Ecological Agriculture for Sustainable Development

Ecological Agriculture for Sustainable Development Siddaraju V. G [*] Dr. M. Indira [**] Introduction Sustainable development is relevant issue of the present day. Sustainable development refers to development that meets the needs of the present without compromising the ability of future generation to meet their own needs. Sustainable development is achieved through sustainable agriculture. Food security for the common man is a basic right. Over 800 millions people in the world suffer from hunger which has to be reduced by half by the year 2015. Agriculture plays a crucial rule in addressing the needs of a growing global population, and is inextricably linked to poverty eradication, especially in developing countries. Sustainable agriculture and rural development is essential to the implementation of integrated approach to increasing food production and enhancing food security in an environmentally sustainable way. According to Pingali (2001) many countries across the world provide support for modern agriculture, mainly to increase the productivity for commercial purpose without considering the environment sustainability. Therefore, the concept of sustainability of agriculture is gaining momentum from last few years. The concept of ‘Sustainability’ has been discussed in Earth Summits of 1992 and 2002. The Earth summit offered an opportunity for the global community to address key action on agriculture with a view to sustainability and reducing poverty and hunger, protecting biodiversity and access to resources for small farmers everywhere. Sustainable development has three components i.e., economic sustainability, environmental sustainability and social sustainability. Ecological agriculture addresses the environment or ecological aspects of sustainability. Sustainable agriculture embraces several variants of non-conventional agriculture that are often called organic, alternative, regenerative, and ecological or low input. Ecological agriculture based on ecological principles aim at maintaining or enhancing the quality of the environment and conserve natural resources without using chemical inputs leading to sustainable development. The difference between sustainable agriculture and ecological agriculture is that sustainable agriculture is a broad concept compared to ecological agriculture. Ecological agriculture systems are one of the means of attaining sustainable agriculture. Sustainable agriculture aims continuous increase in yield and greater resilience. For a sound future, ecological agriculture offers a dynamic interaction between soil, animal, humans, ecosystem and environment. Ecological agriculture is economically viable because: Reduction in the use of external inputs and increase in farm organic inputs with the greatest potential to benefit the health of farmers and consumers. More productivity through the incorporation of natural process as nutrient cycles, nitrogen fixation, and pest predator relationships in to the agricultural production process. Greater productive use of the biological and genetic potential of plant and animal species. Improvement of the match between cropping patterns and the productive potential and physical limitations of agricultural lands to ensure long term sustainability of current production levels and Profitable and efficient production with emphasis on improved management and conservation of soil, water and energy and biological resources. The basic requirement in organic farming is to increase input use efficiency at each step of the farm operations. This is achieved partly through reducing losses and adoption of new technologies for enrichment of nutrient content in manure (Sravanan, 2006). The concept of organic farming lays emphasis on economic and ecological sustainability of agricultural system and hence avoids the dependence on chemical pesticides use (Dhawan and Deshmukh, 2005). According to Charjan and Hajare (2002) organic farming is only an alternative, which may not be acceptable on short-term basis, but may be viable on long-term basis, perhaps due to number of issues. An attempt is made in this paper to analyze the economic performance of ecological agriculture and modern agriculture system and to identify the reasons for the transition from modern agriculture to ecological agriculture. Methodology The present study is based on primary data collected from 50 ecological farmers and 50 modern farmers in the production of Paddy and Sugarcane in Mysore and Mandya districts of Karnataka. Economic performance of any system could be analyzed by analyzing the costs and returns. In the present study relative economic performance of ecological and modern agriculture is analyzed in terms of Farm Business Income (FBI). Location, distribution of sample farmers is presented in table 1. Table 1: Particulars of selected district and taluk District Taluk No. of Ecological farmers No. of Modern Farmers Mysore Mysore 16 16 Nanjanagud 9 9 Mandya Mandya 14 14 Maddur 11 11 The above table shows that Location, distribution of sample farmers. Ecological farmers are located in Mysore and Nanjanagud taluks in Mysore district and Mandya and Maddur taluks in Mandya district. Mysore taluk in Mysore district has the large number of ecological farmers and Mandya taluk in Mandya ditrict has more number of ecological farmers. Equal numbers of modern farmers were selected for comparative analysis. Analysis and Discussion Economic Performance Farm Business Income (FBI) is one of the indicators to measure the economic profitability of an agriculture farm. It has been chosen to understand the relative economic profitability of ecological farming and modern farming systems in the production of selected crops. FBI is the difference between the gross returns and Cost A1. Farm Business Income = Gross Income – Cost A1 Cost of Cultivation Average cost and returns under ecological and modern agriculture in the production of paddy and sugarcane are presented below. Paddy Average cost per acre in the production of paddy under ecological and modern farming systems, yield per acre, returns from main product and returns from by product, net returns per acre are presented in table 2. Table 2: Costs and Returns from Ecological and Modern Agriculture in the Production of Paddy Sl. No. Particulars Ecological Agriculture Modern Agriculture 1 Farm Power 6147 5539 2 Organic Nutrients 1957 655 3 Chemical Fertilizers 1030 4 Seed 367 352 5 Irrigation 379 389 6 Land Tax 29 24 7 Depreciation Charge on Farm implements 1018 449 8 Depreciation Charge on machinery 623 603 9 Repair of Machineries 449 233 10 Total Cost of Cultivation (1+2+3+4+5+6+7+8+9) 10968 9274 11 Yield (Quintal/acre) 23 22 12 Price Received (Rs/quintal) 639 612 13 Returns from main Product (Rs/acre) 14697 13464 14 Income from by-product (Rs/acre) 1067 786 15 Gross Returns/Rs (13+14) 15764 14250 16 Net returns/Rs (15-13) 4796 4975 Source: Survey Data Gross returns from paddy produced under ecological agriculture found to be marginally higher compared to the paddy produced under modern farming system. While gross returns from ecological agriculture was Rs. 15764 per acre, the same from modern agriculture was Rs. 14250 per acre, a difference of Rs 1514 per acre. But net return was relatively low from ecological agriculture (Rs. 4795 per acre) compared to modern agriculture (Rs. 4975/acre), because cost of cultivation was higher for ecological farms (Rs. 10969 per acre) compared to modern farms (Rs. 9274/acre). Cost of organic nutrients, farm power, farm depreciation charges are higher in ecological