African American Culture Essay Example for Free

African American Culture Essay Although slavery greatly restricted the ability of Africans in America to practice their cultural traditions, many practices, values and beliefs survived and over time have incorporated elements of European American culture. There are even certain facets of African American culture that were brought into being or made more prominent as a result of slavery; an example of this is how drumming became used as a means of communication and establishing a community identity during that time. The result is a dynamic, creative culture that has had and continues to have a profound impact on mainstream American culture and on world culture as well. After Emancipation, these uniquely African American traditions continued to grow. They developed into distinctive traditions in music, art, literature, religion, food, holidays, amongst others. While for some time sociologists, such as Gunnar Myrdal and Patrick Moynihan, believed that African Americans had lost most cultural ties with Africa, anthropological field research by Melville Hersovits and others demonstrated that there is a continuum of African traditions among Africans in the New World from the West Indies to the United States. The greatest influence of African cultural practices on European cultures is found below the Mason-Dixon in the southeastern United States, especially in the Carolinas among the Gullah people and in Louisiana. African American culture often developed separately from mainstream American culture because of African Americans desire to practice their own traditions, as well as the persistence of racial segregation in America. Consequently African American culture has become a significant part of American culture and yet, at the same time, remains a distinct culture apart from it. History From the earliest days of slavery, slave owners sought to exercise control over their slaves by attempting to strip them of their African culture. The physical isolation and societal marginalization of African slaves and, later, of their free progeny, however, actually facilitated the retention of significant elements of traditional culture among Africans in the New World generally, and in the U. S. in particular. Slave owners deliberately tried to repress political organization in order to deal with the many slave rebellions that took place in the southern United States, Brazil, Haiti, and the Dutch Guyanas. African cultures,slavery,slave rebellions,and the civil rights movements(circa 1800s-160s)have shaped African American religious, familial, political and economic behaviors. The imprint of Africa is evident in myriad ways, in politics, economics, language, music, hairstyles, fashion, dance, religion and worldview, and food preparation methods. In the United States, the very legislation that was designed to strip slaves of culture and deny them education served in many ways to strengthen it. In turn, African American culture has had a pervasive, transformative impact on myriad elements of mainstream American culture, among them language, music, dance, religion, cuisine, and agriculture. This process of mutual creative exchange is called creolization. Over time, the culture of African slaves and their descendants has been ubiquitous in its impact on not only the dominant American culture, but on world culture as well. Oral tradition Slaveholders limited or prohibited education of enslaved African Americans because they believed it might lead to revolts or escape plans. Hence, African-based oral traditions became the primary means of preserving history, morals, and other cultural information among the people. This was consistent with the griot practices of oral history in many African and other cultures that did not rely on the written word. Many of these cultural elements have been passed from generation to generation through storytelling. The folktales provided African Americans the opportunity to inspire and educate one another. Examples of African American folktales include trickster tales of Brer Rabbit and heroic tales such as that of John Henry. The Uncle Remus stories by Joel Chandler Harris helped to bring African American folk tales into mainstream adoption. Harris did not appreciate the complexity of the stories nor their potential for a lasting impact on society. Characteristics of the African American oral tradition present themselves in a number of forms. African American preachers tend to perform rather than simply speak. The emotion of the subject is carried through the speakers tone, volume, and movement, which tend to mirror the rising action, climax, and descending action of the sermon. Often song, dance, verse and structured pauses are placed throughout the sermon. Techniques such as call-and-response are used to bring the audience into the presentation. In direct contrast to recent tradition in other American and Western cultures, it is an acceptable and common audience reaction to interrupt and affirm the speaker. Spoken word is another example of how the African American oral tradition influences modern American popular culture. Spoken word artists employ the same techniques as African American preachers including movement, rhythm, and audience participation. Rap music from the 1980s and beyond has been seen as an extension of oral culture. Harlem Renaissance [pic] Zora Neale Hurston was a prominent literary figure during the Harlem Renaissance. Main article: Harlem Renaissance The first major public recognition of African American culture occurred during the Harlem Renaissance. In the 1920s and 1930s, African American music, literature, and art gained wide notice. Authors such as Zora Neale Hurston and Nella Larsen and poets such as Langston Hughes, Claude McKay, and Countee Cullen wrote works describing the African American experience. Jazz, swing, blues and other musical forms entered American popular music. African American artists such as William H. Johnson and Palmer Hayden created unique works of art featuring African Americans. The Harlem Renaissance was also a time of increased political involvement for African Americans. Among the notable African American political movements founded in the early 20th century are the United Negro Improvement Association and the National Association for the Advancement of Colored People. The Nation of Islam, a notable Islamic religious movement, also began in the early 1930s. African American cultural movement The Black Power movement of the 1960s and 1970s followed in the wake of the non-violent American Civil Rights Movement. The movement promoted racial pride and ethnic cohesion in contrast to the focus on integration of the Civil Rights Movement, and adopted a more militant posture in the face of racism. It also inspired a new renaissance in African American literary and artistic expression generally referred to as the African American or Black Arts Movement. The works of popular recording artists such as Nina Simone (Young, Gifted and Black) and The Impressions (Keep On Pushin), as well as the poetry, fine arts and literature of the time, shaped and reflected the growing racial and political consciousness. Among the most prominent writers of the African American Arts Movement were poet Nikki Giovanni; poet and publisher Don L. Lee, who later became known as Haki Madhubuti; poet and playwright Leroi Jones, later known as Amiri Baraka; and Sonia Sanchez. Other influential writers were Ed Bullins, Dudley Randall, Mari Evans, June Jordan, Larry Neal and Ahmos Zu-Bolton. Another major aspect of the African American Arts Movement was the infusion of the African aesthetic, a return to a collective cultural sensibility and ethnic pride that was much in evidence during the Harlem Renaissance and in the celebration of Negritude among the artistic and literary circles in the U. S. , Caribbean and the African continent nearly four decades earlier: the idea that black is beautiful. During this time, there was a resurgence of interest in, and an embrace of, elements of African culture within African American culture that had been suppressed or devalued to conform to Eurocentric America. Natural hairstyles, such as the afro, and African clothing, such as the dashiki, gained popularity. More importantly, the African American aesthetic encouraged personal pride and political awareness among African Americans. Music [pic] Men playing the djembe, a traditional West African drum adopted into African American and American culture. The bags and the clothing of the man on the right are printed with traditional kente cloth patterns. African American music is rooted in the typically polyrhythmic music of the ethnic groups of Africa, specifically those in the Western, Sahelean, and Sub-Saharan regions. African oral traditions, nurtured in slavery, encouraged the use of music to pass on history, teach lessons, ease suffering, and relay messages. The African pedigree of African American music is evident in some common elements: call and response, syncopation, percussion, improvisation, swung notes, blue notes, the use of falsetto, melisma, and complex multi-part harmony. During slavery, Africans in America blended traditional European hymns with African elements to create spirituals. Many African Americans sing Lift Evry Voice and Sing in addition to the American national anthem, The Star-Spangled Banner, or in lieu of it. Written by James Weldon Johnson and John Rosamond Johnson in 1900 to be performed for the birthday of Abraham Lincoln, the song was, and continues to be, a popular way for African Americans to recall past struggles and express ethnic solidarity, faith and hope for the future. The song was adopted as the Negro National Anthem by the NAACP in 1919. African American children are taught the song at school, church or by their families. Lift Evry Voice and Sing traditionally is sung immediately following, or instead of, The Star-Spangled Banner at events hosted by African American churches, schools, and other organizations. In the 1800s, as the result of the blackface minstrel show, African American music entered mainstream American society. By the early twentieth century, several musical forms with origins in the African American community had transformed American popular music. Aided by the technological innovations of radio and phonograph records, ragtime, jazz, blues, and swing also became popular overseas, and the 1920s became known as the Jazz Age. The early 20th century also saw the creation of the first African American Broadway shows, films such as King Vidors Hallelujah! and operas such as George Gershwins Porgy and Bess. Rock and roll, doo wop, soul, and R;B developed in the mid 20th century. These genres became very popular in white audiences and were influences for other genres such as surf. The dozens, an urban African American tradition of using rhyming slang to put down your enemies (or friends) developed through the smart-ass street jive of the early Seventies into a new form of music. In the South Bronx, the half speaking, half singing rhythmic street talk of rapping grew into the hugely successful cultural force known as Hip Hop. Hip Hop would become a multicultural movement. However, it is still important to many African Americans. The African American Cultural Movement of the 1960s and 1970s also fueled the growth of funk and later hip-hop forms such as rap, hip house, new jack swing and go go. African American music has experienced far more widespread acceptance in American popular music in the 21st century than ever before. In addition to continuing to develop newer musical forms, modern artists have also started a rebirth of older genres in the form of genres such as neo soul and modern funk-inspired groups. Dance [pic] The Cakewalk was the first African American dance to gain widespread popularity in the United States. [pic] African American dance, like other aspects of African American culture, finds its earliest roots in the dances of the hundreds of African ethnic groups that made up African slaves in the Americas as well as influences from European sources in the United States. Dance in the African tradition, and thus in the tradition of slaves, was a part of both every day life and special occasions. Many of these traditions such as get down, ring shouts, and other elements of African body language survive as elements of modern dance. In the 1800s, African American dance began to appear in minstrel shows. These shows often presented African Americans as caricatures for ridicule to large audiences. The first African American dance to become popular with White dancers was the cakewalk in 1891. Later dances to follow in this tradition include the Charleston, the Lindy Hop, and the Jitterbug. During the Harlem Renaissance, all African American Broadway shows such as Shuffle Along helped to establish and legitimize African American dancers. African American dance forms such as tap, a combination of African and European influences, gained widespread popularity thanks to dancers such as Bill Robinson and were used by leading White choreographers who often hired African American dancers. Contemporary African American dance is descended from these earlier forms and also draws influence from African and Caribbean dance forms. Groups such as the Alvin Ailey American Dance Theater have continued to contribute to the growth of this form. Modern popular dance in America is also greatly influenced by African American dance. American popular dance has also drawn many influences from African American dance most notably in the hip hop genre. Art [pic] Sand Dunes at Sunset, Atlantic City by Henry Ossawa Tanner 1859-1937 From its early origins in slave communities, through the end of the twentieth century, African-American art has made a vital contribution to the art of the United States. During the period between the 1600s and the early 1800s, art took the form of small drums, quilts, wrought-iron figures and ceramic vessels in the southern United States. These artifacts have similarities with comparable crafts in West and Central Africa. In contrast, African American artisans like the New England–based engraver Scipio Moorhead and the Baltimore portrait painter Joshua Johnson created art that was conceived in a thoroughly western European fashion. During the 1800s, Harriet Powers made quilts in rural Georgia, United States that are now considered among the finest examples of nineteenth-century Southern quilting. Later in the 20th century, the women of Gee’s Bend developed