-4). Plath’s work as well as her many memories continues long after her passing. In Plath’s work, death, conflict, & personal experience all play major roles. They serve as themes in the deep and realistic poetry that is Plath’s work. The poetry of Sylvia Plath contains various them es that stem from the author’s mind.   Ã‚  Ã‚  Ã‚  Ã‚  A large portion of Sylvia Plath’s work contains the theme of death. This theme is most present in her earlier poetry. Plath seems to be almost fascinated with death. Her elegant use of words makes the reader feels as if the icy breath of death is upon their neck (King 45). Yet death is not always welcomed as a theme in Plath’s work. In her early work shows a distinct tension between the allure of death and human’s nature to resist it (King 50). Often this â€Å"death† is accompanied by an overwhelming sense of doom (Fitzgerald 3). A distinct origin for this doom is not clear but nature is often a catalyst for it (King 46). Varying aspects of nature serve as agents of doom. Even the most innocent things such as grapes on a grapevine can manipulate themselves into inevitable doom (King 50-1). Plath’s poems also contain a â€Å"preoccupation with danger†. This danger does not come from external sources however but from inside the mind. This stems from Plath’s own internal battles and eventual suicide (King 51).   Ã‚  Ã‚  Ã‚  Ã‚  Price  Ã‚  Ã‚  Ã‚  Ã‚  Page 2  Ã‚  Ã‚  Ã‚  Ã‚   Dying Is an art, Like everything else I do it exceptionally well (Fitzgerald 4) These words are from Ariel. They show Plath’s attitude toward death’s inevitability. Sometimes this attitude is resignation, fear, for decided resistance. Never the less, whichever attitude toward death is presented in Sylvia Plath’s work, it can certainly be seen that death is a major theme in her work (King 47).

The Success of the Massachusetts Bay Colony Essay -- American History,

In the 1600’s, two colonies were establishing themselves on the east coast of North America. In 1607, a group of merchants, known as the Virginia Company, settled at Jamestown, Virginia on the Chesapeake Bay (Divine, 72); while Puritan leader John Winthrop, stationed himself and his followers at Massachusetts Bay in 1630. (Divine, 90) Although both settlements started off relatively the same, the greater success of one over the other has caused continuous debates between many, including the descendants of these early Americans. Some might argue that the Virginia Colony was more successful than the Massachusetts Bay Colony because of the Virginia colonists’ motivation and interest in profit (Divine, 76). However, when efforts for income proved futile, this and survival became the colony's only interests. Therefore, Massachusetts proved itself to be the stronger colony and the most successful, as a result of its community development and social advancement, its economic growth, and the positive influence the government had on the Massachusetts Colony. Instead of having scattered villages like the Virginia colony, the people of the Massachusetts Bay Colony organized communities that were small and built close together. These centers were built so that villagers were able to complete a wide range of duties such as cultivating land or fetching lumber from forests (Divine, 94). This system was especially efficient for finishing these important tasks and allowing time for other agendas that were important to the colonists. The setup of the town was not just efficient. Families were able to live close together which helped create a sense of community among the people. Taverns and meetinghouses were commonly built in town, giving the ... ...ve in Virginia did not mean immigrants were free from its rule. Upon departing England, those leaving would take an â€Å"oath of allegiance and supremacy† (Virginia Ship’s List). This meant that the people owed their loyalty to the monarch of England, not to Virginia itself. The colonists of Virginia could have been frustrated that their head official was chosen by a single person, a person who had no place within their community. In fact, Berkeley, the governor the monarch of England elected, â€Å"brought high taxes on the people, increased his power at the expense of local officials and created a monopoly on Indian trade† (Divine, 85). This abuse of power is possibly one of the causes of rebellions, specifically Bacon’s rebellion. This republic government leading the Virginia Colony was an increasingly stark contrast to the Massachusetts’ Colony’s democratic government.