agriculture. Marginal differences could be seen in other costs. While organic nutrients were expensive, the transportation of FYM, its administration, transplantation, weeding require more labour, which is reflected in the farm power. Farm depreciation charge is higher in ecological agriculture due to more use of farm equipments. The yie ld from ecological agriculture was not found to be much higher than modern agriculture. While ecological farms produced 23 quintal/acre, 22 quintal/acre were produced from modern farms. Ecological farmers received Rs. 27 per quintal of paddy, which is slightly higher price than the modern farmers. The yield and price was not much difference under the two methods of cultivation. Therefore, net return also was not much different. Sugarcane Sugarcane is a commercial annual crop grown mainly in Mandya and Mysore districts of Karnataka. Average costs and returns in the production of sugarcane is presented in table 3. Table 3: Costs and Returns under Ecological and Modern Agriculture in the Production of Sugarcane Sl. No. Particulars Ecological Agriculture Modern Agriculture 1 Farm Power 22589 20441 2 Organic Nutrients 2414 861 3 Chemical Fertilizers 3502 4 Seed 1300 1300 5 Irrigation 424 443 6 Land Tax 27 26 7 Depreciation Charge on Farm Implements 1800 3403 8 Depreciation Charge on Machinery 1172 1499 9 Repair of Machineries 500 204 10 Total Cost of Cultivation (1+2+3+4+5+6+7+8+9) 30225 31679 11 Yield (Ton/acre) 52 49 12 Price Received (Tonn/Rs) 989 961 13 Gross Returns/Rs 51428 47089 14 Net Returns/Rs (13-10) 21203 15410 Source: Survey Data Net returns from sugarcane were found to be higher from ecological farms (Rs. 21202 per acre) compared to modern farms (Rs. 15410 per acre). Similarly the gross returns were Rs. 51428per acre from ecological agriculture and Rs. 47089 per acre from modern agriculture. Relatively higher cost of cultivation in modern agriculture is due to higher cost of chemical fertilizers and farm depreciation charges. Chemical fertilizers like Urea, Potash, Complex and Salt were expensive. Farm depreciation charge is higher in ecological agriculture due to more use of farm equipments. Marginal differences could be seen in other costs except farm power. Because the cost of the transportation of FYM, weeding, harvesting and its administration require more labour, which is reflected in the farm power. The cost of cultivation of sugarcane with modern agriculture is costing Rs. 1454 more per acre. Yield per acre under ecological farming is nearly three ton more than that from modern cultivation and ecolog ical farmers received Rs. 28 higher for one ton of sugarcane than the modern farmers. Higher yield and returns have contributed to higher returns from ecological farming than the modern farming. Net returns from sugarcane under ecological farming are Rs. 5792 more than that from modern agriculture. Farm Business Income Farm business income under ecological and modern agriculture in the production of annual crops (paddy and sugarcane) is presented in table 4. Table 4: Farm Business Income of Annual Crops under ecological and modern farming system Paddy Sugarcane Variables Ecological Agriculture Modern Agriculture Ecological Agriculture Modern Agriculture Gross Returns 15,764 14,250 51,428 47,089 Cost A1 10,968 9,274 30,225 31,679 Farm Business Income (FBI) 4,796 4,976 21,203 15,410 Source: Survey Data The above table shows that larger variation in the FBI could be observed in the production of Sugarcane, which is a commercial crop. In the production of Paddy, FBI under ecological farming is marginally lower i.e., by Rs.180. Cost A1 under ecological agriculture is higher by Rs.1694 per acre. However gross returns is higher by Rs.1514 per acre. But in the case of sugarcane, FBI from ecological cultivation is higher by Rs.5, 793 per acre. In the case of sugarcane, cost of cultivation under ecological cultivation is relatively low. It is lower by Rs.1, 454 per acre. Gross returns are higher under ecological agriculture. The above analysis clearly shows that ecological agriculture is economically profitable. It has double advantage to the grower; it provides greater returns to the growers at present and ensures the sustainability of these returns in future by protecting the fertility of the soil. Transition Transition is the process of conversion from modern agriculture to ecological agriculture. After introduction of all necessary changes needed also, it might take some time before the transition is completed. Modern farming system depends on external inputs and is market oriented. On the other hand ecological farming is based on ecological principles of nature and depends more on inputs produced on farm. The production under ecological agriculture need not necessarily for subsistence. The growers may have several objectives in shifting from modern system of cultivation to ecological system. By understanding the motivation behind the shifting, it is possible to encourage more conversions. Reasons for Transition Process Information on what made the selected farmers to switch over to organic farming system from modern farming system was gathered. In many cases majority of the farmers reported that transition from modern agriculture to ecological agriculture was due to the possibility of producing healthy food, environmental protection and soil fertility management under organic farming system. A detailed analysis of Paddy and Sugarcane is presented in table 5. Table 5: Crop wise Reasons for transition from modern agriculture system to ecological agriculture system Sl. No Reasons for transition Frequency and Percentage Paddy Sugarcane 1 Cost of cultivation is low 8 (28.6) 10 (35.7) 2 Health 28 (100.0) 23 (82.1) 3 Employment 14 (50.0) 15 (53.6) 4 Soil Fertility Management 20 (71.4) 22 (78.6) 5 Environmental Protection 16 (57.1) 19 (67.9) 6 Yield 18 (64.8) 12 (42.9) Source: Survey Data, Note: Values within brackets represent percentage to total growers (Percentage don’t add to 100 due to multiple response) In recent years paddy farmers are practicing ecological agriculture due to different reasons. According to selected farmers, more than 70 per cent of the total farmers have shifted from modern agriculture to ecological agriculture, in order to maintain soil fertility. According to them, by using cowdung, ash, farm yard manure soil fertility can be maintained for many years. Health is one of the important factors influencing the paddy farmers to shift from modern agriculture to ecological agriculture. According to these farmers ecological food has positive impact on health and to be sure of the supply of organic food, they shifted to ecological agriculture. Paddy farmers also said that ecological agriculture creates more employment compared to modern agriculture. Survey results have shown that employment in ecological agriculture is more by 9 mandays/acre compared to modern agriculture. More than 50 per cent of the total farmers have shifted from modern agriculture to ecological agric ulture due to employment. Cost of cultivation is high in ecological agriculture compared to modern agriculture, because initially more investment is required in ecological agriculture. After completion of transition (5 years) gradually cost is decreased in ecological agriculture. Nearly 65 per cent of the ecological paddy farmers said that they shifted due to higher and stable yield that they are expected under ecological agriculture. The results support this and yield under ecological farm is more by 1 quintal per acre. In the case of sugarcane, 82.1 per cent of the total farmers