a distinctive, bold, and sophisticated quilting style based on traditional African American quilts with a geometric simplicity that developed separately but was like that of Amish quilts and modern art. After the American Civil War, museums and galleries began more frequently to display the work of African American artists. Cultural expression in mainstream venues was still limited by the dominant European aesthetic and by racial prejudice. To increase the visibility of their work, many African American artists traveled to Europe where they had greater freedom. It was not until the Harlem Renaissance that more whites began to pay attention to African American art in America. [pic] Kara Walker, Cut, Cut paper and adhesive on wall, Brent Sikkema NYC. During the 1920s, artists such as Raymond Barthe, Aaron Douglas, Augusta Savage, and photographer James Van Der Zee became well known for their work. During the Great Depression, new opportunities arose for these and other African American artists under the WPA. In later years, other programs and institutions, such as the New York City-based Harmon Foundation, helped to foster African American artistic talent. Augusta Savage, Elizabeth Catlett, Lois Mailou Jones, Romare Bearden, Jacob Lawrence and others exhibited in museums and juried art shows, and built reputations and followings for themselves. In the 1950s and 1960s, there were very few widely accepted African American artists. Despite this, The Highwaymen, a loose association of 27 African American artists from Ft. Pierce, Florida, created idyllic, quickly realized images of the Florida landscape and peddled some 50,000 of them from the trunks of their cars. They sold their art directly to the public rather than through galleries and art agents, thus receiving the name The Highwaymen. Rediscovered in the mid-1990s, today they are recognized as an important part of American folk history. Their artwork is widely collected by enthusiasts and original pieces can easily fetch thousands of dollars in auctions and sales. The Black Arts Movement of the 1960s and 1970s was another period of resurgent interest in African American art. During this period, several African-American artists gained national prominence, among them Lou Stovall, Ed Love, Charles White, and Jeff Donaldson. Donaldson and a group of African-American artists formed the Afrocentric collective AFRICOBRA, which remains in existence today. The sculptor Martin Puryear, whose work has been acclaimed for years, is being honored with a 30-year retrospective of his work at the Museum of Modern Art in New York starting November 2007. Notable contemporary African American artists include David Hammons, Eugene J. Martin, Charles Tolliver, and Kara Walker. Literature [pic] Langston Hughes, a notable African American poet of the Harlem Renaissance. African American literature has its roots in the oral traditions of African slaves in America. The slaves used stories and fables in much the same way as they used music. These stories influenced the earliest African American writers and poets in the 18thcentury such as Phillis Wheatley and Olaudah Equiano. These authors reached early high points by telling slave narratives. During the early 20th century Harlem Renaissance, numerous authors and poets, such as Langston Hughes, W. E. B. Dubois, and Booker T. Washington, grappled with how to respond to discrimination in America. Authors during the Civil Rights era, such as Richard Wright, James Baldwin and Gwendolyn Brooks wrote about issues of racial segregation, oppression and other aspects of African American life. This tradition continues today with authors who have been accepted as an integral part of American literature, with works such as Roots: The Saga of an American Family by Alex Haley, The Color Purple by Alice Walker, and Beloved by Nobel Prize-winning Toni Morrison, and series by Octavia Butler and Walter Mosley that have achieved both best-selling and/or award-winning status. Museums The African American Museum Movement emerged during the 1950s and 1960s to preserve the heritage of the African American experience and to ensure its proper interpretation in American history. Museums devoted to African American history are found in many African American neighborhoods. Institutions such as the African American Museum and Library at Oakland and The African American Museum in Cleveland were created by African Americans to teach and investigate cultural history that, until recent decades was primarily preserved trough oral traditions. Language Generations of hardships imposed on the African American community created distinctive language patterns. Slave owners often intentionally mixed people who spoke different African languages to discourage communication in any language other than English. This, combined with prohibitions against education, led to the development of pidgins, simplified mixtures of two or more languages that speakers of different languages could use to communicate. Examples of pidgins that became fully developed languages include Creole, common to Haiti,and Gullah, common to the Sea Islands off the coast of South Carolina and Georgia. African American Vernacular English is a type variety (dialect, ethnolect and sociolect) of the American English language closely associated with the speech of but not exclusive to African Americans. While AAVE is academically considered a legitimate dialect because of its logical structure, some of both Caucasians and African Americans consider it slang or the result of a poor command of Standard American English. Inner city African American children who are isolated by speaking only AAVE have more difficulty with standardized testing and, after school, moving to the mainstream world for work. It is common for many speakers of AAVE to code switch between AAVE and Standard American English depending on the setting. Fashion and aesthetics [pic] A man weaving kente cloth in Ghana. Attire The cultural explosion of the 1960s saw the incorporation of surviving cultural dress with elements from modern fashion and West African traditional clothing to create a uniquely African American traditional style. Kente cloth is the best known African textile. These festive woven patterns, which exist in numerous varieties, were originally made by the Ashanti and Ewe peoples of Ghana and Togo. Kente fabric also appears in a number of Western style fashions ranging from casual t-shirts to formal bow ties and cummerbunds. Kente strips are often sewn into liturgical and cademic robes or worn as stoles. Since the Black Arts Movement, traditional African clothing has been popular amongst African Americans for both formal and informal occasions. Another common aspect of fashion in African American culture involves the appropriate dress for worship in the Black church. It is expected in most churches that an individual should present their best appearance for worship. African Americ an women in particular are known for wearing vibrant dresses and suits. An interpretation of a passage from the Christian Bible, very woman who prays or prophesies with her head uncovered dishonors her head , has led to the tradition of wearing elaborate Sunday hats, sometimes known as crowns. Hair Hair styling in African American culture is greatly varied. African American hair is typically composed of tightly coiled curls. The predominant styles for women involve the straightening of the hair through the application of heat or chemical processes. These treatments form the base for the most commonly socially acceptable hairstyles in the United States. Alternatively, the predominant and most socially acceptable practice for men is to leave ones hair natural. Often, as men age and begin to lose their hair, the hair is either closely cropped, or the head is shaved completely free of hair. However, since the 1960s, natural hairstyles, such as the afro, braids, and dreadlocks, have been growing in popularity. Although the association with radical political movements and their vast difference from mainstream Western hairstyles, the styles have not yet attained widespread social acceptance. Maintaining facial hair is more prevalent among African American men than in other male populations in the U. S. In fact, the soul patch is so named because African American men, particularly jazz musicians, popularized the style. The preference for facial hair among African American men is due partly to personal taste, but because they are more prone than other ethnic groups to develop a condition known as pseudofolliculitis barbae, commonly referred to as razor bumps, many prefer not to shave. Body image The European aesthetic and attendant mainstream concepts of beauty are often at odds with the African body form. Because of this, African American women often find themselves under pressure to conform to European standards of beauty. Still, there are individuals and groups who are working towards raising the standing of the African aesthetic among African Americans and internationally as well. This includes efforts toward promoting as models those with clearly defined African features; the mainstreaming of natural hairstyles; and, in women, fuller, more voluptuous body types. Religion While African Americans practice a number of religions, Protestant Christianity is by far the most popular. Additionally, 14% of Muslims in the United States and Canada are African American. Christianity [pic] A river baptism in New Bern, North Carolina near the turn of the 20th century. The religious institutions of African American Christians commonly are referred tocollectively as the black church. During slavery, many slaves were stripped of their African belief systems and typically denied free religious practice. Slaves managed, however, to hang on to some practices by integrating them into Christian worship in secret meetings. These practices, including dance, shouts, African rhythms, and enthusiastic singing, remain a large part of worship in the African American church. African American churches taught that all people were equal in Gods eyes and viewed the doctrine of obedience to ones master taught in white churches as hypocritical. Instead the African American church focused on the message of equality and hopes for a better future. Before and after emancipation, racial segregation in America prompted the development of organized African American denominations. The first of these was the AME Church founded by Richard Allen in 1787. An African American church is not necessarily a separate denomination. Several predominantly African American churches exist as members of predominantly white denominations. African American churches have served to provide African American people with leadership positions and opportunities to organize that were denied in mainstream American society. Because of this, African American pastors became the bridge between the African American and European American communities and thus played a crucial role in the American Civil Rights Movement. Like many Christians, African American Christians sometimes participate in or attend a Christmas play. Black Nativity by Langston Hughes is a re-telling of the classic Nativity story with gospel music. Productions can be found a African American theaters and churches all over the country. Islam [pic] A member of the Nation of Islam selling merchandise on a city street corner. Despite the popular assumption that the Nation represents all or most African American Muslims, less than 2% are members. Generations before the advent of the Atlantic slave trade, Islam was a thriving religion in West Africa due to its peaceful introduction via the lucrative trans-Saharan trade between prominent tribes in the southern Sahara and the Berbers to the North. In his attesting to this fact the West African scholar Cheikh Anta Diop explained: The primary reason for the success of Islam in Black Africa onsequently stems from the fact that it was propagated peacefully at first by solitary Arabo-Berber travelers to certain Black kings and notables, who then spread it about them to those under their jurisdiction Many first-generation slaves were often able to retain their Muslim identity, their descendants were not. Slaves were either forcibly converted to Christianity as was the case in the Catholic lands or were besieged with gross inconviences to their religious practice su ch as in the case of the Protestant American mainland. In the decades after slavery and particularly during the depression era, Islam reemerged in the form of highly visible and sometimes controversial heterodox movements in the African American community. The first of these of note was the Moorish Science Temple of America, founded by Noble Drew Ali. Ali had a profound influence on Wallace Fard, who later founded the Black nationalist Nation of Islam in 1930. Elijah Muhammad became head of the organization in 1934. Much like Malcolm X, who left the Nation of Islam in 1964, many African American Muslims now follow traditional Islam. A survey by the Council on American-Islamic Relations shows that 30% of Sunni Mosque attendees are African Americans. African American orthodox Muslims are often the victims of stereotypes, most notably the assumption that an African American Muslim is a member of the Nation of Islam. They are often viewed by the uneducated African-American community in general as less authentic than Muslims from the Middle East or South Asia while credibility is less of an issue with immigrant Muslims and Muslim world in general. Other religions Aside from Christianity and Islam, there are also African Americans who follow Judaism, Buddhism, and a number of other religions. The Black Hebrew Israelites are a collection of African American Jewish religious organizations. Among their varied teachings, they often include that African Americans are descended from the Biblical Hebrews (sometimes with the paradoxical claim that the Jewish people are not). There is a small but growing number of African Americans who participate in African traditional religions, such as Vodou and Santeria or Ifa and diasporic traditions like Rastafarianism. Many of them are immigrants or descendants of immigrants from the Caribbean and South America, where these are practiced. Because of religious practices, such as animal sacrifice, which are no longer common among American religions and are often legally prohibited, these groups may be viewed negatively and are sometimes the victims of harassment. Life events For most African Americans, the