Essay on Google and Apple Know Where You Are - 939 Words

Google and Apple Know Where You Are, Maybe Bethella Sam Phillips Grantham University BA515 Abstract Location-based tracking is becoming more and more common due to the ever changing technological advances in the world today. Gone are the days where no one knew your location unless they were physically with you. Today, location-based tracking seems like the new trend in society with companies such as Foursquare and EchoEcho. Some wonder what makes a person use services like this to share with the world. That question may never be answered, but what is known is that some individuals use it to share their favorite restaurant, bar, and hangout locations while others use it to pinpoint the location of their children.†¦show more content†¦Maps come in handy when consumers are trying to get driving directions to a specific location or finding the quickest route for travel. Groupon is also available for use when looking for discounts and coupons to hotels, restaurants, and department stores. How many individuals can honestly say that they have ever fully read the privacy p olicy of any technological tool? Not everyone does but should so that they are aware of what information is being collected and how that information is being stored. Most privacy policies are long and tedious and consumers usually just click the tab that says â€Å"I agree† so that they can continue on with their activities. According to Google’s privacy policy, an individual has to give their consent before Google will use information for anything other than what is stated in their privacy policy. It also states that they have the right to share your information with outside companies or organizations, if they feel the information is necessary because of any legal implications or to protect their rights and safety (Google Privacy Policy). GM’s OnStar is equipped in over thirty different models and is highly respected by its users (Onstar). GM vehicle owners are very comfortable with OnStar and its ability to pinpoint their exact location in case of an acci dent, by providing emergency officials their exact location to ensure a quick and accurate response time. OnStar can give them brief informationShow MoreRelatedApple Maps Case1618 Words   |  7 PagesApple Maps Case Apple Inc is a multinational company headquarter in Cupertino, California. Apple Inc was founde on April 1, 1976, and incorporated as Apple Computer Inc. On January 3, 1977. The word â€Å"computer† was removed from its name on January 9, 2007. Apple Inc designs, develops, and sells consumer electronics, computer software and personal computers. Its best-known hardware products are the Mac line of computers, the iPod music player, the iPhone smartphone, and the iPad tablet computerRead MoreThe Value Delivery Network For Apple Pay Essay1328 Words   |  6 Pagesdelivery network for Apple Pay. The value delivery network is 1st that it is convenient. 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The Tragedy of September 11, 2001 - 833 Words

11 September 2001 On September 11’th 2001 on the morning hijacked by 19 Arab men 4 aircraft were all heading towards California, and used them as suicide missiles. They flew into the World Trade Center two twin towers, the Pentagon and after a long struggle with passengers crashed last down on a field. World Trade Center consisted of seven buildings, three of the buildings collapsed and the four others were damaged by the other collapsed. It is believed that the 19 Arab men, was led by the Egyptian Mohammed Atta (1968-2001) 5. The first plane was hijacked, was a Boeing 767, American Airlines Route 11, which had 92 passengers on board. The second plane, United Airlines Route 175 had 65 passengers on board. The third plane, American Airlines route 77, 64 passengers on board and the fourth plane, United Airlines Route 93 had 45 passengers on board. 2749 people died in accidents, including office workers, managers, chefs, waiters, cooks, police, fire, and paramedics. The critical moment A plane, American Airlines Route 11, with 92 passengers on board, was hijacked by four Arab men with knives, led by Mohammed Atta. On the ground heard the air traffic controller them say, Do not something stupid. There will not be put to any. We have other planes. A second plane, United Airlines Route 175, with 65 passengers on board, was hijacked by five Arab men and armed with knives. During the struggle, to take over the plane, the stack a member of cabin crew down. A female flightShow MoreRelatedWhat Happened in September 11th, 2001 Essay889 Words   |  4 Pages September 11th, 2001 What happened on September 11th, 2001? A day that will be remembered and never forgotten, a day that many innocent people died because of a terrible tragedy that happened on September 11th, 2001 at the World Trade Center in New York City. To many people it probably just looked like another regular work day, but didn’t expect the worst that day. 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The Importance of Cultural Diversity in the Classroom Free Essays