have shifted from modern agriculture to ecological agriculture because they believe that it leads to healthy life. More than 65 per cent of the total farmers have transformed from modern agriculture to ecological agriculture due to soil fertility maintenance and environmental factors like pollution control, sustainability, water management etc. Sugarcane farmers also opined that ecological agriculture creates more employment compared to modern agriculture. Only 36 per cent of the farmers shifted because they think that cost of cultivation is low under ecological agriculture. In the case of paddy more shifts took place due to ecological factors than economic factors. The main reasons for transition can be found in environmental sustainability as well as health and soil fertility management. Paddy and sugarcane farmers mainly reported that cost of inputs like chemical fertilizers and pesticides are highly expensive. The results clearly show that the awareness about environmental impact of modern agriculture is the main reason for the farmers to shift to ecological agriculture. Conclusion The over all analysis of the study highlights that ecological agriculture is economically profitable compared to modern agriculture. It provides greater returns to the growers at present and ensures the sustainability of these returns in future by protecting the fertility of the soil and enhancing the quality of environment and conserve natural resources. Farm Business Income from ecological agriculture is more due to higher yield and price. It is mainly due to the purchase of organic manure by the growers. Efforts should be made to encourage farmers to keep livestock to produce on farm organic inputs in order to reduce the cost of organic manures. The main reason for transition from modern agriculture to ecological agriculture was the awareness about environment and health. This awareness is limited only to those who are educated. Efforts should be made to create awareness about two aspects of ecological farming i.e., awareness about environmental consequences of ecological farming and economics of ecological agriculture. References: CharjanY.D and T.N Hajare (2002), Ecological Agriculture Solves the Problems of Indian Agriculture, Kisan World, l29 (7), pp. 43-4. Dhawan AS and MS. Deshmukh 92005), Organic Farming in Relation to Environment Pollution, Kisan World, 32(2) February 2005, Pp: 27-28. Saravanane M et al (2007) â€Å"Organic Production System† Kisan World, 34 (03), Pp. 45 – 47, March 2007 Thakur and Sharma KD (2005), Organic Farming for Sustainable Agriculture and Meeting the Challenges of Food Security in 21st Century: An Economic Analysis, Indian Journal of Agriculture Economics, 60 (2), April-June 2005, Pp: 205-219. 1 [*] Senior Research Scholar, Department of Studies in Economics and Cooperation, University of Mysore, Mysore, Email: [emailprotected] [**] Reader, Department of Studies in Economics and Cooperation, University of Mysore, Mysore, Email: [emailprotected].

The rationale of ICT in schools

The rationale of ICT in schools ICT does not influence academic achievement. 1.0 Introduction From the first periods when computers were marketable existed, they could be discovered in use in educational association. Teachers had quarreled that computers should be used to support learning. Initially computers were used to teach computer programming but the growth of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a fast rate. Computers and products of technology became more enveloping in society which then led to a interest about the need for computing skills in everyday life. As public awareness grew, this need for computer literacy became more powerful and many schools bought computers based on this principle. In 1990s was the year of computer communications and information access, particularly with the popularity and accessibility of internet-based services such as electronic mail and the World Wide Web. At the same time the CD-ROM became the standard for sharing packaged software. Until now, the development of computers still ongoing process becoming more advances every day. Today computers in schools are both a focus of study in technology education and a support for learning and teaching process. In Malaysia education, ICT known as Information Communication Technology was first established starting in year 2001 as Ministry of Education sees ICT as a process, not limited to the end itself. So, all attempts are focused in developing the new medium as items in the service of affluent curriculum, to improve teaching skills, more efficient organisational structures in schools, stronger link between schools and public, and the empowerment of deprived students. The Ministry trusts that suitably planned and implemented computing and communications have the latent to revolutionise education and improve learning as profoundly as information technology has transformed medicine, finance, manufacturing and numerous other sectors of society. Technology is not seen as a supplement whose mere existence in schools can speed up better educational results. Technology is also not seen as simply another subject in the curriculum, suited primarily for teaching students to use tools they may encounter as mature. The idea of ICT in education, as seen by the Ministry of Education, comprises a system that allows information gathering, organisation, handling, access, and communication in various forms. 1.1 ICT Policies in Malaysia Mevarech Light (1992) had discussed that when the potential use of computers in schools was first established, the main idea of the public was that students would be taught by computers and many of them offended this idea of teaching. They thought it was considered that the computer would take over the teachers job in much the same way as a robot may take over a mechanics job at the factory. In Malaysia as seen by Ministry of Education, they have implemented three policies related to the using of ICT in teaching and learning process especially in schools and universities. They currently have invented three main policies for ICT in education starting in the year 2001. The first policy is that of ICT for all students, significance that ICT is used as a medium to decrease the digital chasm between the schools. The second policy stresses on the role and function of ICT in education as a teaching and learning tool, as part of a subject, and as a subject by itself. Other than radio and television as a teaching and learning instrument, this policy highlights the use of the computer for accessing information, communication, and as a productivity tool. ICT as part of a subject directs to the applied of software in subjects such as Invention and Engineering Drawing. Information Technology and Computerisation are the subjects that referred to the ICT have been introduced in the sch ool timetable. The third policy highlights the using ICT to increase production, efficiency and effectiveness of the management system. ICT will be broadly used to mechanise work processes such as the processing of official forms, timetable, running of information systems, lesson preparation, financial draft and the care of account. 