observance of life events follows the pattern of mainstream American culture. There are some traditions which are unique to African Americans. Some African Americans have created new rites of passage that are linked to African traditions. Pre-teen and teenage boys and girls take classes to prepare them for adulthood. They are typically taught spirituality, responsibility, and leadership. Most of these programs are modeled after traditional African ceremonies, with the focus largely on embracing African ideologies rather than specific rituals. To this day, some African American couples choose to jump the broom as a part of their wedding ceremony. Although the practice, which can be traced back to Ghana, fell out of favor in the African American community after the end of slavery, it has experienced a slight resurgence in recent years as some couples seek to reaffirm their African heritage. Funeral traditions tend to vary based on a number of factors, including religion and location, but there are a number of commonalities. Probably the most important part of death and dying in the African American culture is the gathering of family and friends. Either in the last days before death or shortly after death, typically any friends and family members that can be reached are notified. This gathering helps to provide spiritual and emotional support, as well as assistance in making decisions and accomplishing everyday tasks. The spirituality of death is very important in African American culture. A member of the clergy or members of the religious community, or both, are typically present with the family through the entire process. Death is often viewed as transitory rather than final. Many services are called homegoings, instead of funerals, based on the belief that the person is going home to the afterlife. The entire end of life process is generally treated as a celebration of life rather than a mourning of loss. This is most notably demonstrated in the New Orleans Jazz Funeral tradition where upbeat music, dancing, and food encourage those gathered to be happy and celebrate the homegoing of a beloved friend. Cuisine [pic] A traditional soul food dinner consisting of fried chicken, candied yams, collard greens, cornbread, and macaroni and cheese. The cultivation and use of many agricultural products in the United States, such as yams, peanuts, rice, okra, sorghum, grits, watermelon, indigo dyes, and cotton, can be traced to African influences. African American foods reflect creative esponses to racial and economic oppression and poverty. Under slavery, African Americans were not allowed to eat better cuts of meat, and after emancipation many often were too poor to afford them. Soul food, a hearty cuisine commonly associated with African Americans in the South (but also common to African Americans nationwide), makes creative use of inexpensive products procured through farming and subsistence hunting and fishing. Pig intestines are boiled and sometimes battered and fried to make chitterlings, also known as chitlins. Ham hocks and neck bones provide seasoning to soups, beans and boiled greens (turnip greens, collard greens, and mustard greens). Other common foods, such as fried chicken and fish, macaroni and cheese, cornbread and hoppin john (black-eyed peas and rice) are prepared simply. When the African American population was considerably more rural than it generally is today, rabbit, possum, squirrel, and waterfowl were important additions to the diet. Many of these food traditions are especially predominant in many parts of the rural South. Traditionally prepared soul food is often high in fat, sodium and starch. Highly suited to the physically demanding lives of laborers, farmhands and rural lifestyles generally, it is now a contributing factor to obesity, heart disease, and diabetes in a population that has become increasingly more urban and sedentary. As a result, more health-conscious African-Americans are using alternative methods of preparation, eschewing trans fats in favor of natural vegetable oils and substituting smoked turkey for fatback and other, cured pork products; limiting the amount of refined sugar in desserts; and emphasizing the consumption of more fruits and vegetables than animal protein. There is some resistance to such changes, however, as they involve deviating from long culinary tradition. Holidays and observances [pic] A woman wearing traditional West African clothing lighting the candles on a kinara for a Kwanzaa celebration. As with other American racial and ethnic groups, African Americans observe ethnic holidays alongside traditional American holidays. Holidays observed in African American culture are not only observed by African Americans. The birthday of noted American civil rights leader Martin Luther King, Jr has been observed nationally since 1983. It is one of three federal holidays named for an individual. Black History Month is another example of another African American observance that has been adopted nationally. Black History Month is an attempt to focus attention on previously neglected aspects of the African American experience. It is observed during the month of February to coincide with the founding of the NAACP and the birthdays of Frederick Douglass, a prominent African American abolitionist, and Abraham Lincoln, the United States president who signed the Emancipation Proclamation. Less widely observed outside of the African American community is Emancipation Day. The nature and timing of the celebration vary regionally. It is most widely observed as Juneteenth, in recognition of the official reading of the Emancipation Proclamation on June 19, 1865 in Texas. Another holiday not widely observed outside of the African American community is the birthday of Malcolm X. The day is observed on May 19 in American cities with a significant African American population, including Washington, D. C.. One of the most noted African American holidays is Kwanzaa. Like Emancipation Day, it is not widely observed outside of the African American community, although it is growing in popularity within the community. African American scholar and activist Maulana Ron Karenga invented the festival of Kwanzaa in 1966, as an alternative to the increasing commercialization of Christmas. Derived from the harvest rituals of Africans, Kwanzaa is observed each year from December 26 through January 1. Participants in Kwanzaa celebrations affirm their African heritage and the importance of family and community by drinking from a unity cup; lighting red, black, and green candles; exchanging heritage symbols, such as African art; and recounting the lives of people who struggled for African and African American freedom. Names African American names are often drawn from the same language groups as other popular names found in the United States. The practice of adopting neo-African or Islamic names did not gain popularity until the late Civil Rights era. Efforts to recover African heritage inspired selection of names with deeper cultural significance. Prior to this, using African names was not practical for two reasons. First, many African Americans were several generations removed from the last ancestor to have an African name since slaves were often given European names. Second, a traditional American name helps an individual fit into American society. Another African American naming practice that predates the use of African names is the use of made-up names. In an attempt to create their own identity, growing numbers of African American parents, starting in the post-World War II era, began creating new names based on sounds they found pleasing such as Marquon, DaShawn, LaTasha, or Shandra. Family When slavery was practiced in the United States, it was common for families to be separated through sale. Even during slavery, however, African American families managed to maintain strong familial bonds. Free, African men and women, who managed to buy their own freedom by being hired out, who were emancipated, or who had escaped their masters, often worked long and hard to buy the members of their families who remained in bondage and send for them. Others, separated from blood kin, formed close bonds comprised of fictive kin; play relations, play aunts, cousins and the like. This practice, perhaps a holdover from African tradition, survived Emancipation, with non-blood family friends commonly accorded the status and titles of blood relations. This broader, more African concept of what constitutes family and community, and the deeply rooted respect for elders that is part of African traditional societies may be the genesis of the common use of the terms like aunt, uncle, brother, sister, Mother and Mama when addressing other African American people, some of whom may be complete strangers. Or, it could have arisen in the Christian church as a way of greeting fellow congregants and believers. Immediately after slavery, African American families struggled to reunite and rebuild what had been taken. As late as 1960, 78% of African American families were headed by married couples. This number steadily declined over the latter half of the 20th century. A number of factors, including attitudes towards education, gender roles, and poverty have created a situation where, for the first time since slavery, a majority of African American children live in a household with only one parent, typically the mother. These figures appear to indicate a weak African American nuclear family structure, especially within a large patriarchal society. This apparent weakness is balanced by mutual aid systems established by extended family members to provide emotional and economic support. Older family members pass on social and cultural traditions such as religion and manners to younger family members. In turn, the older family members are cared for by younger family members when they are unable to care for themselves. These relationships exist at all economic levels in the African American community, providing strength and support both to the African American family and the community. Politics and social issues Since the passing of the Voting Rights Act, African Americans are voting and being elected to public office in increasing numbers. As of January 2001 there were 9,101 African American elected officials in America. African Americans are overwhelmingly Democratic. Only 11% of African Americans voted for George W. Bush in the 2004 Presidential Election. Social issues such as racial profiling, the racial disparity in sentencing, higher rates of poverty, institutional racism, and lower access to health care are important to the African American community. While the divide on racial and fiscal issues has remained consistently wide for decades, seemingly indicating a wide social divide, African Americans tend to hold the same optimism and concern for America as Whites. In the case of many moral issues such as religion, and family values, African Americans tend to be more conservative than Whites. Another area where African Americans outstrip Whites in their conservatism is on the issue of homosexuality. Prominent leaders in the Black church have demonstrated against gay rights issues such as gay marriage. There are those within the community who take a more inclusive position most notably, the late Mrs. Coretta Scott King, and the Reverend Al Sharpton, who, when asked in 2003 whether he supported gay marriage, replied that he might as well have been asked if he supported black marriage or white marriage. Neighborhoods African American neighborhoods are types of ethnic enclaves found in many cities in the United States. The formation of African American neighborhoods is closely linked to the history of segregation in the United States, either through formal laws, or as a product of social norms. Despite this, African American neighborhoods have played an important role in the development of nearly all aspects of both African American culture and broader American culture. Due to segregated conditions and widespread poverty some African American neighborhoods in the United States have been called ghettos. The use of this term is controversial and, depending on the context, potentially offensive. Despite mainstream America’s use of the term ghetto to signify a poor urban area populated by ethnic minorities, those living in the area often used it to signify something positive. The African American ghettos did not always contain dilapidated houses and deteriorating projects, nor were all of its residents poverty-stricken. For many African Americans, the ghetto was home a place representing authentic blackness and a feeling, passion, or emotion derived from the rising above the struggle and suffering of being of African descent in America. Langston Hughes relays in the Negro Ghetto (1931) and The Heart of Harlem (1945): The buildings in Harlem are brick and stone/And the streets are long and wide,/But Harlem’s much more than these alone,/Harlem is what’s inside. Playwright August Wilson used the term ghetto in Ma Rainey’s Black Bottom (1984) and Fences (1987), both of which draw upon the author’s experience growing up in the Hill district of Pittsburgh, an African American ghetto. Although African American neighborhoods may suffer from civic disinvestment, with lower quality schools, less effective policing and fire protection. Th ere are institutions such as churches and museums and political organizations that help to improve the physical and social capital of African American neighborhoods. In African American neighborhoods the churches may be important sources of social cohesion. For some African Americans the kind spirituality learned through these churches works as a protective factor against the corrosive forces of racism. Museums devoted to African American history are also found in many African American neighborhoods. Many African American neighborhoods are located in inner cities, These are the mostly residential neighborhoods located closest to the central business district. The built environment is often row houses or brownstones, mixed with older single family homes that may be converted to multi family homes. In some areas there are larger apartment buildings. Shotgun houses are an important part of the built environment of some southern African American neighborhoods. The houses consist of three to five rooms in a row with no hallways. This African American house design is found in both rural and urban southern areas, mainly in African-American communities and neighborhoods.

