Rabu, 29 Februari 2012

Managing ICT transformation in University Education in Uganda: Justification,Problem and Way forward


The twentieth century saw much technological advancement in many social spheres ranging from the discovery of the radio, the aeroplane, the atomic bomb and the apex was the going to the moon. All these technological advancements had adverse impacts on the life style of the communities around the world. However, most importantly, is the invention of the Internet and the intranet which historic achievement has greatly impacted on the academic life of many universities around the world. The period of the 1990s ushered in a new world order; the beginnings of the idea of globalisation and its immediate impacts on higher education developments. Globalisation represents the international system that is shaping most societies today including university programs. It is a process that is super charging the interaction and integration of cultures, politics, business and intellectual elements around the world.

This paper examines the effects of globalization in terms of technological transformations on the development of universities. The pursuit of technological transformation in higher education has become widespread in Sub-Saharan Africa with the extensive pervasiveness of global networks like the Internet and Intranet as institutions struggle to prepare students for effective participation in the emerging global knowledge economy. Technologically based education is further seen as a way to address the increase in the world demand for tertiary education. The one new university per week is required to keep pace with world population growth but the resources necessary are not available. For instance, since the time of the overwhelmingly increased student enrolments in many public universities in Uganda from the 1990s and onwards, existing resources and infrastructure have not increased commensurate to the same increase in the student capacity. Lecture theatres and libraries are flooding and infrastructure and instructional materials and st aff are all constrained with the alarmingly increased student populations. Higher education must develop more cost-effective methods so that public resources can be increased and effectively utilized. A lecture theatre in a public university that sits over 300 students attending an economics class will not be effective if more public address systems are not installed to enable each and every learner benefit from the lecture.

Likewise, if a university lacks internet facility to serve its ever increasing student population then it would be quite hard to ensure quality learning and research. By using technology for teaching, universities can serve the public more cost-effectively and in particular can prepare students better for a technologically based society. In view of the growing globalisation and transnational exchanges in many fields. In these circumstances politicians, policy-makers, and citizens should make demands upon education systems to reform. Open learning and distance education are at the forefront of educational responses to the changes that are taking place locally, regionally, nationally and internationally.


Information technological transformation in universities, however, has major systemic implications and needs to be carefully managed. As soon as an organization takes the first tentative steps from data to information, its decision processes, management structure, and even the way it gets its work done begin to be transformed. Attempts to introduce any significant reform will impact on all of its sub-systems. The advent of information technology in any big university will wholly impact tremendously on the internal and external operations of that university. It implies that with information technological advancement, universities have to prepare themselves to welcome such crucial developments. It systematically relates to the fact that university management has to train or hire manp ower to operate the technology; and the same universities should change the teaching approaches to cope with the demands of the new information technology.

Using technology to extend the campus on a global basis will affect all aspects of a university or college, but particularly administrative systems. Similarly when he refers to the necessity of looking at innovations within the framework of institutional development. The introduction of e-Learning will prompt a thorough re-examination of the core practices of an university organization, whether advertising, or registration, or design and delivery of materials, or student support or assessment of students and research, in order to arrive at the most effective way of providing these services in a networked, multimedia environment.

Involving academics in technological reform in Universities

Educational institutions exist to open minds and challenge established doctrine, but at the same time, the manpower that occupies these institutions is extremely resistant to change. Higher education can be described as largely bureaucratic and bureaucracies, by definition, resist change. I recall an incidence during my university life when my old professor hated something called a computer and a projector used in teaching. Whenever I told him that my research analysis was based on computer packages he retorted negatively you are bound to fail research, please use the formulas I gave you in class. Such an expression and reaction depicts an old fashioned academic who is not ready to accept recent global changes in the area of academics in universities. Many other students, in recent times, face the same wrath of such unsighted professors. Because of the wide resistance to change in most education institutions, technological innovation has often been implemented as an isolated, top-down initiative of university managers for efficiency purposes. In this scenario, the wide r systems within tertiary education are often not considered and neither affected by the innovation.

Technological innovations have also experienced difficulty-taking precedence in top offices in university educatio. Higher education, similar to other sectors of society, has often responded to new ICT applications on the basis of efficiencies rather than the use of more strategic considerations. Some staff have resisted IT advocating remaining in use of the old systems of processing student papers. They type writer and old record keeping methods are still in use creating managerial inefficiencies in the transcript office and at the departmental examinations office. This traditional criterion of record management tends to stifle operational effectiveness. Most changes in education in the twentieth and twenty first centuries had been first order changes, which aimed at improving efficiency and effectiveness of current practices. One of such first order changes is the in troduction of the Internet and the computer in management work and teaching methodology. Therefore, attempts to oppose such lucrative developments in any global institution are a path in the wrong direction because technology is here to stay.

To ensure ownership of sound educational quality in ICT and e-Learning, it is important that educators and educational policy drive and direct technological transformation of higher education. Therefore, the structures supporting technology-based education have to ensure an educational focus and pre-eminence of educational principles and policy grounded on administrative desires and attitudinal change. The literature on non-traditional modes of delivery in higher education using state-of-the-art technologies, indicates that the extensive use of ICT in education poses previously unencountered problems in pedagogy and andragogy, which are attitudinal. In addition, these problems are primarily to do with conservativeness of those wh o fear technological change. Technological decisions need to be preceded by policy and educational decisions and highlighting the importance of bottom-up and more organic approaches during technological transformation in higher education in the developing world.

Engaging academics to appreciate ICT is a significant management issue in higher educational reform and such reform has to be based on the development of 'learning communities'. That means that the actual process of reform must engage academics in actual learning of how to use the new technologies and seeing that this technology is further promoted creating self-initiative so as to build self-confidence and sharing. In most cases, ICT training should be made compulsory to every academic and don. This requires serious bottom-up approaches to encourage and implement the reforms. Top down attempts to achieve educational reforms in technological outlook have failed and will be doomed to failure until they confront the cultural and pedagogical traditions and beliefs that underlie current practices and organizational arrangement. In technological transformation in higher education, it seems necessary to address the concerns and perceptions of academic staff in the light of the n eed for changing their attitudes and to ensure ownership by academic staff.

Ownership of the technological transformation by academic staff is critical as it requires major changes in professional roles. This points to the need for specialised roles and the need for academics to gain the skills and knowledge for effective use of the new technologies, and the requirement for extensive training. University staff needs to change attitude towards technological advancement and need a more complex training session in how to use such technologies and come to appreciate them. The new technologies in global education point to a new role for the teacher, for the student and for course material. It centres on the construction of knowledge by the student. A lecturer becomes a facilitator and promoter and information becomes something to work with, think with, discuss, negotiate and debate with partners.

The specialized skills needed to develop technology based learning mat erials further point to the rationale for using development teams. Producing good quality technology based learning materials will require people who can combine good pedagogic practice with an understanding of the strengths and weaknesses of different media and technologies. Course design teams are the accepted model in distance education and that the Open University uses course development teams extensively. The predominant course-team model in distance education and the main advantage of this model is that it operates on high professional standards.

Technological transformation in higher education, implementation and innovation is based on new approaches to organizational processes. An innovation can be described as an idea or behavior that is new to the organization adopting it. Implementing and adopting some thing new to a culture requires commitment, patience and acceptance of change. In this way, a bottom-up innovation process in the development of ICT is impo rtant because it fosters the development of the will among members and generates collective participation of lower cadres in decision making leading to consensus building. It is difficult to resist change that comes from the bottom from among the users. The importance of a bottom-up process for a successful innovation aims at spreading leadership. If it does not aim at shared leadership right from the outset, therefore such technology is unlikely to be capable of establishing itself in the university system.

In addition, there is need to ensure strong innovation diffusion into higher education systems. The innovation diffusion theory provides a general explanation for the manner in which new entities and ideas like IT and technology based education over time, disseminate through social systems, in higher education. The innovation diffusion theory is essentially a bottom-up approach based on individual responses that can be used as a starting point to depict technologi cal transformation in higher education. Initially, there is a take-off stage during which an innovation is introduced into a social system. An entrepreneurial group called the innovators often then adopts it. During the next phase of maturation the "early adopters", who are change agents or opinion leaders among the social system, will enter the process thereby legitimizing the innovation and opening the potential for adoption to all members of the system. The final saturation stage in an innovation's adoption is characterized by widespread adoption. The innovation saturates the social system and growth tapers off. This process can be plotted as an S-shaped growth curve.

We have seen that technology cannot be separated from development of the university because it is transient with globalisation and its intentions. Hence, there is need to overcome any resistance from staff and management that hinder technology to take root especially where the computer and internet a ge is resisted in most main stream teaching, planning and record keeping. In order to cause a vibrant attempt to allowing the ICT age and e-learning to take root, there are several policy directions that should be taken first hand and these are:

To promote top-down and bottom-up strategies that promote ICT development and utilization in universities through innovation diffusion. The level of resources made available to promote ICT usage would not have been possible without senior management and staff support. When typical political problems like irrational resistance to change are encountered, senior management is able to step in and direct matters. Middle management and staff, that is, heads of academic and administrative departments and lecturers, play an important role in controlling resources and running the support. The diffusion can be sustained through the use of a distributed implementation structure. A Centre for e-Learning, for example, should be establishe d to provide central support and to coordinate the progress of the technological promotion project in the universities. Even learning should strictly adapt to these technologies where teaching methodologies should acquire ICT strategies and course work should be conducted using ICT facility. Universities should take time to ensure staff ownership of technologies even the most rigid type and conservative staff should see the benefits of e-learning and ICT in higher education development. Ensuring ownership by academic staff is essential in the diffusion of e-Learning strategies that promote effective teaching and learning. In order to ensure ownership of e-learning in universities by academic staff, it is important for educators and educational policies to drive the technological transformation. Staff development can be used as an important strategy to advance the transformation of higher education. The implementation of educational technology into the curriculum requir es the introduction of a very robust technology infrastructure. Every staff should have a Pentium computer, printer or access to a printer, access to the Internet and e-mail with power failures and network shutdowns minimal. The library should also create a technology rich learning environment.

In conclusion, creating an enduring vision and a strategic implementation framework for the effective implementation of technological innovations seems critical. However, it requires institutional leadership in order to promote technology use in university education. The most important function of institutional leadership may be to create a shared vision that includes widespread input and support from the faculty and administration, articulates a clear educational purpose, has validity for stakeholders, and reflects the broader mission of the institution. If African universities cannot take advantage of the information revolution and surf this great wave of technological change, t hey may be crushed by it. Catching this wave will require visionary leadership in most universities on the continent.

References

Ackhoff, R. (1972). A note on systems science. Interfaces, August 40. WP Press, Wellington, New Zealand.

Barnard, J. (1997). The World Wide Web and higher education: the promise of virtual universities and online libraries. Educational Technology, May-June 30-35.

Bates, A.W. (1983). Trends in the use of audio-visual media in distance education, 55-72; 227-241. In Sewart, D., Keegan, D. & Holmberg, B. (Eds.). Distance education: international perspectives. London: Croom Helm.

Bates, A.W. (Ed.) (1984). The role of technology in distance education. London: Croom Helm.

Bates, A.W. (2002). Technology for distance education, 241-265. In Tait, A. (Ed.). Key issues in open learning. Harlow: Longman.

Bates, A.W. (2003). Theory and practice in the use of technology in distance education, 213-233. In Keegan, D. (E d.). Theoretical principles of distance education. London: Rutledge.

Bates, A.W. (2000) Management technology change. Strategies for college and university leaders. San Francisco, Jossey-Bass.

Berge, Z. L. & Schrum, L. (1998) Strategic planning linked with program implementation for distance education. CAUSE/EFFECT, 21(3), 31-38.

Caladine, R. (2003). Overseas Experience in Non-Traditional Modes of Delivery in Higher Education Using State-of-the-Art Technologies: A Literature Review. Canberra: Australian Government Printing Service.