1.3 The Rationale of ICT in Schools It is needed to develop a very detailed rationale before beginning to use computers in schools and classrooms. There is no meaning in providing computers in schools unless such a rationale has been done. With the increasing availability of computer hardware, it is very crucial that teachers do not become involved in the machine but focus rather on their main role as teachers. Teachers need to widen their imaginations with the awareness that as developments in computer technology occur they will be able to achieve more of their objectives in teaching the students. Collis (1989) had described that these view of students sitting behind computer for much of the day have largely not occurred in mainstream schools, and most would not like this to be realised. Since the 1960s the computer has been established they had seen the computers as the solution to many problems in education. With this, many early computer scientists saw the possibility of the computer replacing teachers in schools. There are three main rationales for ICT in schools, one concerns the organisational productivity of the school, and the other two focus on the needs of students which are technological literacy and support for their learning. The two rationales are assisted by the Australian report Raising the Standards (DEST, 2002, p. 38) The need for ICT competent teachers stems from the need for ICT competent studentsand for ICT-rich learning environments that enhance students learning across the curriculum. Becker et al (1999) have said that despite from in a few excellent schools, computers had only a minimum effect on what happens in classrooms in the 20th century. There has been much argue over the purposes for this difference between the potential and what is realised. The computer is one of a type of technologies now available to teachers and students. In these cases a large amount of money was spent on these resources which some would argue would have been better spent on other resources. It is important that rare resources to support learning in schools are not wasted and therefore care needs to be taken in choosing to use computers to support learning. Historically, technology has been developed to answer problems, develop living standards. Therefore, it is reasonable that we should expect educational technology to be developed with similar objectives that is to increase the productivity and solve problems in teaching and learning syllabus. 2.0 Educational Technology Solves Problems Actually, computers are the best medium in resolving the problems that the teachers and students encounter. If the computer is a problem-solving machine then it must be applied to normal school problems such as those concerning student learning, teacher instruction, and school administration. Educational Technology should be selected on the source that it has the better features for the achievement of the curriculum. This subject should be used efficiently or better not used it at all as these involves the problem in the implementation of the curriculum, teachers who know how to use the technology effectively and teachers together with students who know how to work with the technology. There are many possible functions for computers in the learning process. In some conditions changes in related business makes computer use in schools necessary. For example, to provide courses in technical drawing, music, statistics, and business which do not incorporate computer use reduces the relevancy of the courses to the real world. Any reasons for the use of computers in the large section of schooling dedicated to basic education, such as mathematics, social science, science, communication and language, which are required more crucial examination. By considering the mathematics teaching area and the problems related with student learning. Mathematics has tended to be very abstract which they cannot see while most students are likely to work on a solid level. Using concrete materials in some teaching is practical but often not suitable. The computer can give experiences with virtual solid materials. In advancing the problems associated with curative and increase of students, computer can be use to provide appropriate material and overcome classroom management problems. However, a computer solution is not necessarily the best solution. The problems associated with student learning are most often discipline and even teacher specific. Therefore each teacher needs to think the problems associated with student learning in his/her subject area and be aware of the computer solutions. 3.0 Impact of ICT in Learning While academic discussions can be put ahead to give a strong reason for the use of ICT, the only real reason is based on whether, in practice, it has a positive impact on learning, the students, and teachers. While it would be suitable to be able to make a direct relationship between the use of ICT and learning result, most reliable researchers today would agree that there will never be a direct link because learning is mediated through the learning environment and ICT is only one element of that environment. Studies that have tried to identify this mediated effect of ICT on learning have found it impossible to entirely remove the effects of other aspect of learning environment. There is small reason in attempting to evaluate the cognitive results when using computers and with the uses of a textbook or some other resource such as articles and journals. This view is supported by Salomon (1994) as he argued that it is impossible to study the effect of computer function in the deficiency of the other reason or to assume that the only a cause independently effected the results outcomes (p. 80). Meanwhile, De Corte (1990) said that the educational goal is to implement the computer assist in the learning atmosphere rather than trying to separate its effect on learning. Using computers in learning is affected with ways of using the technology to make environments and learning states. There have been many years of educational research, not necessarily related to using computers but also on which to basic choices about suitable applications of computers to be learned. Mevarech and Light (1992) had suggested that the links between students attribute, learning environments, manners and schooling outcomes are essential and need further research, yet there has been much research which has considered these relationships in other background than ICT. If the objective is to offer new learning opportunities or to improve the way in which current learning activities are implemented then the overall effectiveness of learning environments and parts is of main concern, not whether they are more helpful with or without computers. Therefore in implementing computer applications, it is required to begin by choosing what a student, teacher or school wants to gain. To get these results, teachers can then depend on long practises of educational idea, their own experience and knowledge of the educational situation for example the student attributes, to make decisions about what the learning environment should look like and what information into the learning process are needed. A report from the ImpaCT2 study (Becta, 2002, p. 3) conducted in the UK found that, There is no consistent relationship between the average amount of ICT use reported for any subject at a given key stage and its apparent effectiveness in raising standards. It therefore seems likely that the type of use is all important. While there is no direct link between using ICT and student learning as the mass of proof now clearly shows that indirectly there can be a significant positive impact. Schachter (1999) had discovered that students who learned computer-based instruction scored at least sixty four percent on tests of achievement compared to students in the control conditions without computers who scored only at fifty percent. Laferrià ¨re, Breuleux, Bracewell (1999) had found that if the students are given right situation for access and use, there will be a significance gained in students learning with ICT. While, Becta (2002) learned that there are very clear differences in achievement related to the uses of ICT in more than half of all differences made between studentss expected scores and actual scores. 