Comparing Medieval and Rennaisance Paintings Essay -- essays research

Comparing Medieval and Rennaisance Paintings In the following essay I shall compare and contrast paintings from the medieval and renaissance period. Medieval paintings were very realistic and precise. The king in the painting is in the middle, and anything painted in the middle is the center of attraction or the important object in the painting. To prove this theory, I looked at the painting and the first thing that caught my eye is the king. The human body is not too detailed but the actions they are doing or intend to do are very clear. The painter created visual space in this painting in a very witty way; he painted pillars and ceiling ornaments, which is an indication of height and space. I think it is a very successful method because the person who is looking at the painting has sp...

How To Clean The Bathroom Essay -- essays research papers

The first thing you need to do is gather all the supplies you will need. There are many different cleaners in which you will be using. These cleaners are glass cleaner, surface cleaners, soft scrub, and ammonia. You will not only need cleaners but also implements to clean with. These are a mop and bucket, broom, cobweb brush, toilet brush, rags, a sponge, a squeegee and a step latter. Last but not least, you will need a cleaning carrier to put your supplies in to make it easier to move them around . In you carrier should be all the cleaners except the ammonia, the toilet brush, sponge, a squeegee and a few rags. Now that you have the cleaners in carrier you are ready to get started. Start by useing a web-brush to get down any cobwebs that many be in the corners of the ceiling. Fill the sink with hot water and let any soap dishes or toothbrush holder soak. Now get the bottle of glass cleaner, sponge, squeegee, a glass rag, and a terry cloth rag and get into the shower. Begin by spraying down the tile and use the ruff side of the sponge to loosen any soap scum or build up. Using a terry cloth rag and wipe the tile clean. Now spray down the glass and again use the sponge to loosen any build up. Use the squeegee to take off the majority of the cleaner off and a glass rag to wipe any marks left. Make sure to look at the glass from all directions to be sure you didn’t leave any marks. Polish the shower head and knobs so they shine. Now scrub floor well and wipe dry as you get out...