string(75) " The natal place is a simple, yet effectual attack to structured duologue\." Schools are the topographic points where the kids shape their personalities and behaviour. Like a kid who shapes his or her personal mentality, even the school will be shaped by diverse cultural patterns and values of the society. In kernel, schools besides reflect the bing norms of the society for which they set up. We will write a custom essay sample on The Importance of Cultural Diversity in the Classroom or any similar topic only for you Order Now Interrelated and closely bonded beliefs and values are really common the civilization of the schooling. In this chapter, an effort was made to associate the basic political orientation that underlines the civilization in the US with many nucleus values and beliefs. In add-on, a nexus was made to associate the basic political orientation as a agency of unwraping the deeper significance of civilization. Child raising is a really meaningful attack that one can utilize to uncover the deeper significance of the civilization. Rearing kids in a schoolroom has a strong nexus with the implicit in civilization of diverse cultural groups. Several writers in the yesteryear have tried to explicate what childrearing is, particularly in the context of bing cultural patterns. Almost all writers believe that childrearing is a mirror of different cultural political orientations along with patterns and values of different civilizations. Ogbu ( Ogbu, 1981 ) believes that parents prepare their kids for the society and the universe as they know and see it. Society can easy act upon and determine our schools. The nucleus values and patterns of the society are some of the critical factors that shape our schools. Educators, pupils and parents may ne’er understand the deeper significance of civilization within the atmosphere of school acquisition. Traditional definitions of civilization given by celebrated anthropologists may non be sufficient for planing and put to deathing school larning experiences that are so common in culturally different scenes. In this subdivision, we will handle objectifying civilization as the basic measure in the procedure of planing and building a simple and feasible definition of civilization. This simple working definition will assist us streamline be aftering school larning experiences among different people. What is exteriorizing civilization? A simple depersonalisation procedure that helps us in carry oning critical scrutiny of the political orientations that support accepted and acknowledged societal behaviour and cultural patterns. Political orientations and beliefs can reflect different facets of deep significance of civilization. Schools are the acquisition centres that besides reflect the cultural norms of a larger sized society. Deeper significance of the civilization can besides be revealed through inspecting and measuring political orientations and any interrelated beliefs and values. One can besides uncover the deep significance of civilization by including communicating among parents, instructors and pupils, and different societal interaction forms, every bit good as childrearing methods and patterns. The Culture of Practice in a Fighting School Every instructor is different. Each one of them has ain ideological stance and apprehension of civilization. In fact, these two point of views shape how they see school course of study, larning procedure, teaching method and societal context that allow larning in school. In nutshell, the manner and mode in which a instructor understands the civilization influences in the school, will finally act upon his or her ability to supply meaningful and productive acquisition experiences to the pupils. This chapter will supply two chief benefits: It provides you a solid basis to grok cultural diverseness in a schoolroom ; It besides helps you larn how to learn traditionally underserved pupils, who come from diverse and experiential backgrounds. Hollins ( Hollins, 2006 ) reported about an attack, which was identified as a structured duologue, playing an of import tool to help change over the civilization of pattern followed in a low acting school. In such schools, instructors besides learned how to learn traditionally underserved urban pupils. The first portion of this chapter presents you the survey as reported by Hollins. On the other manus, the 2nd subdivision of this chapter deals with the things that instructors learned in their schoolroom, in the signifier of a construction that is planned at unwraping the deeper significance of civilization within the atmosphere of a school. The most critical constituents of this model are: Culturally mediated knowledge and Culturally mediated direction The chief end of this dedicated treatment is to convey an consciousness of the civilization of pattern in really low executing urban schools. This expertness will authorise you to measure your ain advancement as a dedicated schoolroom instructor and shun possible scenarios where you will be introduced unconsciously to the prevailing pattern of civilization. What is a structured duologue? It is an intricate procedure of acquisition, where all instructors come together in a survey group styled format, to discourse and larn more about their schoolroom duologues. In the procedure of carry oning a series of duologues, instructors can depict the unique successes and particular challenges they encounter in their schoolrooms along with groundss and testimonies from each of the take parting instructor. The most important benefit of a structured duologue procedure is the instructor ‘s ability to larn from other on different methods that can assist in bettering schoolroom patterns and pupil larning results. Identifying a Developmental