4.0 Conclusion As the conclusion, ICT have both its rationales and the reasons why this component should be implemented in the schools and universities although there are some negative impacts that will occur if ICT does not being use wisely. These changes should also support better use of ICT to support learning and teaching processes when they are well implemented in schools. Therefore it is mainly at the school and individual teacher point that changes may be needed. For some schools this will be huge adjustment while for others much of the step has already occurred. Fundamentally any change is aimed at improving the educational opportunities for all students and not just to make use of ICT. At all times the focus must be on improved outcomes for students and not on how the technology is used. Obviously we cannot be assured with the current educational outcomes for Malaysian students and the evidence is rising that we can make significant improvements with the suitable use of ICT. Large savings have been made in ICT for schools and there is a need to take report of how effective that investment has been and where further investment should be made to extend the effect of ICT on learning results for students. 2000 words

Essay --

The conservative party is typically viewed as being very traditional, as well as allowing citizens to become empowered in their own life decisions. Some of the things they stand for include hoping for a long-term improvement of reducing the deficit and allowing mortgage rates to become lower than current levels (Mabbutt). They also believe in lowering income taxes to help people keep the money they worked hard to attain (Mabbutt). Some more views carried by the Conservative party include creating more jobs, more restrictions regarding welfare, and improving the school systems for the youth (Mabbutt). The views of the United Kingdoms conservative party follow the same political perspectives as many other countries around the world. When considering the Conservatives standpoint on the policy of over time, requiring businesses to pay 1.5 times a worker’s wage above 44 hours per week allows them to stay within their views. With this decision it will allow those that put the time into their work to receive the compensation they deserve. In Britain there is â€Å"no legal right to pay for w...

The Theatre of Orson Welles :: Essays Papers

The Theatre of Orson Welles "I would have been more successful if I'd left movies immediately, stayed in the theater, gone into politics, written, anything†(Cramer). This quote from Orson Welles during an interview in 1982 produces questions about the career of one of the most celebrated filmmakers of the twentieth century. How could the director of Citizen Kane, the movie cherished as the best movie of last century, wished for his life to be void of the cinema? How could he wish to have continued in theater when most of the critical acclaim he experienced in that medium has been long forgotten? Most people do not even realize that Welles was an acclaimed director of theatre before Citizen Kane because Citizen Kane overshadows all of the rest of this genius’ work. Yet, Orson Welles’ theatre is just as important as his filmmaking because in all that he did, Welles exhibited the same artistic tendencies. His theatre was a unique experience and a creative achievement, but it also inspired his later work in films. The theatre of Orson Welles provides significant insight for an understanding of his films and what went wrong with his career in Hollywood. Orson Welles was born on May 6, 1915 to Richard and Beatrice Welles. His father was in the lamp trade, but Orson often referred to him as an inventor, needing to romanticize the role of his father. His mother was a beautiful woman who gave music lessons for a living. Welles was born in Kenosha, Wisconsin, a city settled right next to the great Lake Michigan. Kenosha is an ordinary small Mid-West city, the kind that seems to mock the very idea of aspiration in its occupants. Orson Welles was frightened of being thought of as ordinary and was intensely annoyed with his parents for bringing him into the world in Kenosha, Wisconsin. However, in regards to this idea, Welles states, â€Å"I never blamed my folks for Kenosha- Kenosha has always blamed my folks for me†(Callow 3). Whichever way one looks at it, Welles did not belong in Kenosha with his intense opposite qualities to typical Mid-West life. When Welles was four, his parents moved him to Chicago. Chicago, which was still in the Mid-West, was worlds away from his life in Kenosha.

Separating Political Conduct and Personal Morality in Niccolò Machiavel

Separating Political Conduct and Personal Morality in Niccolà ² Machiavelli's, The Prince Niccolà ² Machiavelli wrote, in his novel The Prince, that strong central political leadership was more important than anything else, including religion and moral behavior. Machiavelli, writing during a period of dramatic change known as the Italian Renaissance, displayed attitudes towards many issues, mostly political, which supported his belief that strong government was the most important element in society. These attitudes and ideas were very appropriate for the time because they stressed strong, centralized power, the only kind of leadership that seemed to be working throughout Europe, and which was the element Italy was lacking. Machiavelli understood that obtaining such a government could not be done without separating political conduct and personal morality, and suggested that the separation be made. The Prince, written to the Medici family over five hundred years ago contained many truths, so universal and accurate that they still influence politics today. To understand the writings of Niccolà ² Machiavelli, it is necessary to understand the world of Niccolà ² Machiavelli, Renaissance Italy. The region was not one nation as it is today, rather a collection of several city-states, which contained internal fighting between powerful families, fighting with each other. This era differed from the preceding middle ages in many respects, the pope's power was weakened, money controlled power instead of noble birth, and there was a revival of ancient Greek and Roman literature, architecture and art by a new breed of people, the humanists. These changes created the environment in which Machiavelli lived. He saw how the quarrelling was weakeni... ...he ideas in contained proved themselves to be very useful in the government of people. Niccolà ² Machiavelli was born into a world of drastic change, Renaissance Italy, that would cause his mind to conjure ideas about many political issues transferred into books that the entire world has profited from since. His ideas were incredibly relevant to his time, because they suggested harsh governments, the only kind of governments that seemed to be working. He proposed creating these harsh governments through a separation of personal morality and political behavior. His ideas were so relevant and so universal, that they still influence politics today. Niccolà ² Machiavelli proposed the creating of strong central government more powerful than anything else, including religion and morality. Works Cited Machiavelli, Niccolà ³. The Prince. New York: Penguin Classics, 1999.