Is America a Christian Nation

â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. † Thomas Jefferson wrote those words to express the emotions of a nation that desired freedom, and to shake the foundation of the British Empire. However, this simple, but eloquent phrase has sparked one of the greatest debates in American history. Is America a Christian nation? One question has divided the nation and its politicians since the founding and forming of America.This fiery debate has sparked more controversy than any other debate in modern politics. When the facts are analyzed and examined it points to the side that America was not, and is not a Christian nation. It is not a Christian nation because the Founding Father’s ideas for this country were no meant to be entangled with a national religion. There are clear and precise arguments on both s ides, but one must put aside all biases and see that America’s founders had no intention of making America into a nation that was centered on one religion.Through their own writings, letters, and actions the founders have shown that creating a government that protected the rights and liberties of the people was the primary and fundamental goal. The War for American Independence was not fought because the colonists wanted to separate from England, which already had a national religion, to create another nation based on a religion. It was fought in order to free themselves from the tyrannical monarchs that lived hundreds of miles away. In order to discover the solution to this debate the founding of this nation must be analyzed in detail.Furthermore, it is important to look at this history because this debate deals directly with the founding principles, rather than the evolution of American government. The first question that must be asked is why the founders would be opposed t o a national religion (or Christian nation) if that is what they had before. For instance, one battle cry of the revolution was, â€Å"Give me liberty, or give me death! † It was not, give me religion or give me death, so it was clear to see that the people in America were not revolting because they felt their freedom of religion was in danger. It was an important part f their history though. As a matter of fact, the fear of religious persecution was not far removed from their memories. The men that had come to America had witnessed firsthand the results of a corrupt national church. They had come from the Anglican Church, which was created solely because Henry VIII wanted to divorce his wife. Many came to the colonies of America because the corrupt church was challenging their beliefs and not allowing them to worship as they saw fit. These men and woman realized that having a national religion did not give more rights or promote religion, but simply corrupted it.The founders believed that religion should be left up to the people to carry out how they see fit, without interference from any type of government. Those who claim that America was a Christian nation often point to the phrase in the â€Å"Declaration of Independence† where Jefferson invokes the name of the â€Å"Creator. † Even though this seems like a valid point, the truth is that Jefferson and many of the other Founding Fathers were not Christians, but rather Deists. This worldview states that a higher power created the universe and all those in it, but then left it alone and does not care or pay attention to his creation.Jefferson may have been referring to god, but it was certainly not the Christian God of the Bible. Like many of the prominent statesmen of that day, Jefferson knew who he was addressing. In the colonies, the majority of people would be considered Christians. Whether or not Jefferson or the other founders believed in the Christian God, they knew they had to se cure the support of the people. People, would certainly be more likely to follow a plan to take on the greatest empire in the world if they believed their cause was supported by God.Secondly, when supporters of the Christian nation idea point to the Declaration as proof they fail to realize something. The Declaration is not law. Nothing in the Declaration legally guides the way American government or its people function. Even though it set up the foundation for this new nation, it cannot be regarded as any type of legal document that would give evidence of a Christian based nation. However, even if someone were to look at the Declaration as proof, there are more misconceptions. The idea in the Declaration of a government that derives its power from the people is adically different from the theory of divine rights that is seen in the Christian kingdoms of the past. The founder’s idea of a government by and for the people completely rejects the idea of a government where man de rives the right to maintain power from a divine being. Moreover, if the founders had wanted to remain in that type of society than they could have used much simpler terms, rather than using the confusing, vague terms such as â€Å"Creator. † Since the Declaration is not in fact a law, one must look at the actual document that guides the way American government is supposed to act, the Constitution.If the founders had intended to create a Christian nation, then it would follow that their laws would follow in that way. However, this is not the case. In reality, it could not be further from the truth. For example, in Article VI section 3 of the Constitution it states that will be no religious test for public office. If the founders intended for a national religion, then why not make influential, political figures be held to some religious standard? Once again, the evidence points to the founders trying to avoid the route of so many of the nations that came before them.In yet anot her attempt to make sure there was no national religion, the 1st Amendment to Constitution states that, â€Å"Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof. † Clearly, the founders knew that establishing a national religion would