Industrialised Building System: Precast Concrete Elements

Industrialised Building System: Precast Concrete Elements In Malaysia, the implementation of Industrialised Building System (IBS) by using precast concrete elements were introduced since 1966 when the government lauched two projects which involves the construction of Rifle range Road Flats in Penang and Tuanku Abdul Rahman Flats in Kuala Lumpur. From the survey conducted by CIDB Malaysia, the level of usage in IBS in the local construction industry is 15 % in 2003 although many government initiatives have been introduced to encourage the use of IBS. Therefore a study is conducted to study will be conducted to study the current awareness of the usage of IBS in Malaysia. Furthermore this study will be conducted to analyse ways to improve the implementation of IBS in the local construction industry. Chapter 1: Introduction 1.1 Rationale for the Research Industrialised Building System (IBS) was introduced since the 60s in Malaysia. There are several benefits of IBS such as speed up the construction progress and possibly reduce labour force, construction cost and risk as well. Even IBS have many benefits but there is still have some problems in implementing IBS into the construction industry mainly due to lack of knowledge in IBS among the contractor. Research done by Lim Sin Peng in year 2009 showed that the usage or implementation level of IBS is still low in Malaysia construction industry. According to Construction Industry Development Board (CIDB) (2003b) report construction project using IBS in Malaysia stands 15 percentage (%) in the year 2003 and the complete project using IBS in year 2006 only 10 % ( CIDB, 2007b) less than one-third of the total construction project (using at least one IBS product) in year 2006 (CIDB 2007a). The first IBS project, Pekeliling Flat, was initiated by the Government at Jalan Pekeliling, Kuala Lumpur in 1964. The implementation of IBS in Malaysia was not well accepted by the construction industry after the first adoption of IBS proves to be a failure in keeping to construction cost within the estimated budget. Thus, the aim of study is to change the perception of the construction industry towards IBS. 1.2 Problem Statement The implementation level of IBS is perceived to be lower compared to the advantages outlined by the construction industry. The following questions need to be answered before the issues could be addressed: Question 1: What is the implementation level of IBS in Malaysia construction industry? If the implementation level of IBS is consider low in Malaysia construction industry, then only can proceed to the next research question. Question 2: Why there are fewer contractors implementing in IBS? This will provide some ideas that about what stop the contractors from using IBS. Question 3: How to motivate contractor to implementing in IBS? This will provide recommendation to increase the level of implementation to meet the objectives of CIDB and Government to provide better production in construction industry. 1.3 Research Aim The research aim is to examine the reasons and factors of why fewer contractors implement IBS in Malaysia construction industry 1.4 Objectives The objectives of this study are to establish the implementation level of IBS here in Kuala Lumpur as general of Malaysia. The study also determines the barriers to contractors for not implementing IBS. In addition, it also evaluates the usefulness and advantages of using IBS. Moreover, the study also is to recommend factors that would encourage contractor to implement IBS. 1.5 Importance and Benefits of Study The importance of this study is to find out the reasons of unpopularity of this system in Malaysia in comparison to other countries such as Japan, Singapore, and United Kingdom (UK) which have implemented the IBS successfully. In chapter 2, the literature reviews will discussed further. Beside that, the benefits of this study are Getting familiar with the concept of IBS Clear of view on the type and characteristics of IBS Get to know the level of acceptance of IBS in Malaysia construction industry Visualized the benefits and limitation of using IBS 1.6 Scope of Research and Limitation In the dissertation, the scope of study will on focus on the adoption level of using IBS especially in the contractor point of view. Further more, some reasons and factors that might affect the implementation of IBS and what would be the best motivations for contractor to use IBS will be discuss as well. The limitation of this research is the questionnaire requires a lot of respondent around 200 and it does not ensure that they will make any feedback. Due to the limitation of the transport and there are many contractor firms, so this research will only remain in Kuala Lumpur and Klang Valley area. 1.7 Research Methodology 1.7.1 Questionnaire Quantitative method will be used to conduct this research. Question survey will be conducted for targeting respondent from Kuala Lumpur and Klang Valley area to determine their awareness of the certain issues or factors. This method will take some time of conducting a survey, so time must be allowed for late returns and responses to follow up attempts. Moreover, this is the simplest way to obtain information from targeted groups. Data collected from questionnaire will firstly check for the accuracy before carried out to work out the analysis by using statistical analysis software such as SPSS. Objective 1 To find out the implementation level of IBS in Malaysia Objective 2 Determine the barriers for contractor to implement IBS Literature Review Quantitative method Objective 3 Evaluate the positive effect of using IBS Questionnaire Objective 4 Give factors that would encourage contractor to implement IBS Analyze and develop solutions SPSS software Achieve aim and objectives. Conclusion and Recommendation Figure Research Methodological Method 1.8 Structure of Dissertation This dissertation is consists of five (5) chapters as described as below: Chapter 1 Introduction This chapter includes brief description of the problem statement with the purpose of conducting this research and its aim and objectives. It also includes the scope of study and benefits of the study. In addition, a brief description of the method that used in study, collecting relevant data and information. A brief introduction on the subsequent chapters is discussed as well. Chapter 2 Literature Review This chapter focuses on the review made from articles, journal, newspapers cutting, quotes from authors and online articles related to IBS. The fundamental part of this chapter is to discuss in depth about the benefits of using IBS, limitation of using IBS and barriers implementing IBS in construction industry of Malaysia. Chapter 3 Research Methodology This chapter explains the methodology will adopted in detail including the method used by the researcher to achieve the earlier mentioned objective for the research purpose. Chapter 4 Analysis of the Results This Chapter will covers the presentation on the result from carries out the data collected from the respondents through the survey questionnaire will be analyzed and will be tabulated in the form of chart and discussed in detail. Chapter 5 Conclusion and Recommendation This chapter concludes the research, its findings and analysis regarding the issue of the study including the limitations encountered during the research. The last part of this chapter is the recommendations and some personal comment had been given to improve the study as well as future research. Chapter 2.0 Literature Review 2.1 Introduction In this chapter, the author reviewed works done by others through journals, articles, newspaper cutting, and quotes from authors and online articles collected. IBS system is a process to speed up the construction work and to minimize the dependency of labour on site. The objective of this study is further discussed about the barriers of contractor in implementing IBS. Besides that, this chapter also will focus on the basic review of IBS such as definitions, background, types and characteristics in IBS and have a basic introduction about the detail of IBS. Industrialised building is the term given to building technology where modern systematized methods of design, production planning and control as well as mechanized and automated manufacture are applied (Ingemar Lofgren and Kent Gylltoft, 2000) While Building system mean a building system includes design rules and a product system whose parts have compatible interfaces, thus permitting the use of several alternative components and assemblies is assured by means of a dimensional and tolerance system as well as connection and joint (Ingemar Lofgren and Kent Gylltoft, 2000) 2.2 Definition of IBS There was no commonly accepted or agreed definition of IBS. Several authors have defined IBS as process or a technique. Blimas et. al. (2006) and Pan et. al. (2008) defined that IBS is often referred by literatures as off -site construction, off-site production, industrialised and automated construction. Warszawski (1999) explain in detail that an industrialized process is and investment in equipment, facilities, and technology with the objective of maximizing production output, minimising labour resource, and improving quality while a building system is defined as a set of interconnected element joint together to enable the designated performance of a building. Another definition by Trikha (1999) claimed that IBS also may be defined in which all building components such as wall, floor slab, column and staircase are mass produced either n factory or at site under strict quality control and minimal on site activities Another definition that clarified by Junid (1986) where IBS as process by which components of building are conceived, planned and fabricated, transported and erected at site. The system includes balance combination between software and hardware component. The software elements include system design, which is complex process of studying the requirement of the end user, market analysis and the development of standardise component, establishment of manufacturing and assembly layout and process, allocation of resources and materials and definition of a building designer conceptual framework.The software elements provide a prerequisite to create the conducive environment for industrialised to expand. According to Junid (1986), the hardware elements are categorised into three major groups. These include frame or post and beam system, panel system, and box system. The framed structures are defined as those structure that carry the loads through their beams and girders to columns and to the ground whilst in panel system load are distributed through large floor and wall panels. The box systems include those system that employ three-dimensional modules (or boxes) for fabrication of habitable units are capable of withstand load from various directions due to their internal stability. CIDB defined IBS as construction system whereby the components are manfactured in a factory, on-site or off-site, then positioned and assembled into structures with minimal addtional site work. 2.3 Classifications of IBS This section will focus on the classification of the building system that are published internationally and in Malaysia There are four types of building system under IBS in Malaysia and there are namely conventional column-beam-slab frame systems with timber and plywood as formwork, cast in-situ system with steel or aluminium as formwork, prefabricated system and the composite building system is shown in figure 2.1. Each building system is represented by its construction technology, functional and geometrical configuration (Badir et al, 1998). (cited at Thanoon et. al., 2003) According to Majzub (1977) has different concept in classifying building system that is the relative weight of the components should be used as a basis for building classification shown in figure 2.2. The factor of weight has significant impact on the transportability of the components and also has influences on the production method of the components and their erection method on site. This classification method is found to be inadequate to incorporate other building system flourish recently. There are five types of IBS had being used in Malaysia: (IBS