First modern solar cell

The first modern solar cell In 1954, the first modern silicon cells raised by Bell Labs, then it shown at the National Academic of Science meeting. Moreover, this kind of cell can make 6 percent efficiency. Then, the New York Time come up with that the cell would lead to a source of â€Å"Limitless energy of the sun†. In 1955, the Western Electric created very significant solar cell technologies. The technology start to use in makes solar cells. In 1957, the AT&T telecom company used the â€Å"solar battery' for their cell phones. Hoffman Electronics created about 8 percent efficient solar cell.Thinking about investing in a solar array but concerned about the lifespan of photovoltaic cells? Consider this: the world's oldest solar panel † a 60 year-old crystal ball-like contraption † still works. The panel was built by a British science teacher who wanted to prove the novel idea that sunlight could be converted into electricity. Of course, the panel doesn't produce much electricity-Just 1. 5 volts of electricity in direct sunlight, or enough to power a digital watch. And while todays panels only need indirect sunlight to function, the 60 year-old version requires direct sunlight.Still, the selenium-based panel is surprisingly similar to current models. The half century-old device is the first example of a modern solar panel, but it isn't the first piece of solar technology. That distinction goes to Charles Fritts, who built the first solar cell in 1883. Want to check out the panel for yourself? It's currently on display at Antiques for Everyone, a British antique event.

The Journey of Two American Girls

The Journey of Two American Girls Laura Logan ENG125: Introduction to Literature (AFG1301A) Instructor: Carla  McGill February 4, 2013 How can an African American and a Hispanic girls be treated different when they are the same type of person? I chose the theme of race and ethnicity when I selected the poems â€Å"What It’s Like to Be a Black Girl† by Patricia Smith and â€Å"Child of the Americas† by Aurora Levin Morales. I am a Hispanic person with an African ancestry. I speak fluent Spanish and English and have experience life from both sides of the continent.The poems show how African American and Hispanics American girls lives were affected based on their race and ethnicity. The life of the African American girl life was affected because of her race and racism; while the life of the Hispanic American girl life was (not) affected because of her ethnicity. While both the African American and Hispanic American girls were born on American soil, racism affected the African American girl’s way she lived her life while ethnicity (heritage) played a major role in Hispanic American girl’s life.The poem â€Å"What It’s Like to Be a Black Girl† is about a nine year old African American girl who life was immensely affected by racism and the fact that she was a girl did not help her either. The thing that I notice was missing is where is the girl’s parents during the time she was growing up; maybe it was the author intent not to mention the girl’s parents. Growing up is tough enough as a black girl, you add the absence of parents and throw in racism, this girl does not have a chance to live a successful life. According to the American Heritage College Dictionary, racism has two meanings.First, racism is, â€Å"The belief that race accounts for differences in human character or ability and that a particular race is superior to others. † Second, racism is, â€Å"Discrimination or prejudice based on race. † The African American girl health was effected by racism, she was conditioned to be ashamed of her skin color, the texture of her hair and ethnicity. In her mind she think the only way the coccasion people will except her is if she look like them. According to Bhui, (2002) Racism is a fundamental cause of disparities in health.Its myriad effects and links to other forms of social stratification lead to it being both obvious and masked. Its boundaries are indistinct because it is internal as well as external, individual as well as ecological, and shunned while being an integral part of dominant culture ideology. Its investigation is important and yet part of the spider’s web that traps the best thinkers of ethnic minorities in contemplation instead of action and this brings us to the final paradox, understanding racism is a prerequisite of beating it (p. 3). I get the feeling that the black girl not only felt that at nine she was not finished, but perhaps she coul d into a different person other than the person she was then. The African American girl definitely had mental heath issues, she wanted white skin and blue eyes, something that was accepting of the culture of that time. According to Smith (1991) â€Å"It’s being 9 years old and feeling like you’re not finished,† writes Smith, â€Å"like your edges are wild, like there’s something, everything, wrong. † (line, 4).According to Smith (1991) the â€Å"black girl† she refers to in her poem is feeling the awkwardness of her newly changing body and the hope of something different and maybe better to come (p 283). Some people would say that the African American girl understands her body, but I would say that she is not ready for her body changes perhaps because of who she is or want to be and that is to look like the other girls in the society in which she lives. The life of the Hispanic girl in the â€Å"Child of the Americas† is so different from that of the black girl in the â€Å"What It’s Like to Be a Black Girl†.I stated that I have live on both sides of the Americas, and like the Hispanic girl in â€Å"Child of the Americas† by Aurora Levin Morales, According to Dictionary. com ethnicity is ethnic  traits, background, allegiance, or association; relating to or characteristic of a human group having racial, religious, linguistic, and certain other traits in common; relating to the classification of mankind into groups, especially on the basis of racial characteristics; denoting or deriving from the cultural traditions of a group of people.I must say that I have experience little to know racism. In the Hispanic society we are free mentally and physically to be want ever we want to be without restrictions being place on us girls. The Hispanic girl understand who she is and where she comes from. The one thing I notice about the two poems is that the author in this poem mention the girl’s m other and grandparents, which indicates that there is a support system in place to deal with life situation. The Hispanic girl unlike the African American girl was proud of her body and her light-skinned mestiza.Morales (1986) states that I am a child of the Americas, a light-skinned mestiza of the Caribbean, a child of many diaspora, born into this continent at a crossroads. I am a U. S. Puerto Rican Jew, a product of the ghettos of New York I have never known (p. 278). (Morales, 1) shows that this girl knows who she is and accepts that she is different than what she may see everyday. She is proud of her Puerto Rican heritage, proud to be of multi-racial descent, proud to be from the islands.She knows where she comes from and where she has is going. In â€Å"Child of the America’s†, the girl proudly states she is, â€Å"a light-skinned mestiza of the Caribbean†. (Morales, 2) The girl in this poem lets us know from the beginning that she is a girl of mixed race. She is strong and confident in her abilities. She enjoys life and appears to be well educated and well versed. Her social class could be middle class to wealthy with