result in the persecution of any other religion or belief system. Also, the establishment clause has been interpreted to mean there is a wall of separation between church and state, according to the Supreme Court. Even though this â€Å"wall† is not in the Constitution, it is implied through the 1st Amendment.Finally, the laws and fundamental beliefs were based off the ideas of John Locke and Greek philosophers. The argument that states that common law and the natural rights of man came from any type of religious belief system cannot be used. Therefore, the foundation of this country was not based on Biblical (or any other religious) standards, when it came to the policies and fun ctions of the US government. If the laws and history of the founders point to a rejection of national religion, what about how they lived out these policies? What did their actions and writings say about how they intended to run America?When one looks at the founder’s polices and laws, it is obvious that they never intended for America to have an established religion. Firstly, in 1779 Thomas Jefferson presented the â€Å"Virginia Statute for Religious Freedom† to an assembly in Virginia. This statute would greatly influence the 1st Amendment in that it was concerned with the corruption of national religion and the persecution of those who think differently. â€Å"Whereas, Almighty God hath created the mind free; that all attempts to influence it by temporal punishments or [burdens] or by civil incapacitations tend only to beget habits of hypocrisy and meanness. Clearly, the founders were aware of the eminent dangers that would follow creating an establishment of relig ion. Moreover, this statute was supported by James Madison, who is considered to be the author of the Constitution, and a group of Baptists that had been largely persecuted when there was an established religion. Furthermore, before the Constitution was ratified there was much debate over what type of government to have. â€Å"The Federalist Papers† were a series of essays defending the Constitution and a more powerful federal government than that of the Articles of Confederation.One of the main fears of the Federalists was the creation of factions. This meant groups, most likely political parties gaining control and causing a tyranny of the majority. Under the pseudonym â€Å"Publius† James Madison argued that even religious sects could become tyrannical when he wrote, â€Å"A religious sect may degenerate into a political faction in a part of the Confederacy; but the variety of sects dispersed over the entire face of it must secure the national councils against any danger from that source,† Obviously, this is an argument for a Union rather than a confederacy, but it clearly shows the founders fear of a national religion.They believed, like they had seen in the past that an established religion would be nothing more than a corrupt, political faction. Moreover, the most glaring, apparent proof that the founders did not want a national religion was when they were dealing with foreign nations. After the War for American Independence, the former colonies had to deal with the Barbary pirates themselves as they no longer had protection from England or France. Therefore a treaty was signed at Tripoli, in order to ensure peace and friendship between the two battling sides.This document was signed and ratified by President John Adams and was unanimously voted through by the Senate. Article 11 of the treaty states that, â€Å"As the Government of the United States of America is not, in any sense, founded on the Christian religion; as it has in its elf no character of enmity against the laws, religion, or tranquility, of Mussulmen; and, as the said States never entered into any war, or act of hostility against any Mahometan nation, it is declared by the part that no pretext arising from religious opinions, shall ever produce an interruption of the harmony existing between the two countries. Even though this was a treaty it showed what the founders truly believed about the nation that they had created. Furthermore, according to Article VI section 2 of the Constitution all treaties made by Congress shall become the supreme law of the land. There is the idea that this article was merely added to please the Muslim nation, which is a valid point. However, because it was a treaty it became law after it was ratified by the Senate. Why would the founders make such a bold statement that would become the supreme law of the land if they did not really mean it?It is apparent that the founders were clearly stating, in this treaty, what the y had already considered to be true. The study of history is important because it allows people to learn from the mistakes and errors of those in the past. The founders were some of the most intelligent men that have ever walked this earth and were certainly scholars of history. Therefore, they saw the corruption and persecution that was brought upon by the establishments of national religions.In no way were the founders hostile towards Christianity, Judaism, Deism, or any other religious beliefs. If anything, when the arguments are analyzed the founders were trying to protect religions and peoples religious beliefs more than anything else. By not allowing the establishment of religion they ensured that, for example, Christianity would be handled by the different churches and denominations of that religion, and not by a unitary government figure.Through their actions, writings, and policies it was evidently clear that America was never meant to be a Christian nation. In order to mai ntain the principles of liberty, the founding fathers had to create a nation where religion could flourish without the flaws and corruptions that come with combining a source of power with religious belief. If they had not done this, history would have surely repeated itself and the corruption of the church and government would have been much greater.

Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).