Trajectory Hollins ( Hollins, 2006 ) besides worked on developing a developmental flight for alterations in the civilization of patterns in many of the underperforming urban schools. This flight involved three places and three markers. The places were: A Natal or initial civilization identified in many of the underperforming schools merely at the induction of the survey. A transitional place, when old patterns and values were replaced or changed with new 1s by the participating instructors A transformed civilization, where all take parting instructors adapted new and fresh values, patterns and perceptual experiences On the other manus, three of import markers suggested for alterations in the instructor ‘s civilization of patterns are: Teachers ‘ perceived perceptual experiences and sentiments about pupils, Teachers ‘ perceived perceptual experiences and sentiments about direction and Interrelationship among different instructors Learning more about different places The natal place is a simple, yet effectual attack to structured duologue. The instructors of a school articulation as a group, in low acting schools, to keep a shortage point of view of their pupils to concentrate on a figure of issues like: Lack of accomplishments, cognition and information among pupils A sensed negative position of a pupil ‘s conditions of life An attitude that parents demo disinterest in their kids ‘s instruction In fact, every schoolroom is bound to take to differences in larning results. These differences could be due to a figure of grounds like: Student ‘s attempt and dedication towards surveies, Intelligence, accomplishments and perceived smarting Family ‘s societal position in the society In a natal place, instructors may or may non see each other ‘s schoolroom or they may or may non speak to each other sing their instruction methods. In fact, schoolroom direction delivered by instructors was private and confidential. School governments ensured that new instructor inductees were officially socialized into this new civilization. Following, will be the transitional place. During this place, instructors may ne’er speak negative about a pupil. However, it is rather hard to recognize similar results with all the instructional attacks used by the instructors. This issue resulted in a serious treatment about the bing relationship between the learning attack and the student-learning result. Dialogues about single instruction patterns veered towards personal, although single instructors were careful about presuming duty for larning result among pupils. Senior instructors started giving better attending to the initiation of new instructors by puting up informal and personal mentoring Sessionss. These Sessionss ever included proviso of counsel and aid about learning methods and attacks. On the other manus, transformational place is the last place that emerges during the 3rd twelvemonth of the survey. The positive facet of this place was that instructors ever talked positive about their pupils. In fact, positive result was the most important benefit of this place. With the induction of this place, instructors talked more about: The information pupils know and understand What should they cognize more about What instructional methods appeal them the most Teachers besides found clip to discourse many other issues like: The bing relationship among learning methods and attacks Properties of the pupil community Learning results and consequences Teachers become more antiphonal by taking full duties for their pupil ‘s acquisition results. Teachers besides start speaking more about their pupils ‘ strengths, failings and other related issues. In fact, everyone in the pubic knew about what pupils are making and how they are executing. Teachers took each other ‘s suggestions earnestly, visited other ‘s schoolrooms and subsequently assumed full duty for their ain schoolroom actions. All senior instructors started taking extra duties about the new inductee instructors. Hollins ( Hollins, 2006 ) presented the construct of developmental flight that is closely related to the typology topic discussed in Chapter I. The flight and typology discussed here gives you three of import places with associating classs of indexs for gestating learning methods. When you compare places and indexs in the typology highlighted erstwhile in the first chapter of the book, with those of Hollins ‘ , many similarities may be between the indexs, across many places in the typology and the flight. For illustration, You can detect that the Type I instructors mentioned in the typology are about similar to the instructors that were mentioned in the natal place, particularly in the flight on indexs for instructors ‘ point of view on pupils and direction. On the other manus, many indexs in the transformational place lying on the developmental flight and in the Type III in the sphere of typology indicate towards the application of a instructor ‘s cognition and consciousness about: The intricate relationship between many pupil properties and experiences Instructional and learning patterns adapted by the instructor Learning result as a meaningful support for learning that is productive and consequence oriented. As mentioned elsewhere in the book, a structured duologue is an efficient tool for helping the complete transmutation of a community of learning pattern and patterns of single instructors. If you are a get downing instructor, who