parents that worked their way out of poverty. â€Å"A product of the ghettos of New York I have never known†. Morales, 5)    â€Å"I speak English with passion: it's the tongue of my consciousness, a flashing knife blade of cristal, my tool, my craft†. (Morales, 7, 8) I remember when my daughter was in elementary school and she took a knife to school for protection and she was the tallest student in the school. Patrica Smith, the author of the poem â€Å"What’s it like to be a Black Girl† discusses the challenges the African American girl has with identifying the changes her body is going through as she is growing up. The African American irl does not appear to know what is going on, or perhap just do not want to face the future because of who she is, the color of her skin, the texture of her hair and the color of her eyes. Smith (1991) states that â€Å"It’s finding a space between your legs, a disturbance at your chest, and not knowing what to do with the whistles, it’s jumping double dutch until your legs pop, it’s sweat and Vaseline and bullets, it’s growing tall and wearing a lot of white, it’s smelling blood in your breakfast. † (p. 278).According to Myers (2002) African American women noted lower satisfaction with professional lives, differential and negative treatment from colleagues, and greater feelings of isolation on campus. Such isolation carries with it important implications: Literature shows that the rate of promotion and tenure among African American women is slower than that of African American men and white women. Isolation and lack of effective mentoring processes are direct influences in these low promotion and tenure rates as well as low retention rates among African American women in academia (Williams- Green and Singh, 1995).The state of mine she was in due to racism and her lack of support from her family especially a father figure, made it very hard for her to be a good judge character when it came to her selecting or being selected by the male persuasion. The Hispanic girls life is total contrary to the African American girl’s life. My young life was very similar to the Hispanic girl. She was very aware of her growing up and her body changes. She had a support around her as she was growing up and she was deeply rooted in her heritage and proud to shake it and speak her mind when needed.It even sounds like the Hispanic girls even like literature as she like the singing of poetry. Morales (1986) indicated that Spanish is my flesh, Ripples from my tongue, lodges in my hips: the language of garlic and mangoes, the singing of poetry, the flying gestures of my hands. I am of Latinoamerica, rooted in the history of my continent: I speak from that body p. 278). The author kind o f implies that the Hispanic girls enjoys having a good time dancing and living the Latinoamerica life style.The poem â€Å"What It’s Like to Be a Black Girl† the girl is continually getting older and bigger and changing her clothing, to wear white clothing trying to look like the society who is showing racism toward her. She want to wear white like a new bride, which symbolize purety. She has seen a lot of racism in her life and based on the fact she want to be Caucasian or at least look like them. She only see African American in a negative way. The mood of the black girl is somber and sad because every phase in her life there is know one for her to talk to or lift her spirits.The Hispanic girl in the poem â€Å"Child of the Americas† is happy about where she came from, like me, she is probably bilingual and loves the fact that she is Puerto Rican and unlike most Hispanics she is Jew. Accoring to Morales (1986) the girl is a U. S. Puerto Rican Jew, a product of the ghettos of New York I have never known. An immigrant and the daughter and granddaughter of immigrants. I speak English with passion: it’s the tongue of my consciousness (p. 278). The Hispanic girl can relate to more than one culture and have multiple races to identify with; she has many races and loves them all.The African American life will aways be in termoil and does not know how to resist a man when they are not right for her. The first man that reaches out to her, she just gave in to him without any resistance. On the other hand, the Hispanic girl life was all line up for, like most Hispanic women she was determined in life and had the will power to resistance a bad situation and move away from it. The Hispanic girl was very secure about who she was and what she wanted to become and had the support of her family, unlike the black girl who was not sure of who she was and how she was going to get there.The poems were completely opposite when it came to the style as th ey sent different messages to the reader. The style is the mood or attitude reflected in a literary work. The â€Å"What it’s like to be a black girl†, the style is that of confusion, uncertainty, and sadness. She doesn’t understand what’s happening to her body or just do not want to except it because of the racism she has face in her life and why she look like the people who are mistreating her because she does not have blonde hair and blue eyes.The style of â€Å"Child of the America’s is that of a proud heritage, love of self, and accepting who you are and proud to be what you are. She loves who she has become and where she comes from. She understand her body and uses it to her advantgage. The biggest difference I see in the two girls is that one had no family support and really know heritage to fall back on and the other had great support and how they saw themselves. in the way they perceive themselves. The black girl did not know that black i s beautiful and to be proud of your heritage and who you are.She is lacking role models that she can live or look up. Unfortunate she lived in an era where racism was allow to thrive, which lead to discrimination because of the color of her skin. The poem â€Å"Child of the Americas† by Aurora Levins Morales is about social diversity. It is about a person like myself coming from Central America. I was born in Panama, where we did not experience racism until I came to the United States. According to Morales (1) I am a child of the Americas, a light-skinned mestiza of the Caribbean, a child of many diaspora, born into this continent at a crossroads.Like the character in the poem I to am the child of the Americas, except my skin in dark brown and I am proud of my Spanish heritage and teach it to my children. I have African in me, but I am not accepted as an African because I speak fluent Spanish and English. African American do not accept me as an African American because I spea k Spanish. Morales (18) also indicates that â€Å"I am new. History made me. My first language was spanglish. I was born at the crossroads and I am whole† (p. 278).Racism is a belief in racial superiority:  the belief that people of different races have different qualities and abilities, and that some races are inherently superior or inferior. Racism affected how minority girls were treated and the lack of a good quality education. It seperates us from our fellow man. Rather than trying to improve our society or our nation we are spend more time aruging with or neighbors who are of a different ethic background. Racism divides us instead of bringing us closer together. We then create cities seperated by race, and prefer to stay in our own city with fellow people of our race.The country becomes further divided, one group of people on one side and another group of people on the otherside. Prejudice is a irrational dislike of somebody:  