Bureaucratic Management Theory

Bureaucracy is a type of organizational structure that is found in many large-scale public and private organizations. This still exists in the majority of industrial organizations in the world, despite being around since the 18th century. German sociologist, Max Weber created the bureaucratic management theory which describes bureaucracy as technically superior to all other forms of organizations. Bureaucracies have clear and explicit rules outlining exactly how employees should perform tasks.Ideally, bureaucracy is characterized by hierarchical authority relations, defined spheres of competence subject to impersonal rules, recruitment by competence and fixed salaries. The main aims of bureaucracy are to be rational, efficient, and professional. Bureaucracy has an implied clear-cut division of labour and a high level of specialization, as well as a clearly defined hierarchy. Despite being a very old type of organizational structure, bureaucracies continue to be a highly influential t emplate for designing and managing organizations; yet, this system is no longer considered the most effective way to run an organization.Bureaucracy as a system of management has many advantages and disadvantages. The advantages include each employee of the organization knowing precisely what their duties are within the organization, and therefore performing their many tasks quicker and more efficiently. The clear-cut rules set by bureaucratic systems also enable the organization to respond readily to demands that are set and make decision making easy.Bureaucratic systems have a greater sense of direction and purpose than other types of organization structure. The clear-cut criteria of a bureaucratic system enable the organization to appoint successors when an employee leaves without little trouble, and therefore causes as little disruption. The disadvantages that a bureaucratic system brings to the overall running and efficiency of a business and its employees include undermining t he ability of employees to take initiative and be creative.The bureaucratic practices have led to creating a mind that generally lacks curiosity and can only function within certain limits and according to prescribed rules and regulations. The bureaucratic mind, being in control, uses this authority to limit the ability of the system to reform itself. No one within such a system has enough authority to initiate change and no one has enough courage to propose drastic change and disrupt the prevailing order and peace.However, as Max Weber himself noted, real bureaucracy will be less optimal and effective than his ideal type model. Competences can be unclear and used contrary to the spirit of the law. This means that sometimes a decision itself may be considered more important than its effect. Nepotism, corruption, political infighting and other degenerations can counter the rule of impersonality and can create a recruitment and promotion system not based on meritocracy but rather on  oligarchy.Regarding the Japanese style of management, the recruitment procedures for new employees is more rigorous in Japan than in the United Kingdom to ensure that the ‘cream of the crop’ are identified, utilized and cultivated. People are not allowed to use common sense, as everything must be as is written by the law. Even a non-degenerated bureaucracy can be affected by common problems of overspecialization, which is, making individual officials not aware of larger consequences of their action.There is rigidity and inertia of procedures, making decision-making slow or even impossible when facing some unusual case, and similarly delaying change, evolution and adaptation of old procedures to new circumstances. There is a phenomenon of  group thinking  in terms of zealotry, loyalty and lack of  thinking regarding the organization which is  perfect  and  always correct  by definition, making the organization unable to change and realize its own mistakes and limitations.There is a disregard for dissenting opinions, even when such views suit the available data better than the opinion of the majority. As bureaucracy creates more and more rules and procedures, their complexity rises and coordination diminishes, facilitating creation of  contradictory  and  recursive  rules, as described by the saying â€Å"the bureaucracy is expanding to meet the needs of the expanding bureaucracy†. Despite the many disadvantages of bureaucracy, we believe that the degree of control it gives superiors over subordinates to be more serious and possibly the most damaging outcome.For many people, the word ‘Bureaucracy’ conjures up an image of a mass of media workers buried in mounds of paper and tied to a set of petty rules, the notorious ‘red tape’. Red tape can be used as a weapon against programs that are not popular with the administration, for instance, by participating in a program requires you to fill out fo rms. The program might cease to exist if no one uses it. Bureaucracies are often the focus of popular dislike, especially because they are perceived to be inefficient and lack flexibility to meet individual requirements.Osborne and Gaebler (1993) promoted  Debureaucratization, which they summed up as decentralization, deregulation, downsizing and  outsourcing. Debureaucratization is the primary way to achieving the goal of a strong, autonomous, and self-sufficient barangays. This is setting to right the excessive centralization of power, authority, responsibility and recourse by the national government. The shortcomings of bureaucracy are evident in organizations today.Control tends to convince superiors that it is their responsibility to know all details, allow no surprises, delegate no authority and have all situations under tight control. And since no boss can obtain the knowledge he or she needs to control everything and guide everyone and influence every situation, the domi nance of the bureaucratic mind has become a threat, undermining critical thinking, free speech, creativity and institutional transformation.The enlightened bureaucrat that certain people try to promote is nothing but a fiction. As a consequence, very few people in a bureaucracy are in a position to think, take initiative and be creative. New ideas are therefore rarely and seldom encouraged. When control and subordination become the organizing principles of an organization, they undermine the organization’s ability to respond to challenges, to anticipate the growing needs of its clients and to adapt in a time to the changing circumstances of its times.