Road Maps 2003-2010) Type 1: Pre-Cast Concrete Framing, Panel and Box System The most common group of IBS products is pre-cast concrete of elements in construction industry. For example, there are including columns, beams, slabs, Three-Dimension (3D) components (balconies, staircase, toilet, lift chambers), permanent concrete formwork, and so on. (CIDB, 2005). Pre-cast concrete framing, panel and box system is under categories of prefabricated system. The advantage using this is because it cans minimum waste due to work environment in factory is easier to control. Panel system is use for the construction of interior walls and exterior walls offer speed of construction in many ways. For box system will achieve ultimate objective of industrialization that is a maximum saving of human labour on site. Figure Pre-cast Concrete Elements Type 2: Steel Formwork Systems This system considered as least prefabricated IBS, as they generally involve site casting and subject to offer high quality finishes and fast construction with less site labour can come in tunnel formwork, beams, columns, and slab moulding forms permanent steel formworks (metal decks) and so on. (CIDB, 2005) The steel formwork is prefabricated in the factory and then installed on site. Figure Steel Formwork Systems Type 3: Steel Framing System This system always be the popular choice and used intensively in the fast-track construction of skyscrapers. Recent development in this types system included the increased usage of light steel trusses. Steel is non combustible material and improves fire safety and reduces amount of structural damages in the event of a fire happen. Example: Steel beam, columns, portal frames, roof trusses. (CIDB, 2005). Steel framing also consider as prefabricated system and it to be erected whereby welding at joints are conducted. This system cans faster the progress construction. Figure Steel Frame Systems Type 4: Prefabricate Timber Framing System While the latter are more popular, timber building frame offering interesting designs from dwelling units to buildings requiring high aesthetical values such as chalets for resorts Example: Timber frame, timber roof trusses (CIDB, 2005). The advantage of the system is mainly in the interior flexibility, as large space can be used for different functions and can be easily changed or modified according to the use. Figure Prefabricated Timber Framing System Type 5: Block Work System This system has revolutionizes by the development and usage of interlocking concrete masonry units (CMU) and lightweight concrete blocks. The tedious and time-consuming traditional brick-laying tasks are greatly simplified by the usage of there effective alternative solutions. Block work system also consider under prefabricated system. The benefits of block work system are faster construction and increase bricklayer longevity. Moreover, its also increased energy savings like lightweight concretes resistance to heat flow is twice of medium and heavy weight concrete, its mean that less heating/cooling energy is needed. Figure Block work 2.4 Characteristics of IBS It is important to have the following characteristics only consider to be accepted as part of the IBS and ensure the achievement of proven benefits of IBS. Each of them will be discuss briefly at below (CIDB 2008): Industrial production of components though pre-fabrication; or highly mechanized in-situ processes. For example, permanent steel formwork Reduced labour during pre-fabrication of the components and site works. Modern design and manufacturing methods involving information Technology such as the usage of Computer Aided design (CAD) and Computer Aided Manufacturing (CAM) Systematic Quality control such as ISO 9000 principles Open Building Concept i.e permitting the hybrid applications, and adaptable to standardization and Modular Coordination (MC) Figure The Characteristics of Building System Sources: Adopted from Abdullah M.R., 2009 2.5 Implementation Level of IBS in Malaysia The use of IBS have various advantages such as the reduction dependency of foreign workers, less wastage, less volume of building materials, increased environmental and construction site cleanliness and better quality control compare to conventional method. These advantages also promote a safer and more organised construction site, and reduce the completion time of construction. Many world-class Malaysian developers have chosen IBS over the conventional methods for important projects such as the Petronas Twin Towers, Putrajaya, KL Sentral, and KLIA. (IBS Roadmap, 2003 -2010) Even so, the usage level of IBS in building is still low. From a survey conducted by CIDB Malaysia, the usage level of IBS in the local construction industry stands at only 15% (IBS Survey 2003). The early efforts of the Government to encourage the use of IBS in the construction sector has yet to garner a good response, and this sector is still practicing conventional construction methods that have proven time and again to be wasteful, dangerous and messy. Relatively, the low labour cost in this country is the root cause of the industry failing to reform and being complacent with the current level of productivity, quality and safety. (IBS Roadmap, 2003 -2010) Moreover, according to the newspaper the star 2009 stated that Jamilus explained that IBS was a construction technique in which components were manufactured in a controlled environment (on-site, off-site), transported, positioned and assembled into a structure with minimal additional site work. Beside that, out of 1,400 contractors in Johor, there only 4% of it are using this systems. Moreover, he said that since year 2008, there only 51 contractors in the state have been reported to use the IBS system in their building projects and the number were expected improve in time. (The star, 2009) 2.6 Malaysias Experiences in IBS The usage of IBS is not new in the Malaysia construction industry. The idea using IBS in Malaysia was first purpose during the early 60s when the Minister housing and Local Government visited several European countries and evaluated their building system performance. At the time, the government makes a big decision to give a try on a two pilot projects using IBS concept. The first project, Pekeliling Flat was constructed along Jalan Pekeliling with construction of 7 blocks of 17 storey flats, and 4 blocks of 4 storey flats comprising around 3,000 units of low cost flats and 40 storey shop lot and this project using large panel industrialized prefabricated systems. On the other hand, the second project was built in Penang with the construction of 6 blocks of 17 storey flats and 3 blocks of 18 storey flats comprising 3,699 units and 66 shop lots along the Jalan Rifle Range and this project was using the French Estiot System (Din, 1984). Even though the first implementation IBS was not successful due to the failure to keep within cost estimation but there are some successful adoption too. Among the significant projects that implement IBS are including KL Sentral. KL Convention Centre, KLIA, etc Following is the Successful implemented of IBS throughout Malaysia (CIDB Malaysia, 2003) Year 2007 Stormwater Management and Road Tunnel (SMART Tunnel), Kuala Lumpur The Spring Shopping Mall, Kuching, Sarawak Year 2006 Kuching International Airport, Kuching, Sarawak Persada Johor International Convention Centre, Johor Bahru Year 2005 Serdang Hospital, Serdang, Selangor The Curve, Mutiara Damansara, Selangor Year 2001 Kuala Lumpur Sentral ( KL Sentral), Kuala Lumpur Likas Stadium, Kota Kinabalu, Sabah Year 1998 Kuala Lumpur International Airport (KLIA), Sepang, Selangor Malawati Indoor Satdium, Bukit Jalil, Selangor Year 1997 Petronas Twin Tower, Kuala Lumpur Bukit Jalil, Bukit Jalil, Salangor Year 1984 Daybumi Complex, Kuala Lumpur Year 1981 High end bungalows and low cost houses throughout Selangor 2.7 The Advantages for IBS adoption in Construction Industry There are some several advantages using IBS (MCRJ, 2009) 1. Reduce Remittances by foreign worker: The Government aimed to achieve 100 percent usage of IBS and to reduce to 15 percent or approximately 50,000 of foreign workers in the construction industry by 2010. With the current foreign workers totaling 227,000, the remittances of the foreign workers amounted to about 7.5 billion. It is expected that the Government would be able to reduce the remittances with the full implementation of IBS. (Bernama.com, 2006) 2. Enhance Efficiency of Construction Process and Higher Productivity: IBS is a methodology whereby a local construction industry is driven towards the adoption of an integrated and encouraging key players in the construction industry to produce and utilize pre-fabricated and mass production of the building at their work sites. This will help to enhance the efficiency of construction process, allowing a higher productivity, quality, time and cost saving. (CIDB, 2004) 3. Produce Better Product: IBS promises elevated levels of expertise throughout the industry, from manufacturers, installers, engineers, planners, designers, and developers. The benefits of IBS will ultimately produce better products for the population (CIDB, 2003) 4. Reduce Wastage, Less Site Materials, Costs, Cleaner and Neater Environment: The IBS, which enables on-site prefabricated or pre-cast building components manufactured at factories offers minimal wastage, less site materials, cleaner and neater environment, controlled quality, and lower total construction cost (CIDB, 2003). For example, the repetitive use of system formwork made up of steel, aluminium, etc and scaffolding provides considerable cost savings (Bing et al. 2001). 5. Higher Quality of Component: An industrialised building system component produces higher quality of components attainable through careful selection of materials, use of advanced technology and strict quality assurance control (Din,1984) 6. Reduce Labour at Site: Prefabrication takes place at a centralised factory, thus reducing labour requirement at site. This is true especially when high degree of mechanisation is involved (Warszawski, 1999) 7. Faster Completion: An industrialised building system allows for faster construction time because casting of precast element at factory and foundation work at site can occur simultaneously. This provides earlier occupation of the building, thus reducing interest payment or capital outlays (Waleed et al., 2003) 8. Not Affected by Adverse Weather Condition: Construction operation is not affected by adverse weather condition because prefabricated component is done in a factory controlled environment (Waleed et al., 2003) 9. Flexible Design: An industrialised building system allows fexibility in architectural design in order to minimise the monotony of repetitive facades (Warszawski, 1999). An industrialised building system provides flexibility in the design of precast element as well as in construction so that different systems may produce their own unique prefabrication construction methods (Zaini, 2000) 2.8 Barriers of Adoption in Malaysia Construction Industry IBS can replace the conventional building system which is labour oriented However, since the first project of IBS not well accepted by construction parties because of fail to deal with the risks such failure of keep within the cost estimate. For example, the first project incurred 8.1 % higher costs than a similar building that using conventional construction method, while the second project was 2.6% lower than the cost. Both projects also completed in 27 months in term of compare to the construction speed but are inclusive the time of set up the recasting factories too. When come to the quality, the conventional method seems have better quality than IBS. In conclusion, there is a competitive with conventional construction method. Even though IBS is good to implement due to its advantages but the implementation of usage level is still very low. According to Waleed et. al. (2003), the common consensus of all the stakeholders of construction in Malaysia is that, the IBS implementation in Malaysian building construction industry is still very low compared to the conventional methods. This is due to several reasons(MCRJ, 2009): 1. Costs and Return Investment: Wide swings in houses demand, high interest rate and cheap labour cost, make it difficult to justify large capital investment. At present there is an abundance of cheap foreign workers in Malaysia and contractors prefer to use labour intensive conventional building system because it is far easier to lay off workers during slack period. The economic benefits of IBS are not well documented in Malaysia and the past experiences indicated IBS is more expensive due to fierce competition from conventional building system. 