Cannon, R.A. (1986). Theoretical perspectives in changing tertiary education. In Jones, J. & Horsburgh, M. (Eds.). Research and development in higher education. Kensington, Australia: HERDSA.

Daft, R.L. (1989). Organization theory and design. 3rd edition. St. Paul, MN: West Publishing Company.

Daniel, J. S. (1998) Mega-universities and knowledge media. Technology strategies for hi gher education. London, Kogan Page.

Drucker, P.F. (2005). Innovation and entrepreneurship. London: Heinemann.

Drucker, P.F. (1998) Peter Drucker on the profession of management. Boston, MA, Harvard Business School Publishing.

Evans, F.J. & Franz, J.B. (1998, April). Managing change in the global university. Proceedings of the Towards the Global University: Strategies for the Third Millennium Conference. Tours: University of Central Lancashire.

Evans, T. & Nation, D. (1993). Reforming open and distance education. Critical reflections. London: Kogan Page.

Fullan, M.G. (1991). The new meaning of educational change. 2nd edition. London: Cassel Education Ltd.

Gabel, M.R. & Feeg, V. (2006). Institutional academic staff development in education technologies to improve classroom teaching: launching the IDO pioneers and guides. Proceedings of the ED-MEDIA 96-World Conference on Educational Multimedia, Hypermedia & Telecommunications. Boston, MA: AACE.

Garrison, D. R. (1989) Understanding distance education. A framework for the future. London, New York, Rutledge.

Goldenfarb, M. (1995). Critical Success Factors in Diffusing a Campus Wide Information System. Paper presented at AusWeb95 - The First Australian World Wide Web Conference [Online]. Available: http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/education4/goldenfarb/ [1998, June 20].

Gunn, C. (1998). Virtual technologies in higher education: vision or reality? 134-145. In Peters, M. & Roberts, P. (Eds.). Virtual technologies and tertiary education. London: Rutledge.

Hart, I. (1999). Restructured, reengineered & realigned: Managing media in the digital age. Proceedings of the ED-MEDIA 99-World Conference on Educational Multimedia, Hypermedia & Telecommunications. Seattle: AACE

Holmberg, B. (1995). Theory and practice of distance education. 2nd edition. Lo ndon &, New York: Rutledge.

Johnston, R. & Challis, K. (1994). The learning relationship: A study of staff development and satisfaction in relation to distance learning teaching. International Journal of University Adult Education 33(1):62-76.

Katz, R. (Ed.) (1997). The Human side of managing technological innovation : a collection of readings. New York: Oxford University Press.

Katz, R. & Tushman, M.L. (1997). A study of the influence of technical gatekeeping on project performance and career outcomes in an R & D facility, 331346. In Katz, R. (Ed.). The Human side of managing technological innovation: a collection of readings. New York: Oxford University Press.

Marquard, M. J. (2006) Building the learning organization a systems approach to quantum improvement and global success. New York, McGraw-Hill.

Mason, R. (2008) Globalising education. Trends and applications. London & New York, Routledge.

McCullagh, A. (2 005). What are the risks? (1). Paper presented at New Media and On-line Commerce conference, Brisbane, Australia.

Munitz, B. (1997. The New Educational Paradigm. Keynote at the 18th World International Council for Distance Education Conference. Pennsylvania: ICDE.

Naidoo, V. & Schutte, C. (1999). Virtual Institutions on the African Continent, 89-124. In Farrell, G. M (Ed.). The development of virtual education: a global perspective. Vancouver: The Commonwealth of Learning. [Online]. Available: http://www.col.org/virtualed/index.htm [2000, January 8].

Pastore, R. (October 1st, 2005). Interview: Michael E. Porter. CIO Magazine. [On-line]. Available: http://www.cio.com/archive/100195_porter_print.html [2000, January 19].

Randle, K. & Brady, N. (1997). Further education and the new managerialism. Journal of Further and Higher Education 21(2):2, 229-238.

Rayport, J.F., & Sviokla, J. J. (1995). Exploiting the virtual value chain. Harvard Business Review, November - December 1995:75-85.

Richardson, J.M., Jr. (1979). Information technology serving society: past, present and future, 119 - 124. In Chartrand, R.L. & Morentz, J.W (Eds.). Information technology serving society. Elmsford, NY: Pergamon Press.

Rogers, E. (1983). Diffusion of Innovations. 3rd edition. New York: Free Press.

Swanson, E. B. (2004). Information Systems Innovation Among Organizations. Management Science 40(9): 1069-1092.

Szabo, M., Anderson, T., & Fuchs, A. (1997). A change system: the training, infrastructure and empowerment system: (TIES). [On-line]. Available:http://www.quasar.ualberta.ca/edmedia/TIES/TIES_Report.html [1999, July 10].

Tapscott, D. (2006) The digital economy: promise and peril in the age of networked intelligence. New York, McGraw-Hill.

Taylor, P., Lopez, L. & Quadrelli, C. (2006). Flexibility, Technology and Acade mics' Practices: Tantalising Tales and Muddy Maps, Evaluations and Investigations Programme, Department of Employment, Education, Training and Youth Affairs,

Tillema, H.H. (2005). Changing the professional knowledge and beliefs of teachers: A training study. Learning and Instruction. 5:291-318.

Thomas, O., Carswell, L., Price, B., Petre, M. (2008). A holistic approach to supporting distance learning using the Internet: transformation, not translation. British Journal of Educational Technology, Vol 29, No 2, 149-161.

Uys, P.M (2000) Towards the virtual class: key management issues in tertiary education. PhD thesis, Victoria University of Wellington, New Zealand.

Willmot, M. & McLean, M. (1994). Evaluating flexible learning: A case study. Journal for Higher Education 18(3):99-108.


0

Selasa, 28 Februari 2012

Realism in Education

REALISM IN EDUCATON

BACKGROUND AND MEANING OF REALISM :

Just as Naturalism comes on the Educational scene as a protest against systems of education that have become artificial. Realism appears to be a reaction against curricula consisting of studies that have become bookish, sophisticated and a abstruse. As we have a slogan in Naturalism- Back to Nature in Realism we have a slogan- Things rather than words .

Idealism deals with mind and Self , Naturalism emphasizes Matter and Physical world, and pragmatism Refuses to speculate and transcend beyond experience . And according to Realism the external world of objects is not imaginary. It really exists, Our experience is not independent but determines reaction to the external objects. Experiences are influenced by the external world which has real existence. (Dr. Pandey Ram Shakal : An Introduction to Major philosophies of Education, pp. 149-50 ). It is a new outlook. and this new outlook is termed as Realism.

The realistic movement in education started from the 16th century. The 16th and 17th centuries witnessed great inventions and epochal discoveries which greatly increased the store of human knowledge. They extended the horizon of human knowledge. The rise of scientific inquiry opened new vistas before human mind. ( Bacons formulation and statement of the new scientific method. ) All these lead to a new spirit of inquiry into the realities of nature. Man started to believe more in himself. He thought that he would conquer the entire world with his supreme gift of rationality. The interest in language and literature began to wane and people became more and more interested in man and his environment.

Consequently, there arose a demand of/for a new type of education in which truth rather than beauty, realities of life of the day rather than the beauties of the old days were aims of education as there was a g reat premium on Man and human endeavour combined with science and common sense. This new conception was marked by an awakened interest in the natural phenomena and social institutions. This new outlook came to be termed as Realism in Education . The realist enters his emphatic protest against a cleavage between the work of the school and the life of the world outside it. ( Rose, James S. : Ground work of Educational Theory, p. 214 ).

Education is that which makes a man happy by getting acquaintance with real circumstances of life, create capacity for struggling with adverse situation in life. Realistic education is connected with the needs of life. ( Dr. Chaube, S.P. and Akilesh : philosophical and Sociological; Foundation of Education , P. 171 ).

FUNDAMENTAL POSTULATES AND MAIN TENETS :

1) External world is a solid Reality, whether known or unknown to man. Reality is already in existenc e and in the invention of man. It exists independently of being known to perceived by, or related to mind. Man can only comprehend it, through senses. One should dip below the surface to know the reality.

2) Realism places great premium on Man and human endeavor, which it says, should be combined with science and common-sense. It, however, asserts that Man is finite and learning is necessary for a finite man, Education is the process by which he lifts himself up to the external. The Realists wish man to be a man of affairs, practical and always seeker of deeper and deeper truth and reality,

( Taneja, V.R. : Socio-philosophical Approach to Education, p. 241 ).

3) The realist say that Mind like any other material thing has mechanical functioning. They discount its creating ability. Just as any object of universe can be true or false similarly mind is also true or false. The development of mind is the part of the process of development of the world. (Dr. Chaube, S.P. and Akilesh : Philosophical and Sociological foundation of Education, p.171 )

Mind is what it studies. (Herbert). If this concept of the realists is accepted in education then we are forced to believe that childrens mind are mere cameras to register the reality of the universe. Philosophers say that mind has lot of scope for enrichment elevation and creativity.

4) Realism tries to build up a body of systematized knowledge, which is certain and objective and agrees with the standpoint of physical sciences. It says that every reality can be proved by observation, experience, experiment and scientific reasoning, For them, experience is the touchstone of what is real. Whenever the simple and direct experience cant determine the objective truth, the common sense puts its truth in scientific research. In the present world of falling idols and falling ideals, the realists emphasize the role of intelligence as great significant, as it formulates the conc epts and develops general and abstract ideas.

5) The realists of all brands aver that values are permanent and objective and say that although institutions and practices very a great deal, the fundamental values of society should not change. The children should be taught those values, which have proved enduring throughout history. They should be taught the nature of right and wrong and what is objectively good and beautiful.

In brief, Realism believes in the usefulness of the world and the material existence in its field of action . It believes that whatever is real is independent. Whatever is, is and exists. Its presence of existence does not depend upon the knower. (Compare with idealists standpoint. ) The individual doesnt make reality, he only discovers it.

Main tenets :

i) Realism believes in the world which we see of perceive to be real. According to them it is wrong to say ? I

ii) Realists believe in the present life.

i ii) They believe that the truth of life and aim of life are in the development from the present unsystematic life.

iv) Knowledge is real and can be assimilated by the human beings.

v) The realists distinguish between appearance and reality.

vi) Realism believes that there is an objective reality apart from that which is presented to the consciousness.

The developing realism has adopted four points in education :

i) Humanistic Realism,

ii) Social Realism,

iii) Sense Realism, and

iv) Neo-Realism.

i) Humanistic Realism in education

Humanistic realism is the reaction against the emphasise on form and style of the old classical literature. It has great regard for the ancient literature but it emphasizes the study of content and ideas in the ancient classical literature to understand ones present social life and environment. The aim is not to study the form and style of old literature to have mastery over it. The study of old literature is a means to understand the practical life. History, Geography, Kautilyas Arthashastra are the subjects and books should be studied for this purpose. Erasmus (1446-1537 ), Rabelais (1483-1553), John Milston (1608-1674) were the supporters of this faculty.

ii) Social Realism in education

Social Realism in education is the reaction against a type of education that produces scholars and professional men to the neglect of the man of affairs i.e. practice. Education should not produce men who are unfit in social life. The purpose of education, according to social realists, is to prepare the practical man of the world. Michael de Montaigue (1533-1592) was the main supporter of this faculty.

iii) The sense Realism in education

The sense realism in education emphasizes the training of the senses. Senses are the gateways of knowledge and learning takes place the operation of the senses. According to sense-realists nature is the treasure house of all knowledge and this knowledge can be obtained through the training of the senses.