is merely get downing to interact with your pupils, you can utilize this tool to better your learning methods and patterns. The typology and the flight are really good to instructors, old or new, in many different ways. The term typology is descriptive ; it tries to explicate the perceptual place, and response of instructors who are hired to learn in K-12 schools. It is a really convenient tool for analysis, rating and self-contemplation for planned personal growing. On the other manus, developmental flight means the transmutation of the pattern of civilization in an underperforming school with that of a acquisition community that focuses on heightening pupil larning results. Tip: When you recognize different indexs of place in a civilization of pattern followed in a school, you can easy understand how to interact and discourse with co-workers and in what mode you can supervise and measure your ain single growing after take parting in a community of pattern. Both flight and typology are really good to instructors in many ways. However, the typology theoretical account presented before in the first chapter, merely detected the basic features of instructor ‘s perceptual experience and patterns along the lines of three places, and it did non supply a construction for groking the bing relationship between different civilization and school patterns. Hence, the balance portion of this chapter will supply a platform for understanding the bing association between scholar ‘s cultural backgrounds, schoolroom acquisition manner and larning results. Cultural Diversity in a Classroom This class model will supply you a theoretical position for culling cognition base from other chapters and clarify the construction to help application to pattern. The chief constructs embedded in the model will give a broader significance for turn uping self-identity within the scopes of a culturally diverse society for Making an enquiry into pupils cultural and experiential background, Undoing sensitive elements from purposeful larning for pupils who from diverse communities and survey in simple and secondary schools The other aim of this chapter is to do clear the bing relationship between civilization, knowledge, pedagogical patterns and many larning results. The implicit in construction for groking cultural diverseness in a typical schoolroom consists of two major parts, viz. : Culturally intervened knowledge and Culturally intervened direction The former refers to the mode in which a pupil ‘s encephalon, memory constructions and critical rational procedures enhance, support and develop within a given cultural context. On the other manus, the latter includes a figure of of import constituents like culturally intervened knowledge and prized cognition and accomplishments in school course of study and culturally right societal scenarios for larning experience ( see Table 7.2 ) . Bransford, Brown, and Cocking ( 1999 ) pointed out that, â€Å" all acquisition involves transfer from old experiences † ( p. 56 ) . The monumental work of Piaget and Vygptsky provides a theoretical land for understanding cultural diverseness in a schoolroom. This theory draws on available information processing to explicate different structural constituents among different civilizations, knowledge, and teaching method and learning experience for different cultural backgrounds. Note that you can happen structural constituents among the take parting persons and groups, who are analyzing under different school scenes. On the other manus, civilization is alone and dynamic with changeless alterations and alterations. Journal Activity How make you manage a culturally diverse schoolroom? Explain how you want to learn and develop your kids, particularly in the context of bing cultural patterns. Explain how you will develop an ability to supply meaningful and productive acquisition experiences to the pupils, who are analyzing in a culturally fighting school. Differentiate between culturally mediated knowledge and culturally mediated direction. Explain your program of action to do structural duologue a success. Pause and Reflect As a instructor, why do believe that a structured duologue is an efficient tool for helping the complete transmutation of a community of learning pattern and patterns of single instructors. Supply grounds for your statement. What are the possible constrictions and possible jobs that are likely to harvest up, when you are utilizing structured duologues? Think of some schemes and programs to utilize different perceptual experiences. How to cite The Importance of Cultural Diversity in the Classroom, Essay examples

Roderick Mullen free essay sample