2. Lack of skilled and knowledgeable manpower: Fully prefabricated construction system requires high construction precision. Malaysian labour force still lack of skilled workers in IBS implementation. 3. The Practices: The construction industry is very fragmented, diverse and involves many parties. Consensus is required in the use of IBS during planning stage. 4. Knowledge based: Lack of Research Development (RD) in the area of novel building system that uses local materials. Majorities of IBS in Malaysia are imported from developed countries, thus driving up the construction cost. Engineering degrees in local universities seldom teach about the design and construction of IBS. 5. Low Quality: The use of IBS in Japan and Sweden are so successful due to high quality and high productivity but it sis the opposite in Malaysia. Previous projects constructed with IBS concept were of low quality and high construction cost. 6. Lack of Incentive and Awareness: Due to the lack of incentive and promotion from government in the use of IBS, many many architects and engineers are still unaware of the basic elements of IBS such as modular co-ordination. 7. Lack of Scientific Information: An IBS system can only be acceptable to practitioners if its major advantages are valuable compared to the conventional system. However, up to date, there is inadequate corroborative evidence to substantiate the benefits of IBS system. It is therefore, arguable that the implementation of IBS is particularly hindered by lack of scientific information (Badir et al., 2002) 8. Wastage of Material: Standardization of building elements faces resistance from the construction industry due to aesthetic reservation and economic reason. One good example of this is when a 300mm thick modular standardized floor slab has to be used although a 260mm thick floor slab can achieve the similar structural performance. This results wastage of material (Waleed et al., 2003) Issue that related to IBS and contractor 1. IBS first time use by DBKL in infrastructure project of build a bridge Jalan Dewan Bahasa-Jalan Hang Tuah because of time saving and reduce traffic jam. This also can give benefit for those students that around the school area. Beside that, around 75 % of IBS have been use to prevent any problem that not complete according to the schedule. Ibs also can save time, reduce labour and site very clean, tidy and have quality. Mostly IBS is use for building. This project is the first infrastructure project using IBS. Moreover, the rest of the project will be using IBS. 2.9 Summary of the Chapter Nowadays in Malaysia, IBS still being developed and applied in new building. Mean while, the implementation level is still very low what has anticipate by the government. The purpose of IBS is very clear as an alternative for conventional method and also reduces the dependency of labour, and increase the performance in time, cost, and quality. The Government of Malaysia promote IBS component to the construction industrials. In the literature review have proved that there are many benefits of IBS but still is low usage among contractors and the implementation of using IBS level is still very low. Chapter 3 Research Methodology 3.1 Introduction Research methodology explains methods that used in the research study, what data have been collected, what method is adopted, why particular technique of analyzing data used; all of these will be answered in this chapter. The quantitative approach will be carried out in this research and the questionnaire survey method will be used in this research. This section of study will focus on the method of the study to achieve the objective of this research. The questionnaire has been chosen to survey the factors, and degree of acceptance, usage, advantages and comment of adoption in IBS. This method is saving in terms of time and cost as well as convenient as it can distributes to large amount of respondent but the possible also did not get receive any respond from respondent and the quality of the information gather from questionnaire might inconsistent and inaccurate and also need to be carefully analysis. 3.2 Method of Research Figure 3.1 shows the methods that be carried out in order to achieve the objective of this study and followed by the explanation of each step. Constructing Questionnaire Distribute Questionnaire Results Gathering and Analysing Conclusion Figure Method of Research 3.2.1 Construct the Questionnaire For the purpose of designing the question, the research objectives and literature review had been taken into account to lead to differentiate various issues, topics and ideas to create the questions in the questionnaire. The quantitative questionnaire will be use in this study. Before questionnaire to be produce out, there should be required to review thoroughly to the literature review and the research aim and objectives. This is to make sure that there will not be out of topic from the research, this is the initial stage for formulating question. Secondly, produce question that can achieve aim and objectives and related to literature review. The third stage is to make the questionnaire easy to understand and suitable with comprehensive but short enough, no leading question and double question. This will make respondents can fill up easily and faster due to the possibility that the respondents are busy. 3.2.1.1 The Rationale of Questionnaire Design The first part is ask about the background or experiences a

Marketisation of Social Care

Marketisation of Social Care The marketisation of social care will deliver efficient and equitable services. Discuss. Introduction Social care refers to a number of different aspects of social life including health, education, economic security etc. In the 1940s universal welfare provision was initiated in Britain. Universal welfare deals with all aspects of the population’s well being and the services that the state provides (Marsh, et al, 2000). The welfare state in Britain and in most of the western world was predicated on the work of the economist John Milton Keynes. In the last thirty years there has been a shift from Keynesian economics to a Neo-liberalist post-welfare state (Hursh, 2005) Keynes believed that when times were hard the state should intervene by putting more money into the economy and stimulating employment. However by the late nineteen seventies when Margaret Thatcher came to power it was evident that post-war policies were no longer working and thus there was a shift to a market based economy and welfare provision (Giddens, 2001). The full employment that had been envisioned by the p ost-war government had not happened and there was also a corresponding rise in inflation. Jessop (2001) maintains that in response to these happenings Western states began to make changes in the ways in which social care and welfare were provided. The Marketisation of Social Care and Efficient and Equitable Services Government leaders in Europe, Britain and America argued that the universal welfare provision that had existed since the Second World War was not working and what was needed was a return to the philosophy of a free market that had been the case prior to the war (Stiglitz, 2002). In 1979 the Conservatives won the election and Margaret Thatcher came to power. By this time arguments about a welfare state versus a free market economy had intensified. Introducing marketing principles into social care allow Governments to (hypothetically at least) improve services. It also enables a government to retain a greater degree of control (Stigliss, 2002). As a response to discourses on the value of a free market economy Regan’s Government in the United States and Thatcher’s in Britain began to introduce measure that would roll back the welfare state and control expenditure. This was done by the introduction of marketing and business strategies. In Britain the Government embarked on a massive process of privatisation because it was believed that public ownership of companies and the public sector generally inhibited and undermined market forces. It therefore follows, Stigliss argues, that there is a need to deregulate capital markets and to curb state spending. These policies stressed the importance of the internal market. Giddens (2001) says that: †¦the momentum of Thatcherism in economic matters was maintained by the privatising of public companies†¦Ã‚  (this)   is held to reintroduce healthy economic competition in place of unwieldy and ineffective public bureaucracies, reduce public expenditure and end political interference in managerial decisions (Giddens, 2001:434). It was believed that the introduction of market forces into social care would increase productivity and improve care while at the same time being cost efficient. It was considered the best way of allocating resources because free markets were considered to be self organising (Olssen and Peters, 2005). Within healthcare provision there was a shift from healthcare professionals and patients to the idea that there were service providers and there were clients (Giddens, 2001). Government discourses, both Conservative and New Labour have revolved around the notion that the introduction of market mechanisms would result in a more equitable system. However, policy making tends to be somewhat contradictory and Governments appear to give with one hand and take back with another. The instigation of NHS trusts has resulted in a somewhat haphazard distribution of care and there are inequalities across the system in some areas there are such discrepancies in care provision that commentators refer to a post code lottery, where the kind of care a person receives is determined by where they live. Some commentators were of the opinion that the policies introduced by the Conservative Government were implemented to widen inequalities in society (Field, 1996). Thus Marx’s dictum that laws are made to serve the interests of those who already have power in society are extremely relevant here. The Community Care Act of 1990 further exacerbated inequalities most especially for women as it assumed that the women (who were the main carers in the home) would shoulder the extra responsibility of care (Abbott and Wallace, 1982). Field (1996) maintains that the increase in inequalities whereby the rich got richer and the poor poorer created a social underclass who were denied the same rights as others in society. Under the Conservatives the tax burden shifted from the rich to the poor, along with this, changes to the benefit system such as job seekers allowance placed a good number of people into a poverty trap. Alcock (1997) supports Fielding’s views and maintains that the r oll back in welfare and changes in social care and benefits generally resulted in greater unemployment and a rise in the number of homeless. The introduction of market forces into social care has had the effect of excluding some people from mainstream society and led to the setting up by the present Government of the Social Exclusion Unit in 1997. This Unit is an example of the contradictions engaged in by policy makers in a free market economy. On the one hand the general philosophical approach of both this Government and its predecessor has been on the responsibility of the individual. This is nowhere better expressed than in Labour’s New Deal Documentation which promises a hand up rather than a hand out. Young (1999) maintains that there is a move away from inclusive goals that are based on citizenship rights and this means a move towards policies that exclude some people. This results in people feeling undervalued and with no investment in society and this may be reflected in the rising crime among the young. Currie (1998) maintains that there are a number of links between social exclusion and crime. Shifts in the labour market and minimum wage and taxation policies result in a rise in the