The sense-realists emphasized the three things :

a) Application of inductive method formulated by Bacon in order to organize and simplify the instructional process.

b) To replace instruction in Latin by the instruction in Vernacular, and

c) To substitute new scientific and social studies in place of the studies in language and literature. Richard Mulcaster (1531-1611), Francis Bacon (1561-1626), Ratke (1571 to 1635) and Comenius (1592-1670) were the supporters of this faculty.

iv) Neo-Realism in education

Neo-Realism is really a philosophical thought. It appears the methods and results of modern development in physics. They do not consider the scientific principles everlasting while they express the changeability in them. They support the education of art with the science and analytical system of education with the humananistic feelings. They consider living and un living all objective to be organs and the development of organs is the main objective and all round development of the objects is the main characteristic of education. Bertrand Russel and white head were the supporters of this faculty.

REALISM AND AIMS OF EDUCATION :

Realists do not believe in general and common aims of education. According to them aims are specific to each individual and his perspectives. (Seetharamu, A.S. : philosophies of Education, p.74). And each one has different perspectives. The aim of education should be to teach truth rather than beauty, to understand the present practical life.

The purpose of education, according to social realists, is to prepare the practical man of the world.

The science realists expressed that the education should be conducted on universal basis. Greater stress should be laid upon the observation of nature and the education of science.

Neo-realists aim at developing all round development of the objects with the development of their organs.

REALISM AND CURRICULA :

According to humanistic realism classical literature sh ould be studied but not for studying its form and style but for its content and ideas it contained. Milton, one of the supporters of humanistic realism, has drafted a curricula of education as follows :

1st year Latin, grammar, arithmetic and geometry. Reading of simple Latin and

Greek.

2nd year Greek, agriculture, geography Natural philosophy, mathematics,

engineering and architecture.

In the next 5th year chief writings of the ancients in prose and poetry on these subjects.

Remaining years Ethical instruction, Bible, Hebrew, Greek, Roman and Saxon Law, economics, politics, history, logic, rhetoric, poetry-all by reading select writhers.

Social realism was generally recommended for the people of the upper social class/strata. It combined literary elements with ideals of chivalric education. Naturally it included the study of literature, heraldry ( the science dealing with coats of arms and the persons who have right t o wear them ), genealogy ( science of the development of plants and animals from earlier forms ),riding, fencing, gymnastics, study of modern languages and the customs and institutions of neighboring countries.

Sense-realism attached more importance to the study of natural sciences and contemporary social life. Study of languages is not so significant as the study of natural sciences and contemporary life.

Neo-realism gives stress on the subject physics and on humanistic feelings, physics and psychology, sociology, economics, Ethics, Politics, history, Geography, agriculture varied arts, languages and so on, are the main subjects to be studied according to the Neo-realists.

REALISM AND METHODS OF TEACHING :

Education should proceed from simple to complex and from concrete to abstract. Things before rules and words. Students to be taught to analyze rather than to construct. Vernacular to be the medium of instruction. The order of nature to be sought and followed.

( The child can rule over the nature if the natural laws are followed. )

Repetition is necessary for retention. Individuals experience and spirit of inquiry is more important than authority. No unintelligent cramming. More emphasis on questioning and understanding. Methods of scientific thinking formulated by sir Thomas Bacon.

( Inductive method of education ).

(There are and can be only two ways for investigation and discovery of truth. One flies from senses and particulars, to the most general axioms and from these principles and infallible truth determines and discovers intermediate axioms.the other constructs axioms from the senses and particulars by ascending continually and gradually, so as to teach most general axioms last of all.) Bacon.

10. Social realists follow the method of travel of journey method, which will give real experience of varied aspects of life improve knowledge and mental faculties.

REALISM AND THE TEACHER :

1) A teacher should be such that he himself be educated and well versed with the customs of belief and rights and duties of people, and the trends of all ages and places.

3) He must have full mastery of the knowledge of present life.

4) He must guide the student towards the hard realities of life. He is neither pessimist, nor optimist.

5) He must be able to expose children to the problems of life and the world around.

( To master ones own environing life natural, social through a knowledge of the broader life of the ancients.)

A teacher should always keep in mind-

Re-capitulation is necessary to make the knowledge permanent. One subject should be taught at one time. No pressure or coercion be brought upon the child. The practice of cramming should be given up. The uniformity should be the basic principle in all things. Things should be introduced first and then the w ords. The entire knowledge should be gained after experience. The knowledge should be imparted on the basis of organs. Straight forward method should be adopted for teaching.

10. There should be a co-relation between utility in daily life and education.

11. The child should be told the utility of whatever is taught.

12. The simple rules should be defined.

13. All the subjects should be taught in proper order.

14. Various organs of education should be taught in chronological order.

15. The topic should not be given up unless the boys understand it well.

16. To find out the interest of the child and to teach accordingly.

REALISM AND THE CHILD :

1) Realism in education recognizes the importance of the child. The child is a real unit which has real existence. He has some feelings, some desires and some powers. All these cannot be overlooked. These powers of the child shall have to be given due regard at the time of planning education. 1

2) Child can reach near reality through learning by reason. 1

3) Child has to be given as much freedom as possible. 1

4) The child is to be enabled to proceed on the basis of facts, 1

5) The child can learn only when he follows the laws of learning.1

(When only one response is repeated for one stimulus, it conditioned by that stimulus. Now wherever that situation comes, response will be the same; this is the fact.)

6) The child is to be understood a creature of the real world there is no sense in making him a God . He has to be trained to become a man only. 1( Dr. Pandey Ram Shakal : An introduction to Major philosophies of Education, pp.160. 161 ).

REALISM AND SCHOOL ORGANIZATION :

1) School organization would be based on the real needs of society. It is not proper that a college should be established due to political pressure at a place when it is not needed.

2) The opening of science classes in every school is must. Only academic and literary subjects are not sufficient to fulfill the needs of the society.

3) Realism doesnt oppose co-education. Sex-drive is a real feeling. It is a natural happening so it can not be rejected.

4) School is the mirror of the society. It is a miniature form of society and it presents the real picture of the society

REALISM AND DISCIPLINE :

Discipline is adjustment to objectivity. It is necessary in order to enable the child to adjust himself to his environment and concentrate on his work. Bringing out change in the real world is impossible. The student himself is a part of this world. He has to admit this fact and adjust himself to the world.

A disciplined student is one who does not withdraw from the cruelties, tyrannies, hardships and shortcomings pervading the world. Realism has vehemently opposed withdrawal from life. One has to adjust oneself to this material world.

Thus, the realism has brought great effect in various fields of education. The aims, the curriculum, the methods of teaching the outlook towards the child, the teachers, the discipline and the system of education all were given new blood. Realism in education dragged the education from the old traditions, idealism and the high and low tides to the real surface.

DARK SIDE OF REALISM :

1) Realism recognizes the real existence of the material world. This recognition remains un objected to unless he says that only material world really exists. The question arises- Is there no power behind this material world ? Does it have its own existence ? What is the limit of the universe ? The realist does give reply to these questions but these replies are not found to be satisfactory. The real existence of material world may be admitted but how can the existence come to an end in the world itself ? 1

2) The realist claims to be objective. Objectivity in knowledge is nothing but the partnership of personal knowledge. Knowledge is always subjective. 1

3) The realist recognizes the origin of knowledge from the datum achieved by senses and asserts that only objects are main and it is through their contact that knowledge is acquired. Then how does our illusion arise ? How does knowledge become fallacious ? Where does the external object go in dream ? The realist is unable to answer these questions satisfactorily. 1

4) The realist does not accept the existence of transcendental ( not based on experience or reason ) being. How could be know the non-existence of that which does not exist ? Has non-existence got no existence ? void ness and non-existence also are the parts of existence. Here the realist is dumb completely. 1

5) Realism admits real feelings and needs of life on the one hand, gives no place to imagination and sentiment, on the other. What a contradiction ? Are imaginations, emotions and sentiments not real needs of human life ? Is emotionless life not almost dead life ? Can life be lead on the basis of facts only ? 1

6) No inspiration to remove the defects of modern education can be achieved unless the impressiveness of pure and high thought is admitted and attitude is not confined to present facts only; because the realist is satisfied simply by the fulfillment of the needs of daily life and be does not care to make life sublime. 1

7) Today the effect of realism has given rise to the wave of science. It is right, but there should be no indifference towards art and literature. The realist supports this negligence. 1

8. Realism enthuses disappointment in students and teachers. No progress can be made by having faith in the facts of daily life and shattering faith in ideals. Life is but full of miseries and struggles. Sorrow is more predominant than joy in the world. A person becomes disappointed by this feeling. That is why realists often appear to be skeptics ( person who doubts the truth of a particular claim, theory etc. ).Pessimists and objectionists, 1 ( Dr. Pande, Ram Shakal : An Introduction to Major philosophies of Education, pp. 170-171.)

CONCLUSION :

Some of the points raised against realism may be true but some are raised under ignorance of the study of realism in the true sense. Its contributions to modern education should not be ignored. Today attention is being paid towards technical and vocational education in all corners of the world. There are many Engineering Colleges in India, too. Everywhere there is an arrangement of higher education of Medicine and Law. Increasing interest towards empirical education is the application of the realistic attitude.

There are two main contributions of the education based upon the realism. Firstly, it tried to remove the gulf-between the life and education. Secondly, it propounded the principle of experimentation and observation in education. It was realism that first introduced the thought that the organs are the door way to knowledge and the knowledge can be gained through the inductive method. The wordy education and bookish knowledge are not sufficient. Real education is that which brings about union between nature and society based upon ones own experience.

REFERENCES

1.Dr. Pande, Ram Shakal : An Introduction to Major philosophies of Education, 1982 : Agra, Vinod Pustak Mandir, Section Six- Chapters 25 to 30, pp. 149 to 173.

2.Rose, James S. : Grouondwoek of Educational Theory, 1969 : London, George G. Harrap and Co. Ltd. , 182, High Holborn, London, W.C.I. , Chapter-X, pp. 211 to 236.

3.Dr. Chaube, S. P. Akhilesh : Philosophical and Sociological Foundation of Education, 1981 : Agra Vinod Pustak Mandir , Agra 2. Chapter 12, pp.171 to 174.

4.: Socio-Philosophical Approach to Education, 1987 : New Delhi , Atlantic publishers and Distributors, B-2 , Vishal Enclave, Najafgarh Road, New Delhi 110 027. Chapter Twenty, pp. 239 to 251.

5.Seetharamu, A. S. : Philosophies of Education, 1989 : New Delhi, S. B. Nangia, for Ashish Publishing House, 8/81 , Punjabi Bagh, New Delhi 110026 . Chapter 6 , pp. 72 to 77.


0

Senin, 27 Februari 2012

History of Education in India

Up to the 17th century

The first millennium and the few centuries preceding it saw the flourishing of higher education at Nalanda, Takshila, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak.

Education under British Rule

British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society.

The current system of education, with its western style and content, was introduced & funded by the British in the 20th century, following recommendations by Macaulay. Traditional structures were not recognized by the British govt and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during the British rule.

After Independence

After independence, education became the responsibility of the states. The Central Government's only obligation was to co-ordinate in technical and higher education and specify standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.

After 1976

In 1976, education was made a joint responsibility of the states and the Centre, through a consititutional amendment. The center is represented by Ministry of Human Resource Development's Deparment of Education and together with the states, it is jointly responsible for the formulation of education policy and planning.

NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education.

In November 1998, Prime Minister Atal Behari Vajpayee announced setting up of Vidya Vahini Network to link up universities, UGC and CSIR.

Education in India - Recent Developments

The Indian Education System is generally marks-based. However, some experiments have been made to do away with the marks-based system which has lead to cases of depression and suicides among students. In 2005, the Kerala government introduced a grades-based system in the hope that it will help students to move away from the cut-throat competition and rote-learning and will be able to focus on creative aspects and personality development as well.