Toy Critique

Assignment 1 Play activity This assignment had been done with a group of 4 children with ages between 3 and 4?. Planning: In order to do the play activity I had to observe the children for two days. I wanted to know what are they more interested in and what they would like more. After the observation stage, I wanted to make sure that the play activity I had in mind, suited their age and stage of development. I also made sure that the activity is safe and that it included the PILES development and that it s based on future learning. I made a sketch plan for myself without telling the children about it and I see what I need for all that.I consulted with the manager to see if the materials I needed could be provided by her. I explain to my manager that I would like to make an activity based on the children’s imagination. I had been observing that the group was interested in cars and animals, so that made me think of building one car close the real size, with the help of the child ren. They would then have to make an imaginary trip to the zoo, inside the car. I needed a large carton box, sellotape, paint and scissors. The manager agreed with the plan, but she suggests that on our way to the zoo, we should make some stops in different places like shops or public parking areas.I checked to see if I had enough time to accomplish the activity, including the preparation and tidying up at the end. I talked with the children about what we were going to do the next week, and they seemed to like the idea very much. I put the plan together over the weekend and ensured that I have the proper and safe materials by the beginning of the next week. I then realised that I would need more than one day for the play activity. I decided to split the play activity into 4 daily sessions, of 25 minutes each. Implementation: Day 1: MondayWe started by moving some chairs and a table closer to a wall in the room, so we would have enough space for the activity. I put a carton box on th e floor. The children asked: Ch: â€Å"What are we going to do with this box, teacher? † Me: â€Å"We are going to build a big car and all of you would have to paint it. † After I drew the car, trimmed its shape on the carton board, I gave the children different colours of paint so they would paint the car. Me: â€Å"Now I want you to close your eyes and to imagine this car in whatever colour you would like it to be. I didn’t have time to finish my sentence because they all started to tell me at the same time what was their favourite colour for the car. Me: â€Å"Stop, stop, stop. No, not all together. C1, tell us what colour would you like the car to be? † C1: â€Å"I want my car to be pink. † Me: â€Å"Very good! You can paint the front of the car. C2, what colour does your car have? † C2: â€Å"Orange, it’s my favourite colour. † Me: â€Å"OK C2, you will do this side of the car† and I showed him the right side of th e car. â€Å"Now, C3, tell me! † C3: â€Å"I like my car to be blue. † Me: â€Å"Perfect. You have the back of the car. C4? † C4: â€Å"I want my car red.It’s my favourite colour. † Me: â€Å"Very good, C4, you will paint this side of the car† and I showed him the left side of the car. â€Å"Excellent, but there is missing something. Who can tell me what is missing? † Ch: â€Å"The wheels! † Me: â€Å"What colour are they? † Ch: â€Å"Black. † Me: â€Å"Very good! Each of you will have to paint one wheel. † I put their aprons to each of them and they each took a paintbrush. They started painting and to talk about the car. The children gave the car a name: â€Å"Tina†. After they finished painting the car the children asked e what to do next. I told them that we were going to wait until the next day.Day 2: Tuesday First thing in the morning, after arriving at the creche, the children asked me what we were going to do with the car that day. C1: â€Å"Are we going to play with the car, today? † Me: â€Å"Yes, we will play with the car, but not like yesterday. † I then told them to concentrate and imagine that they are going to get into the car with mommy, daddy, or his/her best friends and they would be going to the zoo. On the way to the zoo they would stop twice, in two different places. I wanted them to tell me what were the two places they were thinking about, what they wanted to do there and what were they see at each stop.Knowing that they were having more than 2 places in mind, I asked them to speak in turn about their choices: – C1 told me that he would stop to buy ice cream and visit a fun fair – C2 wanted to play some football and to make a stop at McDonald’s – C3 wanted to visit a fun fair and eat at McDonald’s – C4 wanted to ride in an electric car at the fun fair and eat an ice cream I wanted to include each acti vity in the imaginary car travel so I thought the best way to do that was to plan the itinerary like this: – First stop at the fun fair and electrical cars – Second stop at McDonald’s for ice creamI was not sure that we would have enough time for the fun fair on that day. Me: â€Å"OK. Everybody, let’s go into the car. C3, you will drive today. † C3 was very happy about that. â€Å"Go in front of the car and tell everybody to hurry up and close the doors. † I told them to pretend that they are going in the car and drive to the fun fair. They pushed the car (â€Å"driving†) towards the table (the â€Å"fun fair†). The table was in the middle of the room, so they pushed the car and circled the table twice and then stopped. C3: â€Å"Here we are at the funfair. † The other 3 children started cheering â€Å"Hooray!We are here. † I was very happy and proud of them. They were really enjoying the game. I placed 7 small c ars (â€Å"the electric cars†) on the tables. The cars had different shapes and colours. I asked each of the children to pick a car from the table and then tell me why they picked that car. I wanted to test their intellectual skills. C1 picked a blue sports car. He told me that blue is his favourite colour and that he likes sports cars. I asked how he knows that he was holding a sports car and he replied that the sport cars are very low to the ground. C2 picked a bigger, orange car.He said that orange is his favourite colour and that he likes big cars because his father has a big car. C3 picked a small, red car justifying that small cars are for girls (she is a girl) and she liked red. C4 picked a minivan. He said that he wants a family car so that he could take his parents and sister with him everywhere they want. I was very surprised to find out that the children had good reasons for choosing a car and that the choice was not random. I then asked them if they know how an el ectric car works or what you have to do with in order to start up an electric car. They told me that one should et inside the car and drive it. C3 told me that the car runs on electricity. I let them play with their cars for about 2 minutes. I then asked them to leave the â€Å"electric cars in the funfair and return to their car and park