numbers of those living in poverty. Furthermore these things put added strain on family life and weakens social cohesion. Conclusion Clearly the introduction of market forces into social care has been problematic and has benefited some members of society at the expense of others. Pierson (1994) has argued that the attempts by the Thatcher and Regan Governments to roll back the welfare state were not entirely successful. He maintains that this was more difficult than they had thought and that governments were besieged by public outcry. Rolling it back was not the exact opposite of the expansion of welfare that governments had thought rather, Pierson argues Far more than in the era of welfare state expansion†¦struggles over social policy become struggles over information about the causes and consequences of policy change (Pierson, 1994:8). The New Labour Government that came into power in 1997 have continued the welfare reforms introduced by the Conservatives laid out their welfare to work policies in a 1998 Green Paper which have been further extended in policy documents such as the New Deal 2004 and Youth Matters 2004. These documents are aimed at getting welfare recipients back into work and reducing Government costs. It is arguably the case that the introduction of market forces into social care have not resulted in either better services or more equitable treatment. Rather these policies have reduced services and benefited the better off at the expense of the poor, a fact which has been pointed out by a number of theorists. To what extent does a countrys welfare regime type influence the form of social care provision? Illustrate your answer with examples from two countries. Introduction Welfare provision and spending on public services differs from country to country depending on the types of service offered. In many cases this will include housing, education, pensions and health (Giddens, 2001). There have been a number of different ways of conceptualising the welfare state. Marxist theories tend to take the view that governments provide welfare for the benefits of those in power i. e. investment in welfare is necessary to sustain a capitalist system (Stigliss, 2002). This will look at policies in both Finland and the United States to assess whether and in what ways the type of welfare regime that is adopted by a country affects the form of social care provision. Welfare Regimes The ideal model of welfare is one of universal welfare provision where the state provides for everything in time of need and health and education are fully financed by the state. Marshall (1960, 1973) viewed the development of citizenship rights as crucial to the emergence of a welfare state. Civil and political rights would be extended to the rights to education, healthcare and other service provision because everyone was entitled to a reasonable life and a reasonable income irrespective of their position in society. Esping Anderson (1990) devised his tri-partite system of welfare provision through an investigation of welfare regimes in a number of different countries. He also evaluated the extent to which welfare services were unencumbered by the introduction of market forces. He looked at the ways in which welfare services were organised and delivered in different countries when making decisions about what group they fitted in. The models Esping Anderson identified were Social Democratic, Conservative Corporatist and Liberal. In the first example welfare subsidies are entirely state funded and are available to everyone (the notion of universal welfare provision) Most Scandinavian States follow this model. Within Social Democratic States such as currently exists in Finland, there is generally no influence of market forces but things tend to differ depending on the type of welfare provision in Finland during the 1990s the country was moving towards a neo-liberal regime where people received free primary health care but were required to pay something towards their secondary healthcare (Ball, 2004). In a Conservative-corporatist state such as pertains in both France and Germany welfare services are only marginally influenced by market principles but they are not equally available to everyone. Entitlement is dependent on a person’s position in society. The United States is an example of a liberal welfare regime where means tested benefits are only available to the needy. Giddens (2001) maintains that there is a high degree of stigmatisation attached to these benefits, one has only to see media representation of the American poor and needy to know that this is the case. Welfare is, in almost every case, sold through the market and this is due to the expectation that everyone should pay for their own care through the market as for example in the form of health insurance such as Medicaid. America is the only country in the world where people do not have automatic access at least to primary healthcare in times of greatest need (Navarro, 1986). Navarro argues that when market forces are involved in welfare regimes and particularly with healthcare systems then there is a tendency for organisations such as drug companies to promote medicines and drugs that serve their own interests on the world market. Monopoly capital invades, directs and dominates either directly (via the private sector) or indirectly (via the state) all areas of economic and social life (Navarro, 1986:243). Mitchell (1991) identifies five main approaches to the analysis of welfare systems in different countries these involve a comparison of policy, inputs, production, operation, and outcomes. These involve what is intended, who pays for it, how it is run, how it is organised and who benefits. The American liberal regime relies on a laissez faire approach to welfare (Olssen, 2000) this is particularly evident in its stigmatising of those in receipt of benefits. The situation in America is not uniform however and some states do have state funded health schemes, what Klass (1985) has called decentred social altruism (1985:428). In Finland, as in much of Europe, welfare provision has been dependent on social solidarity or the view that both the state and the society have responsibilities of care. Many welfare rights are dependent on people’s circumstances and so there may not be the equality within such a system as one might suppose and can lead to social exclusion. Health in Finland has been along institutional lines i. e. secondary health care for example can tend to be selective and based on circumstance. Soumen Ash (2005) however, maintains that: The state of peoples health and welfare in Finland has steadily improved since healthcare and health promotion were established. The main challenges nowadays relate to disease prevention, mental health problems and the disparities in health, welfare among different population groups. Finnish health policy has become matched to international standards set by the World health organisation and the European Union (Suomen Ash, 2005). [1] In the 1990s educational provision was affected in Finland by its moves towards a neo-liberalist or Conservative-corporatist state. More recently however the Social Democrats have again espoused the universal provision of education and this is now entirely free of market forces and subsidised solely by the state. Thus there has been a return to a welfarist view of education that is available to all and which operates to bring an end to the social exclusion that pre-dominates in elsewhere. The United States may take a dim view of universal welfare provision but its educational policies are welfarist in that there is free basic education for everyone and it is subsidised by the state. People are responsible for their own further and higher education costs if they are not awarded scholarships. The United States spends a greater proportion of its GDP on education than most other countries (World Bank world development report, 1998) but its educational provision, while universal, is still greatly underfunded as is teacher training and this is reflected in the fact that its schools lag behind other countries (Nation at Risk Report 1983). Thus the Americans (under Clinton) introduced public/private partnerships in an attempt to inject life into their failing schools (Giddens, 2001). The introduction of market forces into education does not seem to have generated a great deal of improvement (Molnar, 1996). There has therefore been a huge growth in the private educational proj ects and it may be that this will prove a threat to the basic state education that has been on offer (Whatt, 1999). Conclusion The welfare regime that a country adopts does seem to have significant effects on its service provision. In Finland, where the Social Democrats have taken over what was a liberal state, commentators maintain that the health sector is improving and many countries would do well to take note of the improvements in the Finnish education system since the removal of market mechanisms in that area. America on the other hand appears to be going in the opposite direction. Never comfortable with the idea of welfare its liberal and laissez faire regime has now adopted market principles into its education system. The state system was seen to be failing dismally and now the private sector appears to be taking over. One can only wonder whether the United States will continue with policies that further exclude the already excluded or whether it will drastically order the type of welfare regime that is in operation. [1] http://www.suomenash.fi/sivu.php?artikkeli_id=178

Civic Education in Pakistan :: Educational School Governmental Essays

Civic Education in Pakistan Pakistan is a post-colonial nation-state. Since 1947 this large Muslim nation has not been able to introduce a liberal democratic model of civic education in its schools that could have promoted democratic values, tolerance, gender equality and civic participation skills. Several factors are responsible for impeding the progress in civic education: a garrison culture, the Cold War exigencies, religious extremism, and feudalism. Introduction Like most post-colonial nation-states Pakistan also recognized the central role of civic education in creating a patriotic citizenry. Paradoxically, as the civic education curriculum in government schools emphasized the construction of a distinct Muslim citizen identity, it eschewed the transmission of universal democratic values such as individual liberty, gender equality, critical thinking, and respect for religious and cultural diversity. By failing to recognize the utility and advantages of the basic principles of liberal democratic model of civic education, Pakistan suffered irreparable losses: it disintegrated into two countries, lost national unity and receded into the past (Jahan, 1972; Oldenburg, 1980). What may be responsible for thwarting the liberal democratic model of civic education in Pakistan is a question that warrants a careful examination. This paper argues that four independent variables kept the liberal democratic model of civic education curriculum at bay: the p rimacy of a garrison nation-state, the Cold War exigencies, religious extremism, and feudalism. The following is a discussion on the role of these four variables. A Garrison State First, Pakistan is a garrison state in that since its independence in 1947, it has been pre-occupied with national security (Jalal, 1991). Hence the main objective of civic education curriculum in schools has been the preparation of a warrior citizen (Binder, 1963). A warrior citizen or Mujahid is a person who is willing and prepared to participate in war or jihad against the infidels. To this end the social studies textbooks glorified the past Muslim warriors including Saladin Ayubi, an Arab warrior who fought the Crusaders in Jerusalem, Tipu Sultan who fought the British imperialists in India, and contemporary Pakistani military heroes who died in three wars against India. Moreover, because for most of its history the military ruled the country, the dominant social class in Pakistan has been the military (Cohen, 1984). The military is considered a privileged class and, therefore, military values of conformity, regimentation, and masculinity are underscored in society in general and in the educational institutions in particular.