Development of education in India regards that free and compulsory education should be provided to all children up to fourteen years of age before the commencement of 21st century. Moreover, the 86th Amendment of the Indian constitution makes education a fundamental right for all children aged 6-14 years. Education travelled a long way and thus Indian education system introduced certain advantageous system such as Online education In India. Online education is a system of education training which is delivered primarily via the Internet to students at remote locations. The Online courses may not be delivered in a synchronous manner. Online education enables the students to opt for many online degrees or online courses from various online universities. Thus online education encompasses various degrees and courses. This course has various advantages, as pursuing an online course can be done simultaneously with one`s present occupation. Moreover, an online deg ree assists in increasing the career prospects

Non-formal education in India has become part of the international discourse on education policy in the late 1960s and early 1970s. Non formal education refers to the learning process throughout life. In addition to that non-formal education is about acknowledging the importance of education, learning and training which takes place outside recognized educational institutions. There are four characteristics associated with non formal education system. This system is a proof for the Development of education in India as this system helps to focus on clearly defined purposes

Indian education has different phases. Students are provided with extensive scope and courses to choose from. One enjoys the opportunity of selecting the required field. The system of Distant Education in India is becoming increasingly popular. The students choosing distance learning process are benef ited with the modern pattern followed. The availability of distance learning courses has assured that a person can pursue education from any state or university accordingly. Development of education in India ensures that all Indian citizens will receive education in spite of financial constrains or unavailability of colleges and schools.

University Education

This massive system of higher education in India constitutes of 342 universities (211 State, 18 Central, 95 deemed universities) 13 institutes of national importance, 17,000 colleges and 887 polytechnics. University Grant Commission (UGC), a national body, coordinates and looks after the maintenance of standard of university education in India. The university education in India starts with undergraduate courses. Depending upon the nature of course pursued its duration may vary from three to five and a half years.

Medical Courses

This course at undergraduate level is known as MBBS (Bachelor of Medicine Bachelor of Surgery). It is of four and a half year's duration plus one year of obligatory internship. Various medical colleges conduct entrance examination for admission to this course. An all India level examination is also conducted by CBSE for admission to colleges all over India based over 15% reserved seats. The important medical colleges of India are:

All India Institute of Medical Science (AIIMS), New Delhi Air Force Medical College (AFMC), Pune Christian Medical College (CMC), Ludhiana Christian Medical College (CMC), Vellore Grants Medical College, Mumbai Institute of Medical Science (BHU), Varanasi Jawaharlal Institute of Post Graduate Medical Education and Research (JIPMER), Pondicherry Maulan Azad Medical College (MAMC), Delhi Lady Harding Medical College (LHMC), Delhi (for girls only) Mahatma Gandhi Institute of Medical Science , Wardha

Engineering Course
The bachelor of Engineering (BE) or bachelor of Technology (B Tech) is a four-year course. It has wide range of options. Some of them are:

Aeronautical and Aerospace engineering Agriculture engineering Computer engineering Electronic and electrical engineering Industrial engineering Marine engineering Mining engineering

The best engineering colleges of India are:

Delhi college of Engineering, Delhi Indian Institute of Technology, Delhi Indian Institute of Technology, KANPUR Indian Institute of Technology, Kharagpur Indian Institute of Technology, Mumbai Indian Institute of Technology, Chennai Indian Institute of Technology, Roorkee Institute of Technology, BHU NIT Karnataka, Surathkal National Institute of Technology, Warangal

Management Course
In India education in management is one of the most sort out courses. The institutes, which impart education in management, are known as "Business Schools". In India management education is given at two levels, undergraduate and post-graduate. Undergraduate degree courses include BBA, BBS, BBM. Postgraduate degree course is known as MBA (Masters of Business Administration). Some of the important Business schools of India are:

Indian Institute of Management, Ahmedabad Indian Institute of Management, Bangalore Indian Institute of Management, Kolkata Indian Institute of Management, Lucknow Indian Institute of Management, Indore Faculty of Management Studies, Delhi Indian Institute of Foreign Trade, Delhi Symbiosis, Pune JBIMS, Mumbai XLRI, Jamshedpur

The other professional courses offered by Indian universities include, Architecture, Dental, Fashion Designing, Travel and Tourism.

Some important facts about Indian education:

Ayurveda is the earliest school of medicine known to the world and 'charaka' is known as the father of Ayurveda. He developed this system some 2500 years back. Takshila was the first university of world established in 700 B.C. Nalanda University, built in 4 AD, was considered to be the honor of ancient Indian system of education as it was one of the best Universities of its time in the subcontinent. Indian language Sanskrit is considered to be the mother of many modern languages of world. Place value system was developed in India in 100 B.C. India was the country, which invented number system. Aryabhatta, the Indian scientist, invented digit zero. Trigonometry, algebra and calculus studies were originated in India.


0

Minggu, 26 Februari 2012

Make Money Online - 7 Strategies to Help You Make Money Online And Work From Home

On January 1, 2010 A Google search for "Make Money Online" showed a whopping 11 million results! There are so many confusing options that it is hard to decide which option to choose. What is more, "Make Money Online" is synonymous with scams. The Internet is full of Get Rich Quick Scams and Make Money Online Scams.

In fact it is very difficult to find legitimate ways to work from home and make money online. However, if it was really impossible to make money online then popular websites like Facebook, MySpace, Twitter, Google, etc. would not be making millions of dollars on the internet. Are they not "Making Money Online"? Is it necessary to be a geek if you got to make money online? What exactly does it take to become a successful Internet entrepreneur even if you are not a software engineer?


Throughout the ages we have seen how the poor wish that they had more money to enjoy their lives, and how the rich wish that they had more time and better health to enjoy their lives. Some people genuinely need more money. Some people desire to work from home and spend more time with their family. Some people, whether they desire more money or not, are so caught up in making a living that they forget how to live. Whatever it is, the truth is that most of us often wish to have more money and more free time. What would make it possible to get the best of both the worlds? Anyone who wants to have lots of money, lots of free time, lots of fun, better health, more happiness, more freedom, more success, and more control over their lives should pause and reflect, "Is it really possible to have all of them together or is that a pipe dream"? Contrary to what some ancient philosophers might have said, in this new age of the Internet it is indeed possible to live this dream and you will soon discover how easy it is to make your dreams come true!

Have you ever thought what you will do when you have lots of money and lots of fre e time at your disposal? Have you ever visualized a new, exciting lifestyle which gives you the freedom to live the life that you love and do all that you have ever wanted to do - be your own boss, live life on your own terms, travel around the world, buy a luxurious car, finance your college education, step into your own house, spend more quality time with your family and friends, take care of a loved one, take your family on a holiday, pursue your hobbies, devote yourself to a cause, or buy that expensive gift for someone special? What will you do when you have an abundance of money, time, freedom, and control over your life?


Hard work pays, but sometimes people who work too hard often have a hard time enjoying their health, life, and money. The equation for real freedom is: -

Lots of Money + Lots of Free Time = Lots of Fun!


A mobile lifestyle that uses technology to put your income on autopilot is indeed the n ew world dream! More and more people are getting bored of bureaucracy, red tape, dirty office politics, and the typical 9 to 5 rat race. These are the fetters that bind the feet of creative, adventurous souls who want to live life to its fullest.

A "mobile lifestyle" is a lifestyle that gives you the freedom to work from wherever you wish, and whenever you wish. It allows you to make big money and still have lots of fun and lots of free time. Even millionaires covet this lifestyle, because often millionaires don't have the time to enjoy their riches.


Even if you are hard pressed for time, take one small step in the right direction at a time, and you will finally find that you have taken that giant leap of coming out of the rut sooner than you think. You will soon find yourself enjoying a new, exciting lifestyle.


Thanks to the modern Internet age and the ease of global trade, it is possible for anyone to reach millions of people w orldwide and grow rich without any soul-crushing, back-breaking hard work. To earn while you sleep or while you spend quality time with your family and friends is no longer pulp-fiction but reality! Working long hours stuck in a stuffy office is a thing of the past. Today whether you are relaxing on the world's most beautiful beach or sailing to your dream destination in a cruise ship, the Internet allows you to reach out to millions of people worldwide and to run your business from anywhere. And as you already know, computers continue to work for you while you are partying, sleeping, or dreaming!! Have you ever imagined what it would be like to earn millions while you are on a vacation with your family and friends, enjoying your life?

Here Are The Top 7 Ways To Make Money Online, working from home or from anywhere you want: -


1.) Earn Money by Selling / Promoting Other People's Products or Services (Join Affiliate Programs):

Affiliate Programs are also known as "Associate Programs", "Referral Programs", "Partner Programs", etc. An affiliate program is a business model in which a business rewards you for each visitor or customer that you send to their business website. You sign up for free with a merchant to advertise their products or services on your blog or website, and then you get paid a commission (upto 75% of the sale value!) based on the sales that you generate. A cool way to automate your income is to join a recurring affiliate program. High earning potential and highly recommended.


2.) Make Money by Becoming a Professional Blogger:

If you are passionate about writing, you can ea rn money by becoming a professional blogger. If you have good writing skills and if you are very passionate about a niche topic then you can write blogs and make tens of thousands of dollars per month by sharing your knowledge and helping millions of people who read your blogs to choose the right products and services. However, your success as a professional blogger not only depends on your writing skills and sincerity but also on your marketing skills.

3.) Earn Money by Monetizing Your Blog or Website:

Blog monetization or website monetization is the process of converting existing traffic being sent to a particular blog or website into revenue. You do that by displaying advertisements and/or banners on your site. Every time someone clicks an advertisement on your site you get paid an amount ranging from a few cents to several dollars, based upon a number of factors. These advertisements are called Pay Per Click (PPC) advertisements. To display PPC advertisements and banners on your blog or website you need to create free accounts with AdSense (or other similar sites such as Obeus, Bidvertiser, AdBrite, Chitika, Kontera, AdHitz, etc.) and then copy and paste the HTML code which they will provide you for your site. This is a neat way to autopilot your income. Another way to monetize your blogs and website is to join free affiliate programs and display affiliate advertisements. In fact, you will make much more money with affiliate programs than with PPC advertisements.

4.) Earn Money by Selling Photographs and Drawings Online:

Here is the coolest way to have fun and get paid for it - travel around the world (or just around your own neighborhood), take good quality photographs, upload them to sites such as ShutterStock, iStockPhoto, etc. for free and get paid each and every time someone downloads a copy of any of your photographs! These photographs should have some co mmercial value. Remember, these graphics are purchased by professional web designers, screen saver developers, magazine editors, and other people who will use them for commercial purposes. If you are good at drawing, you can get paid to draw by scanning your drawings and selling them in the same way as you sell photographs. For the free spirited, artistic soul this is the perfect, fun way of making money online.

5.) Earn Money by Selling Items on eBay and Other Similar Sites:

Many people earn hundreds, even millions of dollars by selling things on eBay, CQout, eBid, Amazon, and other eCommerce sites. You can sell almost everything that is legal - electronics, cars, clothing, apparel, collectibles, sporting goods, digital cameras, antiques, real estate, etc. This is a perfect work from home job and you save a lot of money because by working from home you don't have to pay any shop rent and other shop or store related expenses such as th e electricity and maintenance bills. Apart from that you are selling to millions of potential customers worldwide, and you have the freedom to work whenever you want. You are your own boss. You can exponentially increase your revenues by simultaneously selling on eBay and other competing sites (e.g. CQout, which is popular in Europe, especially in the UK). Some
sites even allow you to list your products for free.

6.) Earn Money by Selling Your Own Product:

If the idea of inventing a new product and making a fortune by selling it scares you, think again! A product can be something as simple as an eBook, or a T-shirt designed by you. Whether it is a simple, 10 page report in the form of a .pdf eBook or a sophisticated software product, you can be assured of making a fortune by selling a good product. If you have conceptualized a product but don't know how to develop it, you can hire experts/engineers to do it for you from elance.co m, scriptlance.com, etc. If you have already created a great downloadable informational product, then sit back and relax - all you have to do is to list it on ClickBank and thousands of affiliates will promote it for you for a commission. You will sell thousands of copies of your informational product without any efforts from you!