it† close to one of the walls in the room. We planned to continue our trip, the next day. Day 3: Wednesday We started a little bit earlier than the previous days to include the snack time from the creche schedule into the game. I named C1 and C4 to drive the car that day. C1 was the driver from the parking lot to McDonald’s and c4 was the driver from McDonald’s to the zoo.The children got into the car and â€Å"drove† circling the table 3 times and then stopping close to the table. They got out of the car and took a seat at the table. I told them that they were to be the clients and I would be the waitress. I explained t o them what a waitress is and told them how to order. They asked me to bring their snacks from their lunch boxes. After finishing their snacks, I gave them a scoop of ice cream each. After the stop at McDonald’s, C4 stood up and said â€Å"Let’s go now. It’s a long way to the zoo and it’s getting dark. † I was very surprised to hear that from him.I was thinking that was developing an early stage of responsibility. C3 asked me where the zoo was. I replied that it wasn’t very far, pointing in the direction of another table in the corner of the room. They circled the first table twice and went to the second table in the corner. In the meantime I took 8 animals from a box of toys and I lined them up on the table in the corner as if they were in cages at the zoo. When the children got to the table in the corner, something happened and we had to interrupt the game. One of the children (C2) had to go home and I didn’t want to continue the ga me without him.The others wanted to continue but I explained to them that we can’t continue without C2 and we would have to wait until the next day so we could be all together. I postponed the visit at the zoo for the next day. Day 4: Thursday C2 thought that we had finished the trip without him. He was happy to hear that we hadn’t continued the trip and that we had been waiting for him. I also told him that he would be driving from the zoo to the Montessori. After they had their snack in the snack break, I asked them if they could remember where we had stopped the day before. They all told me that we were going to see the animals at the zoo.C1: â€Å"We have to pay first, teacher. † Me: â€Å"Very well, C1. Yes, we do have to pay. † They pretended to take money out of their pockets and give it to me. They gathered around the table so I told them to stay in line so we could walk around the table to see and talk about the animals. We had a dialogue about w hat type of animals they are, what their colour is, where they live and what they eat. I even asked them if the animals are happy in the zoo. The children were very curious to find out thing that they didn’t know about the animals. We talked about them for about 15 minutes. They all knew the names of the animals and their colours.The habitat (where they live) and eating habits were new to the children. The answers were different, some of them were right and some of them were wrong. I was more than happy to tell them the right answer to any question. After the visit at the zoo, C2 said that is was his turn to drive and he was right. They got into the car again and â€Å"drove† around the table four times. They said that it was a long distance back to Montessori. C2 parked the car and we went in the back garden of the creche, for some fresh air. We sat down in circle so we could talk about the visit. I asked them if they enjoyed their visit at the zoo.The children told m e that they would like to go another time but to a different place. I also asked them if they had learned something from this trip. C3 said that she had never been to a restaurant and tell the waiter what she wants by herself, before. I told the children that we would do other trips in the future. Evaluation: Evaluating objectives for children In my opinion, the play activity had a very good impact on the children. It was, in fact, much better than what I expected. Their imagination is very well developed and the trip was a good opportunity to improve their learning outcomes.They did what they wanted to do and how they wanted to do. I just provided them the foundation of the game and they took control of the actions. The following abilities were exercised by the children: – Mathematical learning, by using the shapes of the cars, size of the cars, relationship between objects when comparing cars and animals – Creative learning, by being free to express opinions, ideas a nd feelings, exploring and experimenting art when they painted the car, movement when driving the car and dramatic play when ordering at McDonald’s – Physical experiences when â€Å"driving the car† Linguistic learning when talking about the habitat of the animals and eating habits – Personal and social learning, by developing their self-esteem and autonomy while â€Å"driving†, team working, talking to each others about their ideas, sharing experiences and when C3 admitted that it was the first time she ordered by herself at a restaurant. The play activity can be used in the future to plan other discovery trips in other places like â€Å"visiting a museum†, â€Å"going to the gym†, â€Å"going to the swimming pool†, or if the children have other ideas for trips.Evaluating the adult role My initial goals for this play activity were the developing of the child’s creativity, curiosity and imagination. I achieved the goals by putting the children in an out of the ordinary situation and then constructing different sets of events, upon the main idea, with or without the help of the children. During the planning of the activity I found out that children can actively participate in elaborating ideas, not only carrying out an idea. They were using their imagination and sometimes I felt that they were using it more than I did.As adults we sometimes know how things should be, look like or feel, but a child doesn’t know that. A child is curious to learn about things he does not know, and is eager to experiment, not only asking others what is best in a situation, and to copy the behaviour he sees in adults. Maybe that is why I was amazed to find out the different reasons of the children when picking the cars, and how they related with their families (the human beings with which a child spends much of his time and tends to imitate).The total cost of the project was minimal because I used recycled materia l along with things which were already at hand from the creche. In the future I would like to include either more learning and developmental outcomes, or doing a specialized play activity with one or two learning outcomes. I would like to see which one is more effective on child education. To do that, first I am planning to do a play activity extending the time length from 4 days to 7 days. After assessing that activity, I will then decide whether I would specialize the play on one or two learning or development outcomes, or introducing as many outcomes as possible.