Trying to Create a Writing Technology :: Writing Writers Education Essays

Trying to Create a Writing Technology Creating a writing technology is a much more difficult task than I first anticipated. I thought it would be rather simple to create text within nature, but my first attempt failed miserably. I found something to act as the "paper" rather easily, but my problem was finding something that would act as the "ink" on my writing surface. I wanted to create something impressive that could be considered a new way to write. Trying to find something in nature, without the help of modern conveniences, was more of a chore than I first anticipated. I went from trying to carve with sharp rocks, to trying to create ink with flower petals and dandelions, to smashing beets and nothing seemed to work. We have lots of firewood in our backyard, so I just peeled the bark off a large log and used the inside portion of the bark as the writing surface. The tougher part was finding something to show up on that bark. On my first attempt, I created something similar to ink, made with beets, and used a slender twig from the garden to write on the bark. The "ink" was just smashed up beets. It was a pretty thick substance and colored red, so I thought it would show up nicely on the inside of the bark. I was wrong. I thought of beets because I know that's what people used to use to paint their barns red. As I wrote the words, it seemed to be working fine. I let it dry in the garage for about an hour and went back out to check on it, and to my surprise, all my words had totally disappeared. Instead of creating a writing technology, I created a new type of invisible ink. I went onto Plan B with my writing surface made up of the inside of tree bark in hand. I decided I needed something more discernible on the surface. Therefore, I created a sticky substance made by mixing together honey and water and then sprinkled sand over the top to help define the letters and make the words more readable. I administered the sticky substance on the bark with a slender twig and this seemed to work much better than the "beet ink." And to my pleasure, I went back an hour later and the text was still visible.

21st Century Technologies and Their Relationship to Student Achievement Essay

The Holy Grail in education today is to link an educational strategy, program, initiative or technology to student achievement. There are numerous organizations advocating for Technology Literacy, Information Literacy, 21st Century Learning Skills, and any number of other titles for literacy in a modern context. In all sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life. From medicine to the military and from business to the arts, the technologies of today have made our lives better. It is not surprising then, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 years have been in the realm of information and the tools of human knowledge; this is Education’s back-yard. Yet, when people look at our schools they see many classrooms that seem to have been immune to these advances. There are obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a definition and a clear picture of what it really looks like and whether it will be more effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scaling to an entire school system, particularly so in a state that lags the nation in educational funding. Teachers are our biggest asset and are known to be the single largest influence on student achievement the district can provide, so professional development is crucial and fundamental. The measure of success, the CSAP, is a paper and pencil test which will be unable to measure all the positive effects technology can have for student learning. Indeed, a 20th Century test method will be unable to properly assess (and may even inhibit) the skills development of a 21st Century learner. And then, are we just about the content and helping students master it, or is education about something more as well? Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality research and commentary in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills. In addition to improved assessment performances, the reader is encouraged to consider the context of a global workplace and education’s duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increased student achievement on assessments, studies that point to ways education can successfully prepare students for a modern workforce and our own experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper. The Challenge Inherent in Determining the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement: When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only one component of an instructional activity. Assessments of the impact of technology are really assessments of instruction enabled by technology, and the outcomes are highly dependent on the quality of the implementation of the instructional design. According to Roy Pea, director of SRI Center for Technology in Learning in Menlo Park, California, the â€Å"social contexts† of how technology is used are crucial to understanding how technology might influence teaching and learning. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both â€Å"in† the software and â€Å"around it† in the classroom, and to the classroom environment itself. It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even poorly designed software can be creatively extended to serve important learning goals. There are also a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher order thinking skills, that many believe can be particularly affected by using new technologies. There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students’ attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessment’s Teachers and Technology: Making the Connection: Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, todayâ€⠄¢s technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses. Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions make teacher’s jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable every student to participate and have the power of a modern computing tool. Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors; goal-oriented instruction becomes more attainable and more common; activities result in better student engagement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class. Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of research has been done on students’ understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education. The findings from the Australian study state that an increasing awareness of students’ understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, & McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http://www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests. A study was conducted in 2002–2003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test while only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, & Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs. The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy & Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman & Pritchard, 1996). Certainly motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students: it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include: computers, iPods, video games, music media, email, and tools in general. Recent legislation supports the concept that education’s technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation; providing opportunity for practical application of knowledge gained in school; mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology. While research that clearly correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and Video Games â€Å"Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? † was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin. He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? â€Å"Hannibal always attacks with elephants† was his reply. The boy had learned all this about Rome playing a video game at age five. Video games have long been the bane of the parent and teacher’s existence, but there’s something here that may be of some use to us. Some have picked up on the possibilities. A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis. The simulation is highly visual, interactive, and highly engaging to the students. See   Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998). In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, & Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, & Manos, 2005). When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3. The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao & Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess’ birthday. His children’s books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness. He even made up nonsense words to press the student’s phonetic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up names†¦ each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese? Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing results and intuitive logic leads one to think that there is promise here. At-Risk/Intervention An ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina State University’s Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies. Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits. The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 1:1 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time. When the public hears about classroom textbooks, meaning students can’t take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 1:1 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 1:1 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept. In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003). Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, & Gaddy, 2004). A 1:1 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test. By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, & Gaddy, 2004). In Canada, a 1:1 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, & Gaddy, 2004). Another 1:1 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004). In our own experiences in LPS, we see classrooms with laptop access achieving a 1:1 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to collaborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously. Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation. Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006). The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition: Connectivism. In this view, knowledge resides in people and on devices. Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow. This theory of learning represents a massive shift in thinking: that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word processor and annotate electronically, keeping their work on personally owned USB memory keys. While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion. In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries. Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available. And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied 3rd grade students using word processors for writing. They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style. This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck & Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time. An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, & Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988). There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993). The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004). Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable. The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is â€Å"How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed? In other words, by the time most research is done (and published in â€Å"reputable† sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed. The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 6–8 actually had reduced performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students’ current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment. The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools. And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming Video In four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004). In LPS, the same United Streaming resources were secured for all schools at the beginning of the 2006–2007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain. This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton. As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didn’t collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations: 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months. While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on. One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff — she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they ‘fooled around’ until it did what they wanted. Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology. As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasn’t as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills. The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the library’s demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6. After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this: 1) They purchased home computers and found they could use USB drives to cart files; 2) The school had enough wireless laptops for student use that teachers could get on a laptop; or even borrow one overnight, if they needed; 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding Remarks The following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006: We’re not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. That’s about it. But I would strongly argue that – to a certain extent – this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because it’s convenient for the adults. How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 1:1 program at the high schools, that we will see student achievement – as we currently measure it – skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools. But the basic problem with looking for research that supports growth in student achievement is that – by necessity – research has to look at fixed, testable content to try to determine growth. Now I’m not saying that content knowledge isn’t valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the planet (or beyond)? Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously? Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research – at best – is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . . Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions. We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker. And during the Information Age, which he describes as beginning in the 1960’s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product; now the product must be appealing as well (2005). References: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

I have a dream speech Essay

â€Å"I Have a Dream† is the name of a speech Martin Luther King, Jr. gave on several year ago while he was on Washington, D. C.. In his speech, he spoke of his wish for a better future. His wish was that people of different races could live together peacefully in America without segregation. He spoke of the discrimination that the black man has faced even though they were supposed to be treated equal when the emancipation proclamation was signed. Martin Luther King made an important quote on Abraham Lincoln where he said: â€Å"Life, liberty and pursuit of happiness†. This was a promise that all men, black and white men, would be guaranteed the â€Å"unalienable Rights†. He wanted to support his idea on what Abraham Lincoln said that all men are equal both white and black men have the same rights. This speech left a legacy of equality of Rights for all men in the United States. Hundred years before Martin Luther King gave his speech black men were not free until Abraham Lincoln signed the emancipation proclamation. Through those hundred years black men weren’t treated as equal as white men. Black men were discriminated in all the United States because of their skin and the amount of racist people back then was significant. King’s speech highly persuasive, he wanted to provoke everybody that heard his speech to have a feeling that segregation and discrimination should be stopped. In my opinion we have achieved King’s dream, today all men have equal rights and there aren’t differences between the races of people and the ability to pursuit happiness. Martin Luther King yearned a world where all the races were treated as one and there weren’t different between people in our country. Martin observed that: â€Å"one hundred years later, the Negro still is not free† and black men were segregated to the slums and ghettos of the northern cities. The people who stood against King had the opinion that only white people deserved to be treated reasonably. Even though, they were few and didn’t have a strong argument to defend their point because there wasn’t one. King inspired the majority of American people, and he brought equality for every race in America.