Income Automated? Having others sell your products for a commission is the best way to put your income on autopilot. This is what I mean by "earn while you sleep". [However, if you lose your sleep and wake every few hours to check your increasing account balance, don't blame me ;) ] If your products are concrete, tangible objects then you can sell them on the eCommerce sites described above. If your product is a downloadable eBook, software, video, or some other informational product you might also try out PayLoadz.com and e-Junkie.com in addition to ClickBank.com.


7.) Make Real Big Money Online - The G eek Way to Make Money Online:

This is the ultimate! If you are a techie, then to make real big money, and we mean "REAL B-I-G MONEY" you need to create and own a membership website and make it extremely popular and commercially successful like Facebook, MySpace, Twitter, etc. Sounds difficult? Believe me, it isn't!!

According to Inc.com, Markus Frind, a programmer learning ASP.NET, single handedly created a free dating website while he was still learning ASP.NET. He works just one hour a day but makes a whopping $10,000,000 USD per year (2008 estimates) from Ads that appear within user profiles!!!

How did he do it? He kept things simple and operational costs low! And while other dating websites were charging a subscription fee to users, Markus provided the full functionality of his website to users for FREE! When I created a Plentyoffish account I was surprised to see its simple user interface, low quality of images, and a non-existent cus tomer service. The point that I want to make is that inspite of these drawbacks, the website manages to make 10 million dollars per year for its singleton owner!

The "Geek Way" is for Techies/Computer Geeks/Software Engineers, but then it is very easy for techies and maybe for you too! If you are a software engineer or a computer science student, you should give this a serious thought. If you are not a technical person but have a great idea, hire engineers and technical experts to make exactly what you tell them. You can hire them from several places such as Elance.com, scriptlance.com, etc.

Discover The Top 10 Ways To Make Money Online at http://InterworldDon.com


0

Sabtu, 25 Februari 2012

Latest Blackhat Tricks In the SEO Industry

What are the latest blackhat tricks in the industry which you conceive grouping intend absent with unpenalized in Google?

If a framework is genuinely blackhat and against Googles guidelines, I dont conceive grouping intend absent with whatever of them. Eventually the locate module be caught if they are spamming. Its true that the locate strength intend absent with blackhat for awhile, but its not a daylong term solution if the locate is serious most their online business. That existence said; the paid course abstract crapper be disguised, but I would kinda not go into how. This strength is something that comes up in our session at SES metropolis on Dec 11. Ill be on that panel so things should be interesting.

Could you specifically name whatever things grouping may ease intend absent with in cost of (non-nofollowed) book unification advertising?

You poverty something specific. Okay. We every undergo that locate owners who build SEO tools or whatever added category of agency crapper go direct to a journal someone and communicate for a analyse of their tool. Sometimes money is passed, sometimes not. Sometimes the journal someone who reviews the agency module ingest nofollow or whatever category of disclosure. Sometimes not. How most every of the guest bloggers discover there? Oh yes; agency owners and others are feat to that temporary blogger who blogs for authority identify sites, and asking them to analyse their new tool. Yes, sometimes the blogger does indeed analyse it for free, but sometimes the someone passes whatever cash to that temporary blogger for the review. The journal someone has no idea of this.

These temporary bloggers are found at the authority identify sites. Sometimes they journal for digit or digit sites, and sometimes they run around to a clump of them. Heck; in whatever cases the temporary blogger does not have to do anything as the someone of the agency module indite the noesis for them. Keep an eye discover for every those bloggers discover there who seem to indite something digit or three times per week, if not daily. I feel this is a problem and ground I conceive reviews and such module go the artefact of comments in blogs, and also of comments in forums. How whatever times do we wager a journal article wrote and nofollow is existence used? Almost never. Does the journal someone ever vouch for what his/her temporary blogger is writing? I dont conceive so. You crapper substitute the word agency for anything that crapper be reviewed.

Interviewing others crappers act in the aforementioned way. People who are interviewed are approache d by agency owners. The journal someone crapper hold the discourse or a temporary crapper hold it as it does not matter. The SES conference could be stipendiary me to locate a choice unification in here somewhere. Philipp would not have to undergo most it at all. Do you see? The conference is NOT stipendiary me in whatever artefact shape or modify for this discourse or to drop a link. I meet used that as an warning of how things strength impact and do work.


0

Jumat, 24 Februari 2012

Online latest Tamil News

In the online world as information increases the viewers and visitors. Even if they take the growth of science. People see them again and again, a rare site is stimulating to read. Place in the hearts of the Tamil people A2Z.com News on the Internet website is also distinctive.

Tamil News a2z.com teacher group working in the field of Journalism, 20, serving for 25 years, journalists are ripe. Critics of this website and the likes and dislikes about their sector without the benefit of the public, with the aim of the service, only one makes the daily articles. A2Z.com living in today's world is very exciting news for readers like Tamil.

Finding all messages with special coverage of the International, India, Tamil Nadu Rural messages and messages , Politics in Tamil Websites in the industry, and publishes a number of clues in the Coffee Shop. This website. is undoubtedly big online tamil resource.

Astrology fingertips giving details about the spiritual messages of these devotional Tamil News website tamilnewsa2z.com.Gallery covers pin-up photos. Additionally the latest video, Medicine, cooking, sports, literature on this website are provided as part of awareness. Educational needs of students in the area is served by all the messages immediately.

The service has been understood as a bridge between the state and tamilnewsa2z.com Promptly disclose information to the Tamil people, online tamil news, kollywood news,Online tamil cinema news, tamil news, tamil cinema. Tamil people of Sri Lanka's overall assistance life reality, a mirror that reflects the feelings of Tamils and the Tamil Eelam lively updated by tamilNews a2z.com.

In the online world as information increases the viewers and visitors. Even if they take the growth of science. People see them again and again, a rare site is stimulating to read. Place in the hearts of the Tamil people A2Z.com News on the Internet website is also distinctive.

Tamil News a2z.com teacher group working in the field of Journalism, 20, serving for 25 years, journalists are ripe. Critics of this website and the likes and dislikes about their sector without the benefit of the public, with the aim of the service, only one makes the daily articles. A2Z.com living in today's world is very exciting news for readers like Tamil.

Finding all messages with special coverage of the International, India, Tamil Nadu Rural messages and messages , Politics in Tamil Websites in the industry, and publishes a number of clues in the Coffee Shop. This website. is undoubtedly big online tamil resource.

Astrology fingertips giving details about the spiritual messages of these devotional Tamil News website tamilnewsa2z.com.Gallery covers pin-up photos. Additionally the latest video, Medicine, cooking, sports, literature on this website are provided as part of awareness. Educational needs of students in the area is served by all the messages immediately.

The service has been understood as a bridge between the state and tamilnewsa2z.com Promptly disclose information to the Tamil people, online tamil news, kollywood news,Online tamil cinema news, tamil news, tamil cinema. Tamil people of Sri Lanka's overall assistance life reality, a mirror that reflects the feelings of Tamils and the Tamil Eelam lively updated by tamilNews a2z.com.

In the online world as information increases the viewers and visitors. Even if they take the growth of science. People see them again and again, a rare site is stimulating to read. Place in the hearts of the Tamil people A2Z.com News on the Internet website is also distinctive.

Tamil News a2z.com teacher group working in the field of Journalism, 20, serving for 25 years, journalists are ripe. Critics of this website and the likes and dislikes about their sector without the benefit of the public, with the aim of the service, only one makes the daily articles. A2Z.com living in today's world is very exciting news for readers like Tamil.

Finding all messages with special coverage of the International, India, Tamil Nadu Rural messages and messages , Politics in Tamil Websites in the industry, and publishes a number of clues in the Coffee Shop. This website. is undoubtedly big online tamil resource.

Astrology fingertips giving details about the spiritual messages of these devotional Tamil News website tamilnewsa2z.com.Gallery covers pin-up photos. Additionally the latest video, Medicine, cooking, sports, literature on this website are provided as part of awareness. Educational needs of students in the area is served by all the messages immediately.

The service has been understood as a bridge between the state and tamilnewsa2z.com Promptly disclose information to the Tamil people, online tamil news, kollywood news,Online tamil cinema news, tamil news, tamil cinema. Tamil people of Sri Lanka's overall assistance life reality, a mirror that reflects the feelings of Tamils and the Tamil Eelam lively updated by tamilNews a2z.com.


0

Kamis, 23 Februari 2012

Saving the World From Global Warming Through Legacy Modernization

There is one way that businesses can help save the world from global warming today. The answer - legacy modernization.

How does modernizing your business system help in lessening the global warming problem?

Come to think of it, legacy systems and global warming or climate change are entirely different things. However, there are a few factors that can connect the two. Obsolete or legacy systems are often source of a lot of maintenance work and expenses for the company. And the fact that several legacy systems run on hardware that require a lot of electricity to cool it, or can only function under special environmental conditions, or may require physical access by users to operate, may indeed cost the business more in the long run. Legacy modernization can help in this aspect by providing applications that are compatible with modern hardware that are not only environment-friendly but also electricity-saving, and can be operated in a normal business environment and accessible through the internet or online channels.

So is it high time to modernize your legacy applications and start integrating them into modern hardware?

Several business industries today are presented with an important question, as newer business applications and technologies are emerging: Is it a good time to purchase more innovative business software? Or just overhauling the legacy tool or business and financial software tools enough to satisfy the need for more up-to-date systems?

Acquiring a complete business technology, especially the newer systems, may be the preferred option by many business entities. As several flexible project systems are being presented today, theres a good chance for a person to certainly meet individuals or corporations that are discovering newer alternatives to business and financial technology that can improve the operations of his or her business. Though, this can not always be the very good option for long term business activities.
Provided that the business entity has existed for quite awhile, there's a good chance that there are database systems already existing for various clients, products and suppliers, including financial data for the business. The idea of modernization will definitely be questioned, and is to be expected, considering that the compatibility and integration of the old database listings with the new system may raise some eyebrows.

Would your files be able to perform properly in the new system? And can the modern system be agile enough for another modernization or system conversion in the near future?

Surely these are inquiries that tech or IT managers or business supervisors face at a given time in their operations. Though business entities established recently that already possess the newer business and financial software may still feel the brunt from such inquiries, as to its degree of adaptability to more modern technology will continue to be an issue. Desktop computers are already "dubbed" as old just after 3-4 years time, and so that happens more also with software, pushing IT supervisors to focus on the issue of modernization all the more.

As business needs are changing, the more potent alternative is for corporations or business entities to take steps to overhaul their project systems. Crucial data like business and financial software' cash flow or listings of procedures integral to the operation of the business application are usually archived in legacy system. The benefits of legacy modernization can also be seen in the coherence of several business and financial data and adaptability to newer systems, and it can greatly aid in offering an choice for business and financial software managers to save, given that employers need not have a re-training for the newer software.

Legacy applications for financial and business projects stay as risk elements in the global business arena, given their inability to properly "interconnect" with the existing business and financial technology systems on web servers. The World Wide Web has introduced data-sharing tools that many legacy applications may not easily become compatible with, and thus lessening the impact of the modern technology in adding value to the business.

The choice to upgrade (adding to) legacy applications may not fit the requirements, and is not a feasible approach, given that the coding language is no longer supported by a majority of design and programming professionals. Plus, the task can take a lot of time to accomplish, and may just prove unnecessary later on.

If you pick to get the newer business application without modernizing your old systems, it may take awhile to record or type all your previous data or documents from the beginning. But if you choose to develop legacy software, you can easily make adjustments and employees won't have to undergo re-training without altering or re-writing the existing financial and business information into the new systems.

And the best place to start your search for a reliable legacy modernization service is www.ResQSoft.com. Take a quick visit, and you'll just see what you might need.


0

Rabu, 22 Februari 2012

Educating The Youth: Saving the World

EDUCATING THE YOUTH, SAVING THE WORLD

Failure indeed is the mother of all learning, but failure to properly educate the people especially the youth would mean the end of history, the end of a very short-lived civilization.