Buenavista Plywood Corporation

Buenavista Plywood Corporation The Problem The problem confronting Mr. Antonio Garcia, the Plant Superintendent of Buenavista Plywood Corporation is how to deal with the absentee rates of the employees from Bohol such that the production of the plant will operate at capacity, with adequate workforce and the interests of the company and employees be served. Objectives More specifically, the problem resolves itself into the following objectives which Mr. Garcia has to achieve in the course of action he has to take: 1. To maintain a stable and reliable workforce; 2.To protect the company’s reputation by avoiding confrontation with formal union groups; 3. To address production problems and costs; 4. To meet the rated capacity of the plant; 5. To safeguard the long-run profitability and stability of Buenavista Plywood Corporation. Situational Analysis The Buenavista Plywood Corporation was organized in Cagayan de Oro City in 1950 by the Santiago Family. Don Jose Santiago, the prese nt head of the family, was well qualified to carry the traditions of this prominent family. The Santiagos have been involved in politics in nearby Bohol, the ancestral home.They had been pioneering industrialists in the plywood business. Don Jose had been an early advocate of local processing of lumber as opposed to the shipping of log abroad. VISTAWOOD, the trademark chosen for their plywood, was one of the first export plywood production in the Philippines. Late in the fall of 1960, at a time when the plant was operating at capacity, working three shifts a day, some representatives of a national labor organization gained the allegiance of a large group of workers to establish a union at VISTAWOOD.Over the period of several months, the union activists who were assigned to the logging concessions left the company at their own initiative. These events marked the end of any organized activity at VISTAWOOD. As a matter of general policy, management preferred to hire people from Bohol a nd even tolerate some irregularities due to this peculiar working arrangement, than to risk another confrontation with formal union organizations. In fact, Don Jose soon began to rely on political leverage this group of workers afforded him in his election campaigns in Bohol. Late in 1967, VISTAWOOD was facing serious production problems.Rated capacity and management profit goals had not been attained for several years. Fierce competition in the export market and decreasing selling prices, coupled with new duties being levied by importing countries had aggravated the situation. It was apparent to management that the only source of improvement would have to be the production function. Costs of operating the plant had been steadily rising without no accompanying rise in production volume. Mr. Antonio Garcia was brought to VISTAWOOD Superintendent in the hope that he could bring some improvements in the plywood plant.Discovering the absentee rate of the plant, Mr. Garcia began to exami ne this and other related problems at VISTAWOOD. It became increasingly clear that: (1) production was low and highly erratic and (2) one of the main causes of this gloomy situation was the unstable and unreliable workforce. The absentee rates fluctuated between 50% during Monday and Saturday nights and 30% during the rest of the week. Daily production was so adversely affected by this shifting workforce, that Sundays had to be regarded as regular work days but with higher labor costs. Mr.Garcia was convinced that the plant could be run on a six-day schedule and meets the rated capacity if an adequate workforce could be maintained in the ratio of 3:2. Decision Framework Constraints Given the problematic framework on situation described, Mr. Garcia now had to decide what to do with the problem on the imported workers from Bohol. The fluctuating absentee rates of these employees has resulted to serious problems such as the unstable, unreliable and inadequate workforce unable to meet t he rated capacity at the plant and resulted to low and highly erratic roduction. Rated capacity and management profit goals had not been attained for several years. Aside from the fierce competition in the export market, decreasing selling prices, and rising production costs, imported workers from Bohol have created greater problems. Increasing the production volume through having an adequate stable workforce is the only solution to the problems faced by the company. And that would mean to fire those workers from Bohol who have absentee problems. These people create greater inefficiencies for the company.However, this will risk the company to face formal union organizations. And these would mean putting the company in bad public image ore reputation. Retaining the employees from Bohol will protect the company’s reputation but the absentee rates of these employees affect production costs and volume. And if not addressed will result to financial ruin for the company. Mr. Garcia is therefore caught in a seemingly difficult dilemma and has to formulate a decision which would both safeguard stability and profitability at the company and at the same time, protect the reputation of the company.DECISION ALTERNATIVES The following choices are open to Mr. Garcia: 1. Fine the employees from Bohol who have absentee problems but spell ruin on the company’s reputation; or 2. Retain the employees from Bohol but creates problems on the production costs and volume and eventually spell financial ruin to the company. RECOMMENDATION The first alternative to fine employees from Bohol is preferable given the following considerations: 1.It will decrease absentee rates of employees and having a stable and reliable workforce will result in meeting the rated capacity and volume of the plant. 2. It will dissociate political expediency from management decisions. 3. Mr. Garcia could talk to the workforce from Bohol to avoid establishing a union at VISTAWOOD. CONCLUSION Firin g the workers from Bohol will address production problems of the company and insure the long-run stability and profitability of VISTAWOOD. Such a course of action, therefore, would achieve all the objectives set out earlier in the present dilemma.