The West and the Changing Balance of Power Multiple-Choice Questions 1) Which of the following was NOT a symptom of decline in the Arabic caliphate by 1400? A) The narrowing of intellectual life symbolized by the triumph of religion over literature, philosophy, and science B) Landlords seized power over peasants C) The decline of the Sufis D) Decline of tax revenues for the state E) Landlords ceased to experiment with new agricultural techniques. 2) By what date had the Arabs been virtually excluded from European trade? A) 900 B) 1000 C) 1100 D) 1350 E) 1453 ) Which of the following statements concerning Arabic trade after 1100 is most accurate? A) Arabic control of the seas was strengthened following 1100. B) Although Arabic trade was reduced, Muslims remained active in world markets. C) The total collapse of the Islamic world in the 12th century can best be compared to the fall of the Roman Empire. D) The Arab trading complex was reduced after 1100 to the Middle East. E) Their economic decline could be compared to that of Rome. 4) Which of the following statements concerning the political fragmentation of the Arabic world in the 1400s is most accurate? A) After the fall of the Abbasid caliphate, the emerging Ottoman Empire soon mastered most of the lands of the old caliphate plus the Byzantine corner. B) The political fragmentation caused by the fall of Baghdad lasted for several centuries under the decentralized administration of the Seljuk Turks. C) The Mongol conquests eliminated any form of centralized government in the Middle East until the 17th century. D) Following the fall of the Abbasid caliphate, the Middle East became part of the colonial empire of the emerging feudal states of western Europe. E) The political system was chaotic for 300 years until the rise of a new political order under the Ottoman Turks. 5) Which of the following statements concerning the Ottoman Empire is most accurate? A) The rise of the Ottoman Empire restored the full international vigor that the Islamic caliphate had possessed. B) Turkish rulers promoted trade more actively than did their Arab predecessors. C) The expansionist power of the Ottoman Empire was very real, but the focus on conquest and administration overshadowed wider commercial ambitions. D) The Ottoman Empire had no expansionist interests or capabilities. E) The Ottomans competed with western Europe for Atlantic trade. 6) What area represented a new conquest for the Ottoman Empire in the late 1400s? A) Asia Minor B) North Africa C) Southeastern Europe D) Mesopotamia E) Russia 7) Which of the following statements concerning the Ottoman Empire is most accurate? A) Turkish rulers did not promote maritime trade as vigorously as had the Arabs. B) Scientific and philosophical investigations reached the level of innovation that they had enjoyed under the Abbasids. C) The Turks refused to patronize the traditional Persian artists and craftsmen who had dominated the later Abbasid court. D) The Ottomans were more interested in cultural patronage than in military organization. E) The Ottomans never mastered the full territorial extent of the old caliphate. 8) Which of the following civilizations first attempted to fill the commercial vacuum created by the decline in Arabic trade? A) Russia B) Japan C) China D) India E) Sub-Saharan Africa 9) What Chinese dynasty succeeded the Mongol Yuan dynasty in China? A) Chou B) Ming C) Han D) Tang E) Qing 10) What was the innovation launched by the Ming dynasty? A) Receiving tribute payments from Korea and Japan B) Extending their political control over Vietnam and Korea C) Use of a centralized bureaucracy but under the direct control of the emperor D) Mounting huge, state-sponsored trading expeditions throughout Asia and beyond E) The use of gunpowder weapons on both land and naval vessels 11) In what year did the Ming dynasty halt state-sponsored commercial voyages? A) 1358 B) 1405 C) 1433 D) 1487 E) 1453 12) What admiral commanded China? s great overseas expeditions between 1405 and 1433? A) Zhenghe B) Jung Tzi Lung C) Xun Xi D) Yan Xuanshang E) Chenla Khmer 13) Which of the following was NOTa reason used by the Ming dynasty to halt the trading expeditions? A) The opposition of the scholar-gentry and bureaucracy B) The technological inferiority of Chinese ships and navigation C) The growing military expenses of the campaigns against the Mongols D) The traditional preference of the Chinese for Asian products E) The expense of building the new capital in Beijing 14) Which of the following statements concerning the cessation of state-sponsored trade by the Ming dynasty is most accurate? A) The cessation of trade severely damaged the internal economy of China and produced the inevitable peasant revolutions that overthrew the Ming dynasty. B) The end of international trade signaled a general decentralization of government in Ming China. C) Because of the Chinese dependence on imports from abroad, the decision to end the state-sponsored expeditions was particularly critical in initiating cultural decline. D) In Chinese terms, it was the brief emphasis on trading and commerce that was unusual, not its cessation. E) China had long emphasized internal development at the expense of trade. 15) Which of the following was NOT a drawback to the West? s emergence as a global power? A) Western nations lacked the political coherence and organizing ability of imperial China. B) The West did not begin to establish key maritime and commercial links until after 1600. C) The Catholic church, long one of the organizing institutions of Western civilization, was under attack. D) The lives and economic activities of ordinary Europeans, the artisans and peasants, were in serious disarray. E) Population loss caused further economic disarray and lack of strong leadership. 