But what is learning? Is it the learning that we get inside the classroom? Or is it something that we get inside the laboratories? Of course, we have more than enough of them. What about learning from experience? Is this not perhaps what we sorely need at the moment? God forbid, but let us not wait for that time that we ourselves will experience what people in many parts of the world are currently experiencing: TSUNAMI, FLOOD, DROUGHT, TYPHOON, LANSLIDES and what have you. They come like a thief in the night claiming lives in droverich or poor, young and old. Dear heavens spare us from all these terrifying calamitous events. Of course, everybody is terribly afraid of all these catastrophes, but how can our fear prevent these catastrophes from coming to us. Getting horrified is normal but let it not stop there. Let us learn from it and move on! Hand in hand together, let's come to a decision to ACT NOW.

And may I ask everybody what you think is the next thing that we should learn. The answer? Well, its learning how to UNLEARN ideas and habits we used to be doing and thinking before. Let us have a total change of mindset! There should be a total change of attitudes and values that is thinking of others first, and the very world we live in before our selfish interest. Quite impossible to hurdle! Yes, but if we find it not doable, then we accept we're giving up the fight of saving our world!

For quite a while, we have become bad actors in the art of living and conquering. I must challenge anybody here to refute me if I am wrong! Start looking at how we manage our own garbage! Have we meticulously segregated the biodegradable from the non-biodegradable? Have we cared doing this at home, in the schools and in all places we happen to go? How about the load of traffic that we encounter daily? What is it that irritates us? It is the sheer volume of noxious fumes coming from the exhausts of cars, trucks and tricycles that blacken our lungs which eventually develops into cancer. The load of carbon dioxide and other pollutants from these seemingly useful facilities emit poison twenty four hours a day, something that by the passing of the years have successfully degraded our environment. We have been told that the vast amount of pollutants trapped in the ozone layer is not able to leak out into the atmosphere. What happens is that the heat these gases produce COME back to earth causing an abnormal rise of the earth's temperature and that is what we now call GLOBAL WARMING. We all know this perfectly. We are very good at theories! But what happens next if this global warming goes on? We should not be surprised global warming breeds an erratically violent character now popularly known as CLIMATE CHANGE which breeds severe droughts, typhoons, storms, floods, landslides and other terrifying manifestations of nature's wrath. Thus, we have created our own monsters! Monsters which do nothing but wreck havoc to our precious lives. Shall we allow it then to go on with its rampage? We certainly cannot allow it. But one thing is clear. Billions and billions of us continually contribute our share in feeding these monsters.

Clearly enough, we have failed to learn the things we are supposed to unlearn, that's where our failure of learning lies. If we remain apathetic to what is happening around us then and only then, I shall brand our learning a failure.

But if we opt to take a complete turnabout that is unloading ourselves from accumulating self-serving interests and wanton disregard of others including the world we live in then and only then we can proudly claim, we are just starting to learn.

Let us wake up then from our complacency. We are running out of time. Let's do it before it is too late.


0

Selasa, 21 Februari 2012

How Solar Energy Can Save The World

The world is presently in a confused state and we are facing different type of problems. We are facing the problem of increasing sickness and diseases mostly as a result of global warming and we are also facing the problem of increased cost of electricity, fuel and even low power supply. We have to pay taxes on everything and this further increases our cost of living. What if we could save the world? What if we could escape all these and make the world a better place? It will mean we no longer have to worry about increased price fuel, too much taxes or low power supply. What if we can put an end to the increasing global warming? That is exactly what making use of solar energy can do.

Most solar generators are made in a way that they are environment friendly, they provide seamlessly free electricity and they help reduce the effect of global warming on the world. Many people are yet to realize this golden opportunity and it might be one of the rare chances to help make the world a better place. This article will be talking about how solar energy can save the world.

1. Reduced Cost of Living

When we longer have to pay our bills, we no longer have to pay taxes on the electricity we used and we don't have to bother about the fuel price increase this will lead to a lower cost of living for people and will help make a lot of things affordable. For example, a typical solar generator can last for as much as 20-30 years without you having to maintain it, in fact, you won't even have to change a part. That is the effect of this great source of power on our world.

The cost of living in this world is too high and this is mostly as a result of things whose prices can be reduced. We spend most of our money on paying for electricity, we spend our money buying fuel for our vehicles. What if all these could go solar?

2. No Pollution

Think about it, your car contributes to the global warming and contributes one form of pollution or the other to the environment. Your big diesel and petrol engines do the same and every day we are facing what seems to be an endless form of problem, this keeps on contributing to global warming in our environment, it brings about one form of sickness or the other, it leads to diseases and it makes our glorious environment uncomfortable ofr our living. Making use of solar energy can be the only effective way to put an end to all these.


0

Senin, 20 Februari 2012

Chaos As Social Order

Introduction

Chaos is a new way of understanding social order. Rather than a perverse paradox, this assertion draws on the diverse developments of chaos theory in the natural and mathematical sciences (Barnsley 1988; Crutchfield et al 1986; Dewdney 1985; Gleick 1987; Mandelbrot 1983; Mullin 1993). Over the past two decades, chaos theory has been applied in many disciplines of theoretical and applied science (Baier and Klein 1991; Cohen and Stewart 1994; Davies and Gribbin 1992; Gleick 1987; Hao 1990; Holden 1986; Moon 1987; Mullin 1993; Rasband 1990; Ruelle 1989), including some areas of social science (Brown 1994; Chen; Dendrinos and Sonis 1990; Gell-Mann 47-48; Goodwin 1990; Hao 573-632; Holton and May; Kiel and Elliott 1996; Lewin 44-62; Nicolis 1991). The latter applications, however, have used chaos theory as a mathematical tool incorporated into conventional conceptual frameworks rather than as an alternative conceptual framework which could illuminate the very social order from which chaos theory has arisen. To serve conceptually chaos theory must be understood conceptually.

In this article, I do not produce mathematical models or computer simulations nor do I offer copious new data. I also definitely do not use chaos as a metaphor. This is not a literary exercise designed to decorate the social sciences with yet another image, such as the machine, the organism, the deductive system, or the adversarial debate (Morgan 1986).

It might seem appropriate to group chaos with such heuristic metaphors. These metaphors have been used in social science to approach and explore phenomena which were thought to be otherwise intractable to rigorous scientific examination. However, the success of multiple research efforts in the mathematical, physical, life, and social sciences in identifying various kinds of chaotic dynamics suggests that chaos should be grouped not with metaphors but with known types of order such as linear deterministic, stochastic, and random.

This grouping emphasizes that I use chaos as a theory not as a model (Harvey and Reed 309). My use of chaos is therefore theoretic and not semantic (Richards 98). This grouping also does not deny that the bulk of existing research has regarded chaos as an outcome of changes in parameters of deterministic systems. Chaos is usually viewed as deterministic chaos. It affirms, additionally, the discovery of chaotic dynamics in social science data (Kiel and Elliot) where the social situations generating the data cannot be reduced to linear deterministic principles or equations. From this affirmation seems to flow the possibility that chaos is a kind of order which is not strictly dependent on deterministic systems for its existence. Indeed, as a type of order, chaos may be the first clear, non-reductionist link between certain specific conditions in numeric and physical systems, such as phase transitions, and a pervasive, spontaneous quality of social reality. Rather than a fad or a misplaced metaphor, chaos may be a small window into a new and larger way of understanding human life which includes determinism, stochasticity, and randomness.

Grouping chaos with known types of order frames chaos as a comprehensible form of order rather than as a metaphor for some incomprehensible condition. Besides being a more useful alignment, this grouping also raises a deeper question for the philosophy or foundations of social science. This question defines the horizon of my inquiry here: What properties must the (social) universe have in order to exhibit all four kinds of order?

Considering chaos as a type of order allows me to use the results of experiments to prepare the conceptual ground for chaos as social order. I present the established features of chaos which bear on social order. I highlight the mixing/folding phenomenon characteristic of physical chaotic phenomena (Crutchfield et al 51-4; Gleick 122, 255, 257; Mullin 19-21). My focus on social power as actions upon actions provides a necessary bridge for understanding chaos as social order.

After this presentation of chaos theory as a conceptual framework, I then lay out an application of chaos theory to diverse social phenomena--oppression, modernization, language change, moral change, political change, and cyberspace. In the course of this application, I show that chaos theory can be used conceptually to clarify contemporary social order but that the nature of social phenomena place significant limitations on the mathematical application of chaos theory to social science data.

Social Power

We begin by reflecting on the fact that others--mother, father, siblings, pets, blankets, rain, sun--have been acting upon us for a long time. Others, both animate and inanimate, have been acting not only on our bodies as rain acts on tin, water, or sand but more specifically on our bodies' attempts to act. These actions include the entire range of qualities--caress and punch, embrace and push, praise and blame, approve and reject, and so on. These actions upon our actions have induced and introduced social power: actions upon actions.

Actions upon actions sounds repetitive. Not redundant, but repetitive in the sense that something similar is recurring in each action. Similarity through difference characterizes individual life stories, family histories, and community histories. Indeed, as historical beings, all of human life is involved in each human action upon an action--patterned, compressed, focused, refracted, fractionated--as much as all of a language is "in" any instance of its use.

What precisely then is the process of actions upon actions? We can interpret the phrase as scalar recursion which is the recurrence of similar structure on different scales. Something is similar in every instance of actions upon actions, whether it is in the relationships between a Supreme Commander and an entire military establishment, a lieutenant and a platoon, or one private and another.

Paying closer attention to the phrase "actions upon actions" supports such a linking of social power with chaos theory. The first and third terms--"actions"--are identical but this identity is qualified by the second term--"upon." The preposition "upon" is used rather than those which indicate symmetry or equality, such as "with," "together with," "beside," etc. The verbal sense of "action" is amplified by the dynamic sense of the preposition. These observations may be provisionally summarized: the structure of social power as actions upon actions is dynamic asymmetry.

We next observe the absence of any modifiers of the noun "actions." Words such as "all," "most," "many," "some," etc. could have been used. But no one can actually count the number of actions upon their body. This noncountability extends across all human time scales. This is true whether the time scale of the actions is generations of national patterns mediated by living cohorts, years of family patterns mediated by relatives, years of being a consumer, student, parent, child, or employee, or months of dating, going steady, being engaged, or being married. It is not possible, therefore, to fit this idea of social power into a quantitative, countability dualism such as finite/infinite. This impossibility in turn refines the provisional summary in the preceding paragraph: "upon" is ambivalently or ambiguously asymmetric. It is not necessarily either symmetric or asymmetric.

From Detector To Attractor

This understanding of social power can be used as a power detector. It can be used in any human situation to bring into view, to outline or highlight, to unmask or reveal, power relations. This power detector is not like a metal detector that finds a distinct, physical thing nor is it like a thermometer that quantitatively reduces a complex physical condition. It is a detector of human situations in which people's actions may be found to be acting upon people's actions. It can be used analytically to consider relations of cooperation or collaboration, which are indeed actions upon actions, as well as to consider situations of oppression. It predicts that social power will be dynamic, ambiguously and fluidly symmetric/asymmetric, and numerically uncountable.

The condition of uncountability may be understood as meaning that actions can be decomposed and recomposed indefinitely into more and less inclusive patterns. The oppression of being forcibly confined in a mental institution, for example, can be analyzed in many terms--architectural, political, economic, familial, social, psychiatric, etc. All the terms are relevant to an analysis aimed at completeness though none of the terms exhausts the entire range of actions upon actions in such a situation.

We can now consider a smooth social process or the surface of water in laminar flow without turbulence or chaos. The onset of turbulence or chaos constitutes both a qualitative and a quantitative change from the laminar condition and is not simply an accumulation of prior conditions. The change introduces a pattern characterized by repetition and similarity across different scales of the pattern. The detector of social power detects a repeated action upon action among human beings. The repetition and the similarity indicate a certain attraction of the actors to one another. The detector indicates an attractor.