Web portal. Solving environmental issues in the society Essay

Web portal. Solving environmental issues in the society - Essay Example This research proposal is about the web portal. A web portal is a very effective tool to inculcate knowledge about the environmental science. People connect with one another to form a learning community using web portals. The portal serves as platforms where all the information, resources, and expert in the field of environmental science can be accessed. The portal is a full time available source of information that helps in the growth of the learning community as they engage in discussions, exchange views, and conduct activities that promote environmental learning. Online document libraries available in the portal are constantly updated with latest research findings. Simulation of real life environment is also made available through the web portal. Introduction The research proposal is aiming at establishing a web portal that will be accessible to the students and the community. The portal is aimed at solving basic environmental issues that affects the society. The portal will conta in social services for people to interact and provide their views concerning environmental degradation and means of improvement. The portal will also contains graphs, maps, and pictures of the surrounding community to help understand environmental challenges affecting the society. There will be need to locate areas of collecting relevant data and information for the portal. Institute for Sustainable Resources (ISR) has previously engaged in managing a Nitrous Oxide research database that was made available to the community for research purpose on its effects on grains. The project was delivered by use of open source research data and management system that allowed people to post tier comments concerning Nitrous Oxide. To date ISR has managed to deliver comprehensive data management systems to the public that helps in dealing with environmental issues in Australia. Statement of the Problem There have been increased environmental concerns about the sharp decline in environmental care and preservation. People are cutting down trees hence destroying water catchment areas. Human are also responsible for draining toxic substances and chemicals in rivers, lakes, and other lager water bodies hence leading to destruction of aquatic life. There is also the habit of human encroachment on gazetted forests due to increasing human population. There has also been evidence of global warming that have changed weather patterns in the world due to heavy production of greenhouse gases to the atmosphere. These are just but few problems that affect the environment. For this purpose, this research proposal aims at solving the following researchable questions. How to design a web portal that will highlight all the environmental problems and provide solutions Where to collect and receive relevant data and information on environment for the web portal How the portal management will be able to deal with diverse large and high speed data How the site will be able to conduct large researc h from diverse and multiple origins and on how much larger spatial and temporal scales Purpose of the study The research is about designing an educational web portal that will give interactive insights on how to tackle environmental issues in the community and the world at large. The web portal will be designed with the help of ISR who have experience in managing data bases for environmental issues. Their design will incorporate ability to provide relevant updates and methods of collecting and conducting research on multiple and larger temporal scale. Objectives The following are the objectives for the research proposal Provide the fastest means of communication to students and the society concerning environmental science Provide history and background on environmental science especially on land degradation Provide accessible data bases with a lot of data that is raw and collected on up to date basis Provide simulations to enable the students to make their own comparisons and come u p with their own conclusions Hypothesis The

Whats wrong with the American School system Essay

Whats wrong with the American School system - Essay Example The paper will highlight those elements and related factors that are the ultimate cause of substandard teaching and flaws in American school system. In America, the school system is unable to meet the learning needs of students and the approach is outdated that is not helpful for them in this digital age. It is due to the fact that America in the past focused on schools systems to be producing a workforce that was limited in number. Therefore, it was not a big deal if not all children were getting their way into classrooms. It ultimately resulted in making half population going to school with the other half remaining idle thus participating in criminal activities and becoming drug addicts. It is unfortunate but true that only one-third of American population got a change to finish their high schools with a rise in dropout rates at the same time (Gates, 2005). These are the students that gets their way into college and are ready for work while other students are taught things that they cannot make use of anywhere. Gates (2005) argues that class difference is also there in American school systems where not all children are getting equal chance to surpass due to economic conditions. In an attempt to highlight the nature of problems that American schools face, Steffin (2011) discusses the key aspects that are important in terms of drawbacks of majority of American schools. These drawbacks include the inadequacy of learning that does not contribute to creating certain skills in students that they could use in future. Moreover, the learning materials are not up to the mental level of some of students. An ambiguity also prevails in students mind as to what they are learning and what is their aim in reading the subjects they do. It is also disturbing for the teachers as they themselves do not think they are being successful in teaching students