an unfounded hatred, fear, or mistrust of a person or group, especially one of a particular religion, ethnicity, nationality, sexual preference, or social status. People had a preconceived notion about African American people which had a negative affect the girls of that culture. The African American girl experienced prejudice based on the fact of her being a person of color, not because of her actions.The theme in the poem â€Å"What it’s like to be a black girl†, is that of confusion, uncertainty, and sadness. The theme of â€Å"Child of the America’s is that of hope, loving your self for who you are.. The poem â€Å"Child of the America’s† did not display any racism or prejudice even though that is not the case for an minority girl in the middle nineteen hundreds in which I experience. The Hispanc girl was just the opposite, there were no boundaries place on her because of her skin color and what ever she dream she wanted to become she could of without prejudice.Her family taught he r to be proud of her Hispanic heritage, to be very prideful of the fact that she is bi-lingual and from the island of Puerto Rico. I was raise to very proud of where I am from and do not forget my family heritage. According to Morales this girl is proud of her Hispanic background and her religious affiliation (1 – 6) I am a child of The Americas, a light-skinned mestiza of the Caribbean, a child of many diaspora, born into this continent at a crossroads. I am a U. S.Puerto Rican Jew, a product of the ghettos of New York I have never known (p. 278). The girl in the poem â€Å"Child of the America’s† proudly explain that Spanish is in her flesh as Morales (1986) states that In recognition of the Spanish influence and in credit of the land that used to be part of the America from which people of Spanish and American descent have intermingled and shared their culture. Spanish influences such as religion, tradition, and food are treasured by Latin Americans who are v ery proud of their heritage. They are Americans (n. p. Morales also indicated that the girl was proud of the other countries she was a part of to include Africa, Europe. We all know that soon that will be a minority of people from America because of it is a melting pot and their will be no typical American because Americans came from a melting pot of culture. Their multiple cultural heritage, tradition, and influences and there are a combination of people to form the American culture. The African American girl seem to be unaware of the changes her body was going through, perhaps because of her situation she was into.In the poem, â€Å"What’s it like to be a Black Girl†, Smith (8) talks about the things that are happening with the girl’s body, as she is developing. â€Å"It’s finding a space between your legs, a disturbance at your chest, and not knowing what to do with the whistles (p. 283). The Puerto Rican girl was very aware of her body and proud to s how it off and with the African American girl it was the total opposite perhaps because of the way she was treated and not allow to grow up without restriction place on her through racism and prejudice.One might wonder how will that affect her mindset as she get older, if I am mentally free in my mind to do what I want to do, my whole outlook on life will be different. The poem â€Å"What It’s Like to Be a Black Girl† Smith says,† the girl is getting bigger and taller and want to wear white clothing to supplement how she is feeling and while wearing white clothing everyone will accept her. The white clothing represent the good things in her life and black represent everything that is bad in her life.The African American girl, now a women and married at the end of the poem, her life appeared headed for trouble because of the upbringing she had. There seem to to be know one lift up the girl when she was going through the trouble time of her young life and all the o bstacles that was in her way. The disparity between the two girls is very obvious in the way they saw themselves. It was very sad that the African American girl did not have a good role model to tell her that black is beautiful and be happy with who you are. It would of been nice for her to have a big sister she could of looks up.The poem never really identified a support person she could count on even though we know there was someone there for her. Living in the 1950‘s was already rough for all minorities, especially before the Civil Rights Movement. The girl in â€Å"Child of the America’s†, seem to always have a great support net around her at times and you could see it in her attitude and the way she carried herself. The question I will continue to ask myself is who or what is responsible for the way minority girls viewed themselves? One girls seem to have a good support group around her and the other one did not.What cause the struggles of an African America n girl an a girl who is from the territorial of the USA so differently? The racism and prejudice minority had a major affect on how African American and Hispanic girls viewed themselves. The big question is who or what affected the girls the most in their growth from a young girl to a young woman. References: Clugston, R. W. (2010) Journey into Literature. Bridgeport Education: San Diego, CA. http://www. 123helpme. com/view. asp? id=122370 http://mybestessays. com/what-its-like-to-be-a-black/ http://leecustodio. hubpages. om/hub/Child-of-the-Americas-An-analysis-on-a-Poem Difference Between Ethnicity and Race http://www. differencebetween. net/science/nature/difference-between-ethnicity-and-race/ Racism and Mental Health Bhui, K. , (2002) Racism and Mental Health. Philadelphia, PA: Jessica Kingsley Publishers Denton, N. A. , & Villarrubia, J. (2007). Residential segregation on the island: the role of race and class in puerto rican neighborhoods. Sociological Forum, 22(1), 51-76 Myer s, L. (2000) Broken Silence: Voices of African American Women in the Academy: Westport, CT: Greenwood PressStyle in poetry involves the method which a poet uses to convey meaning, tone, and emotion in his/her poem. Content, now, gets a little more tricky. Content is idea-based and means: What the artist meant to portray, what the artist actually did portray and how we react, as individuals, to both the intended and actual messages. Additionally, content includes ways in which a work was influenced–by religion, or politics, or society in general, or even the artist's use of hallucinogenic substances–at the time it was created.All of these factors, together, make up the content side of art. Form means: The elements of art, the principles of design and the actual, physical materials that the artist has used. Form, in this context, is concrete and fairly easily described–no matter which piece of art is under scrutiny. What type of prejudices did minority girls went through in the mid nineteen hundreds. Who or what is responsible for the way minority girls viewed themselves? How was the struggles of an African American girl an a girl who is from the territorial of the USA so differently?The racism and prejudice minority had a major affect on how African American and Hispanic girls viewed themselves. The big question is who or what affected the girls the most in their growth from a young girl to a young woman. pointed out or The young African American girl felt as though she had to dye her hair blonde and wear contacts to be excepted by the society of that time. She is growing up trying to live a life as someone else what her to look without truly knowing herself and her heritage.