In chaos theory, an attractor is a pattern in space. The kind of space is state or phase space. Phase space is a multidimensional space inclusive of the Cartesian coordinates and the momentum of a system, i.e., the attractor. There are many definitions of attractors in the literature (Cohen and Stewart 204-7; Coveney and Highfield 166-75; Gleick 150, 232-6; Hao 16-18, 51-63; Kiel and Elliott 26, 54-5, 172; Mainzer 4-7, 58-9; Mullin x-xii; etc.). Moon's definition is simple and useful: An attractor is a "set of points or a subspace in phase space toward which a time history approaches after transients die out. For example, equilibrium points or fixed points in maps, limit cycles, or a toroidal surface for quasiperiodic motions, are all classical dynamical attractors" (261). The attractor pattern is an equilibrium state or set of states to which a dynamical system converges. An attractor is not necessarily either one or many states exclusively.

The verbal phrase "to which...converges" conveys this non-dualistic quality and also points toward the quality of an attractor that makes it strange: a final equilibrium is never reached--symmetry is never reached, nor is a "stable" asymmetry reached. The pattern shows self-similarity across scales but it never reaches an identity, or, equilibrium condition. Using Moon again, a strange attractor is "the attracting set in phase space on which chaotic orbits move. An attractor that is not an equilibrium point nor a limit cycle, nor a quasiperiodic attractor. An attractor in phase space with fractal dimension" (267).

A strongly defining characteristic of a strange attractor, moreover, is sensitive dependence on initial conditions. The pattern of a strange attractor may be taken as the pathways of points that begin at arbitrarily small distances from each other. Over time, those distances change so much and so quickly that at a later time in the pattern the initial conditions are no longer observable. The later state of the pattern or system cannot therefore be connected deterministically with the beginning state.

It has been proven repeatedly in both numerical and physical experiments that such a pattern must involve simultaneous folding and stretching. For example, you put a spot of dark blue dye on the surface of a large lump of white bread dough. You then knead the dough. Kneading folds and stretches the dough. Folding and stretching mixes the blue dye through the dough until it is distributed throughout the dough. The entire mass of dough is pale blue. It is physically or mathematically impossible to determine from the final state of mixed dye where in the dough the spot was in the beginning. The sensitivity of the system to its initial conditions thus means that, regardless of how close to each other the elements are initially, stretching and folding results in the initial conditions no longer being observable or deterministically relevant. Such mixing involves simultaneous expansion and contraction. As this happens, old or earlier information is destroyed and new or later in formation is created.

Chaos And Oppression

When introduced into a consideration of oppression, this approach illuminates some crucial aspects. First, oppression works on the human body in two distinct ways--one by removing the body from home and two by covering the body with non-indigenous, uniform clothes. Examples of both operations can be found with prisoners of war, convicted criminals, committed mental patients, military personnel, and students in compulsory education.

Second, oppression works on human structures and on the earth. Imperialism, whether religious, political, military, or ecological, has repeatedly involved the destruction of buildings and of parts of the earth such as groves, crops, livestock, fields, and species. Examples are the destruction of groves of trees in the Old Testament, the burning of manuscripts in China in 212 BC and the burning of the library in Alexandria, in 525 AD. More currently, the destruction of human living spaces and places, from rain forests, to living sites, to old sections of cities, involves the destruction of old information and the creation of new information.

Combining these two operations of oppression, we see the human bodies of survivors, born and bred close together, then moved, mixed, and clothed so that, when observed later, no traces of their initial conditions--their indigenous or native states--remain. The old information about the former identity of the displaced persons or of the destroyed places is replaced by new information resulting from actions upon the persons and the places. If we add to this the repression, disuse and disappearance of unprivileged languages and customs, then the image of uniform mixing, or, mixing for uniformity, becomes clearer.

Third, sensitive dependence on initial conditions in both numerical and physical experiments involves amplification of small initial differences into larger differences later. Twins, siblings, and neighborhood or village cohorts often develop lifeways that not only put out of focus their initial conditions but also differ from one another in ways that are not susceptible to deterministic, linear calculation. In the case of groups of ethnically homogeneous refugees crossing a border into another country, individual lifeways can diverge beyond linear reckoning over time.

From the standpoint of social power, the actions of such people are worked on by the actions of social operations that "mix," "fold," and "stretch" everyone. At one and the same time, contemporary, industrial, urban society functions to stereotype everyone while making available the physical and mental means for individual differentiation. From the standpoint of chaos theory, this allows for indefinitely small and large distances between points, or subjects, in the pattern of the strange attractor. It also allows for signs and signals, such as hair styles, clothing, gestures and jewelry, web pages, and c(i)ber(dentities), increasingly bereft of any anchorings in known, traditional societies--traditional initial human conditions. Instead, these signs and signals increasingly occur in production, consumption and communication patterns that transcend national, linguistic, and ethnic differences or origins.

Such uniformity of pattern and signal leads, fourthly, to another illuminating characteristic of strange attractors also repeatedly proven by physical experiments. This is a continuous power spectrum. When a mutable medium, a fluid for example, is excited beyond a certain threshold, its measurable signals change sharply from continuous to discontinuous to continuous. At the extreme level of excitation, the signals are continuous. Rather than showing discrete peaks and valleys throughout the signal, the bulk of the signal is continuous, undifferentiated "noise" (Brown 135; McBurnett (2) 43-5). Urban areas where waking human activities go on twenty-four hours a day are examples of such social "white noise." This noise has the power to eclipse bird-songs, wind sounds, and much of human speech. In urban areas, everyone's and everything's sounds and noises are folded upon one another and mixed into collective sound. This mixing produces a variety of aural experiences which can not be predicted from knowing the origin and quality of any particular sound--emergence and synergy--and which blur into white noise in which no one sound dominates although any one sound may be momentarily more or less distinct. In fact, the blur of urban noise obscures not only origins but also dynamics (Brown 123; Dendrinos 241; McBurnett (1)171-5, 185, 190). Is the dynamics of urban "white noise" random, stochastic, chaotic or yet another type of order which a conceptual use of chaos theory can illuminate better than other kinds of order concepts? I will return to this question in my conclusion.

A continuous power spectrum connects with sensitive dependence on initial conditions in describing, at the onset of chaos, the destruction of old information and the creation of new information. Pre-chaotic signals literally disappear and are replaced by erratically punctuated broadband noise. This characteristic connects with oppression in that the latter always involves the injection of new energy into an existing system. Destroying living sites, destroying some bodies and moving others, burying the dead and clothing the living then resocializing the survivors injects new energy into the bodies and into their relations with others.

Oppression not only subjects bodies to new forms of energy but also makes new energy available to those bodies. It should be emphasized here that this use of chaos theory does not lead to any simple, reductionist view of social power or of social order. Social power may constrain or it may liberate or it may do both in the same situation and through the same person. Declines in the hegemony of white, American, heterosexual, Christian males, books and chainsaws coupled with empowerment of women, children, homosexuals, non-whites, non-Christians, non-Euroamericans, hard drives, and endangered species show oscillations of social power in contemporary social order.

Some further examples of this mixing and folding are Gandhi learning English and English law which he used to drive the British from India, Crazy Horse learning to use a rifle with which he killed invading soldiers, prisoners using weapons taken from guards against guards in prison riots, and students using computers to attack the military-industrial complex, university regulations, or high school dress codes. This variable characteristic of energy-induced continuous power spectra--as though the law of the conservation of energy were functioning socially to preserve social power regardless of who has it or what its change of hands does to existing social order--shows that some kinds of social power persist through interruption.

Two examples of persistent social power are the physical structure of a modern prison and the legal and temporal structure of modern mass education. In the former, a prisoner's body is disciplined twenty-four hours a day by its environment of bars, walls, locked doors, and fences with or without other individual human presence. In the latter, people from six to sixteen years of age are persistently disciplined by a system that linearly encloses every day of the calendar year with its own significant events, such as the beginnings and endings of classes, quarters, terms, and semesters.

A closer look at an excited fluid will strengthen the connections just mentioned. When heat is applied to water in an open container the water moves gradually until there is a sharp transition to boiling. Boiling may be understood as the creation of infinite surface in finite volume. The water occupies a finite space. The elements of the water, the water molecules, remain forever separate but move more and more rapidly. Since the molecules cannot turn into each other and since they cannot stop moving, they must have infinite surface. They get infinite surface by the rolling of the water which is a process of stretching and folding the fluid medium.

The water mixes, folds and stretches indefinitely and unpredictably. Boiling may be further understood as releasing thermal energy to air. The more heated water is exposed on the surface to air, the more heat is released. If the heat is stopped the water will cease boiling and return to its pre-chaotic, quiescent regime. If the heat is continued the water will slowly vaporize until the container is empty.

There are two phases of this event in which old, earlier information is destroyed and new, later information is created. The first is the transition from quiescence to boiling. The second is the transition from boiling to vapor. All information about quiescent positions of water molecules disappears in boiling. All information about boiling positions of water molecules disappears in vaporization. It is impossible to ascertain by observing atmospheric water molecules when and where those molecules were parts of a fluid body of water, either boiling or quiescent.

Many individuals and groups of individuals may be seen as culturally vaporized. It is impossible from observing people on city streets to ascertain when or where those people, or their ancestors, were members of groups that could have been considered ethnically homogenous tribes, clans, or cultures. As the borders of the world's nations change, as data transfer technologies dissolve the barriers of time, space, and place, as war and environmental degradation persist, as droughts, floods, and volcanoes displace people, more and more human beings are culturally vaporized.

The condition of cultural vaporization, moreover, involves three simultaneous expansions--the increase in human population, the increase in urban dwellers, and the increase in standardization by the extension of centralized, bureaucratic control over larger and larger numbers of people and into more and more details of human life. Coincident with these expansions is the contraction of total per capita living space and within that contraction a further contraction of unstandardized living space.

Unstandardized, unoppressed living space can be a space of resistance, armed or unarmed, written or unwritten. In the US, for example, where the rhetoric of individuality is continually encased in the gestures of conformity, the only unoppressed living space many people have is their bodies. Thus, resistance to oppression as forced uniformity, as the constraint of standardization without the liberation of individualization--standardization as erasure of difference--appears as tattoos, body piercings, jewelry, hair-do's, make-up, cars, clothing, music, dialects, food, and gestures. But the information conveyed by such diversity has no clear or deterministic relation to the initial conditions of the resistors, that is, to their ancestors, their indigenous groups, or their homes. Resistance by differentiating the appearance of one's body is a response to anonymity and depersonalization. It folds the person even further into the strange attractor of change.

At the same time, however, that modern power is "uniforming" and standardizing all of us, the modern industrial economy is diversifying and differentiating us. If twenty different kinds of modem, thirty different makes of athletic shoe, fifty different kinds of car, or several hundred different shades of lipstick are not enough, more can be invented and produced. The operations of modern social power upon humans thus move contemporary social order in two opposite directions simultaneously: toward greater uniformity and toward greater diversity.

Expansion of individualized treatments and options occurs with contraction of per capita living space and per capita unoppressed living space. The operations of oppression may therefore be said to have two asymptotic limits. In one direction, oppression tends to make everyone the same; in the other direction, it tends to make everyone different. For example, short hair, low-heeled leather shoes, pants, a shirt, and a windbreaker could describe a male or female from almost any society on earth. But in the US, where the unisex look is common, everyone of age has a unique social security number, a unique driver's license number, and many people also have unique phone numbers and addresses.

Transients and Trajectories

We may further this approach of chaos to social order with work in chaos theory applied to mathematical and physical phenomena that echoes the simultaneous interpenetration of contexts in social life. We take contexts to be attractors and the habitual practices of contexts to be basins of attraction. A basin of attraction is a set of initial conditions in phase space which leads to a particular attractor or context. These initial conditions are usually connected, such as the practices of a group, and form a continuous subspace in some larger cultural phase space.