16) Which of the following was NOT a contributing factor to the economic crises of the 14th century? A) Withdrawal from the global trading network B) Bubonic plague C) Lack of technological advance in agriculture D) Recurrent famine E) Labor shortages 17) What proportion of the European population died as a result of the 14th century plague? A) One tenth B) One fourth C) One third D) One half E) One eighth 18) Which of the following was NOT a source of Western dynamism in the 14th and 15th centuries? A) The strengthening of feudal monarchy B) The growth of cities and urban economies C) Advances in metallurgy D) Two centuries of peace among the major European nations E) A cultural reawakening 19) Strong regional monarchies took hold in the decades around 1400 in A) Russia and Poland. B) the Ottoman Empire. C) Spain and Portugal. D) Germany and Austria. E) Italy and Greece. 20) In what region of Europe did the Renaissance begin? A) Germany B) Italy C) France D) England E) Spain 21) In comparison to medieval culture, Renaissance culture was A) more concerned with Aristotelian philosophy. B) more concerned with things of the earthly world. C) disinterested in classical models. D) based less on urban vitality and expanding commerce. E) more other-worldly and religious. 22) Which of the following was NOT one of the reasons that Italy emerged as the center of the early Renaissance? A) Italy was spared the Black Plague due to its geographic location. B) Italy retained more contact with Roman traditions than did the rest of Europe. C) Italy led the West by the 14th century in banking and trade. D) Italy had closer contacts with foreign scholars, particularly those in late Byzantium. E) Italy was more urbanized than most of Europe. 23) What Florentine painter led the way in the movement toward nature and people as the primary subject matter of Renaissance art? A) Giotto B) Petrarch C) Masaccio D) Fra Angelico E) Boccaccio 24) What Italian city-state was best placed to engage in the new, Western-oriented commercial ventures of the 15th century? A) Rome B) Florence C) Genoa D) Pisa E) Padua 25) Along with Italy, a key center for change in the 14th and 15th centuries was A) France. B) Germany. C) England. D) the Iberian peninsula. E) Austria. 26) What was unique about the development of states in the Iberian peninsula? A) These governments were based on city-states rather than nation-states. B) Based on Castile and Aragon, the Iberian states were unique in their adoption of Islam. C) Spain and Portugal developed effective new governments with a special sense of religious mission and religious support. D) The states of Spain and Portugal were able to develop without emphasis on the military. E) They had never participated in the feudal practices of the Middle Ages which made them more open to change. 27) What was the Western response to the problems of international trade that they experienced in 1400? A) Western nations halted trade with Asia and the East and became more dependent on European-produced commodities. B) Many nations sought to establish alliances with the Ottoman Empire in order to restore the trade routes. C) Overland trade routes through northern Russia were established to the East. D) Western nations began explorations of alternative routes to Asia that would bypass the Middle East and Muslim realms. E) They began to pull back from all but regional trade networks found in the eastern Mediterranean. 28) The key theme of Polynesian culture from the 7th century to 1400 was A) the adoption of Japanese civilization in the island societies. B) the development of a uniform written script. C) contraction as a result of the world-wide epidemic of the 14th century. D) spurts of migration and conquest that spread beyond the initial base in the Society Islands. E) large-scale expeditions of discovery which were aimed at establishing colonies in South America. 29) Which of the following was NOT characteristic of Hawaiian culture? A) Urbanization B) Animal husbandry featuring swine C) Warlike regional kingdoms D) Highly stratified social structure E) Use of imported animals such as pigs 30) Which of the following represents a significant difference between New Zealand and Hawaii? A) Art based on carved wood B) A cold and harsh climate C) A highly stratified society D) A society based on warfare E) Tribal military leaders 31) The practice of judging other peoples by the standards and practices of one? s own culture of ethnic group is A) ethnocentrism. B) genocide. C) anthropomorphism. D) aversionism. E) localism. 32) Which of the following statements is most accurate? A) Without European intervention, there is no reason to believe that the Inca and Aztec empires could not have survived for several more centuries. B) Without European interference, the likelihood is that the Inca Empire would have overwhelmed the Aztecs and established a unified government in the Americas. C) Because of internal weaknesses, both the Inca and the Aztec empires were receding and might not have survived, even if the Europeans had not arrived. D) Prior to the arrival of the Europeans, both the Inca and the Aztec empires had been replaced by other, indigenous governments. E) Both the Inca and the Aztecs stopped exploiting subject peoples after 1500 due to the intervention of the Black Plague. 33) Which of the following was NOT a result of the European contact with sub-Saharan Africa after 1500? A) Trade patterns in west Africa shifted from the Mediterranean to the Atlantic B) Trade shifted in west Africa from Muslim to European hands C) Seizure of slaves for European use affected many regions deeply D) Regional kingdoms lost all influence in west Africa and were replaced by European governments E) European weapons played an increasing role in the tribal conflicts between north and south.