Reported by Peter Yam in the March, 1994 issue of Scientific American, numerical experiments conducted by Edward Ott and John C. Sommerer, in which a particle in motion on a "frictional surface is occasionally pushed," led to indeterminacy as to which of two attractors "the particle would chase, because one basin is riddled with pieces of the other basin." According to Yam, the researchers found that, so far from basins simply overlapping each other at their edges or occasionally penetrating each other's space, "every area in one basin, no matter how small, contained pieces of the other basin within it."

This research supports chaos theory as a good representation not only of particular practices but also of contexts which interpenetrate by mixing and folding. All human practices are accumulations of other practices. Any one practice can be either decomposed into smaller practices with varying histories or recomposed into larger practices with varying histories. For example, learning to use a computer keyboard involves the fine coordinations of using different fingers separately as well as the gross skills of using equipment powered by electricity, such as plugging in a plug and turning on a switch. What we mean by tradition, custom and habit is precisely a layering--mixing/folding--process by which information is compressed and through repeated use and application eroded into shapes and forms that are usable--reproducible--over long periods of time and in different spaces. The different spaces of guard and prisoner, patient and doctor, or consumer and producer are thus d ifferent contexts--attractors--which continuously operate upon and within each other.

Paradoxically, the decomposability of human practices reflects the nondecomposability criterion of chaotic systems: "Chaotic systems are indecomposable because they cannot be broken down into two subsystems that do not interact; this arises because of topological transitivity" (Richards 96). This point can be understood mathematically as the requirement that "[n]onlinear differential equations, and the phenomena or problems they describe, must be seen as a totality, that is, as nondecomposable" (Kiel and Elliott 4; see also, Jaditz 69). For example, riding a bicycle can be viewed as a combination of large muscle skills using legs and arms, or of small muscle skills using hands, feet, and eyes, or of social sensitivities involving posture, appearance, and style. Each of these three combinations can be viewed separately as a verbal or even quantitative event. However, none of them can be lived, experienced, or learned separately. They all come with each other; they all inte ract with, impact, and are impacted by each other. However finely the "subsystem" involved in bicycle riding--or using a computer, singing, swimming, painting, riveting--is described as a separate coherent skill or ability, it is always (already) interacting with all of the other systems. Indeed, the growing popularity during recent decades of terms such as "interpersonal," "interaction," "interconnection," and "interpenetration" suggests that chaos theory, at least to a contemporary mind and imagination, is a fully credible way to approach understanding social phenomena.

Viewing both oral and written traditions as different contexts--as interpenetrating sites, as interacting systems--suggests that the subject-matter of social science, whether diachronically elongated or synchronically stacked, can be viewed as dissipative systems. The continual maintenance, repair, and rebuilding required from bodily cells to clothing to transit systems to software configurations seems to leave little doubt that human living arrangements are predominantly dissipative rather than conservative systems. In considering challenges to the management of complex systems, De Greene asserts that

A sociotechnical or techno-economic macrosystem is a dissipative structure in the sense that high-quality inputs (energy and matter) are converted to low-quality outputs like heat and waste, with an increase in disorder and entropy. Within this overall process, of course, low-quality raw materials are converted into high-quality finished products, but these eventually break down, yielding further entropy. (287)

If this is reasonable, then it further clarifies the attempt to approach social order conceptually with chaos theory. As Hao Bai-Lin explains in Chaos II, "it is dissipation that realizes the contraction [compression] of description [information] in a natural way: a vast number of modes die out due to dissipation; only those spanning the attractors need be taken into account in modelling[sic] the system"(6). Dissipation--depreciation, degeneration, degradation, die-off, extinction--may be seen as the means by which normally and naturally functioning social and natural systems stabilize long-term function against short-term instability caused by proliferation of divergences. Dissipation, in this sense, according to Hao, "causes the volume representing the initial states in phase space to contract in the process of evolution"(19).

Oscillations in practices of all kinds are well known and extensively documented (Shils). Oscillations are identified as such in a field of possibilities whose limits are defined by the tolerance of the practitioners for divergence. A tolerable range of difference exists, as I describe in detail elsewhere (Cornberg (1)), not as a statistical array or generalization, unless quantification of actions is specifically sought, but as a range of preferences enacted and reenacted in contexts. The tolerable range of difference defines a phase or state space in social life; enactment and reenactment of preferences constitute trajectories of practice. When a trajectory does not span the attractor, it dies out.

The research of Ott and Sommerer also encourages us to seek what we have already found in other ways--nested, embedded, and encaptic contexts or attractors. The critical attractor of every human group is reproduction. Examples of human groups are families, tribes, nations, and corporations. All living things must reproduce for their species to survive but humans have the additional task of reproducing practices not just progeny. Reproduction, such as human progeny, language transmission, and continuity of traditions, all display information compression. The information that is needed to complete the practice repeats and varies through completions of the practice both as enactments and as learning events for others. At any identifiable moment of a practice variation may take place and may be taken up in place of the preceding version. What has gone before is accessible to the present only through the memory devices of the group. There is no guarantee from any such memory d evice, oral, written, or electronic, that other versions have not existed. Human living groups resist the infinitization of preferences with the compressions of tradition.

A tolerable range of difference is discernible in all such situations. Intolerable variations bring various other behaviors which are also practices such as indifference, correction, ridicule, criticism, rejection, denial, censure, repression, censorship, punishment, banishment, conflict and war. If a practice, regardless of how momentary, and regardless of where it falls within the tolerable range of difference, does not entrain a group's reproductive energy then it becomes a transient and dies out. A transient is a trajectory that does not span the attractor long or far enough to repeat or to reproduce. As Farmer, Ott, and Yorke assert, in an article on the dimension of chaotic attractors, "Loosely speaking, an attractor is something that 'attracts' initial conditions from a region around it once transients have died out" (154). Small towns in industrialized nations typically have a variety of private businesses and public services. Parameters such as location, economy, tax base, climate, and ethnicity form the basins of attraction which layer--interpenetrate or intersect--each other as determinants of what kinds of activities appear and continue or appear then disappear in such contexts.

A case study or in-depth interview sample of such a location would constitute a phase portrait of the attractor. Contained in any particular piece of information in such a portrait would be information about other aspects of the social situation. We know, for example, that personal interviews about such preferences as political candidates or bond issues can also give us information about language use, gestures, and aspects of social life such as class relations and discrimination. According to Hao, the "basic idea is: due to nonlinear interactions in the system these [information samples taken at different times] contain information on other variables as well and one should be able to extract this information" from such a series of samples (53). Such co-presence, simultaneity, or interpenetration of data further illustrates that social power combines compression and persistence in social order.

Homelessness is a powerful contemporary example and indicator of human living regimes which, with increasing regularity, distinguish between transients and non-transients. The fact that smaller communities have less incidence of lasting homelessness in comparison with larger towns, cities, and metropolitan areas suggests that the trajectories of homeless people are attracted to basins of human living within which multiple basins--e.g. Ott and Sommerer--contain enough pieces of each other to allow--to tolerate in their range of differences--strongly divergent living arrangements.

But containing pieces of each other then implies substantial rather than cosmetic discontinuities in social process and structure. Strongly divergent practices in turn form smaller attractors within the larger attractor of the metropolis. Patterns of homeness and homelessness would then be expected to show a variety of trajectories of practice, such as correlations between incidence of homelessness and existence of soup kitchens, availability of free shelter, locking of house doors, fencing of land, discriminatory zoning, ownership of small arms, or ownership of guard dogs. On these social sites, the dying out of a transient can be the death of a person, as the dying out of a practice can be the death of a practitioner. But given that a transient is a trajectory that does not span the attractor long enough or far enough to repeat, then how long or far is enough? What causes one practice to persist and another to desist?

Prediction and Social Change

Stating this question in terms of causation hastens the appearance of the issue of prediction which naturally arises in any attempt to apply to social issues a theory grounded and elaborated in numeric and physical experiments. It is a fact of increasing significance for all branches of science that most of the systems we encounter are non-linear. The non-linearity of social order may be understood as the interpenetration of contexts discussed in connection with the research of Ott and Sommerer. This characteristic of interpenetration bears directly and profoundly on the possibility of using chaos theory mathematically to describe social science data.

Social science data are derived from social phenomena and social phenomena are contextual. If contexts interpenetrate, then social science phenomena have always already begun, in multiple non-trivial senses, before they are observed, recorded, and quantified in any particular social science sample. The starting and ending periods of observations are dictated to the social scientist by the available data. Assumptions can be made about how a particular person or situation got to where it is when observed, but those assumptions cannot give us precise, unique, quantitative conditions. Since this situation obtains throughout the analysis of social science data, it is impossible to determine initial conditions of such phenomena with the uniqueness and precision necessary to use the established mathematical measures of chaos, such as spectral analysis, Lyapunov exponents, autocorrelation functions, power law distributions, and others (Kiel and Elliot 8-10, 51, 53). If these calc ulations are not possible then it is impossible to assert with mathematical certainty and clarity that chaos exists in any particular set of social science data.

Besides this limitation on the calculability of chaos measures, chaos theory has one other feature which strongly limits its quantitative applicability to social science data: homogeneity.

Contained perturbed fluids, amplified electrical charges, atmospheric gases, and chemicals in liquid mixtures all display a homogeneity which is precisely amenable to mathematical description but which is found nowhere in social life. Mathematical manipulations, such as the construction of the Mandelbrot set and the generation of the Feigenbaum number, also have homogeneity as variations of the symbol system of mathematics. However, "very rarely, if ever, are social systems comprised of identical components with highly homogeneous behavior" (Dendrinos 240-1). The only way in which a comparable homogeneity can be obtained in social science data is to quantify some aspect of social life such as divorce rates, voter choices, and incidences of disease. Once specific quantities are obtained then simulations can be constructed which show characteristics of chaos.

However, the simulations all posit arbitrary, artificial initial conditions which do not correspond to or represent the ongoingness, the historicity, or the livingness of the phenomena from which the quantitative data are extracted. For example, in a presentation of his universal map for studying the dynamics of human settlement activity, Dendrinos points out that "a change in parameter values or initial conditions can result in a new frame, m, potentially characterized by a qualitatively different dynamic..." (253). No doubt there is no end to the abstract possibilities in such a model. Indeed, according to Dendrinos, "one of the weaknesses" in current uses of chaos theory for mathematical modeling in economics is "that under slight but proper modifications in specification, these models can reproduce almost anything that the analyst wishes to produce through theoretical deduction" (238)!

But what constitutes the initial conditions of human settlement or even of human action in the first place? Is an initial condition the fact that a shaman read a bird's entrails and directed a group to settle in a certain cave? Or was it the fact that the group had only two days of food left and winter was coming on? Or was it the appearance of a familiar star in a strange area of the night sky? Or was it competition between a chief and a sub-chief over who was the best provider for the group? Suppose that the latter was taken as the initial condition that accounted for the group settling in a particular cave. In what sense, then, was that the initial condition? Does calling it an "initial condition" imply that it had no history? Isn't it possible that the chief allowed the sub-chief to select that particular cave at that particular time because the chief had already decided to retire from active leadership, or because the sub-chief had promised certain material rewards? In either case, there is another condition behind, before, prior to, or folded into the initial one. Indeed, how is it possible to give any kind of precise meaning to the term "initial" in such a situation?

There is a pervasive silence in the literature on the fundamental question of how to adequately and effectively translate the notion of initial conditions from physical and numeric experiments to social science observation, sampling, and description. The appearance of chaos in mathematical simulations using quantitative social science data must therefore be viewed with extreme caution. Certainly dynamics with chaotic characteristics can be generated from many different kinds of quantified social science data. But is the chaos an artifact of the simulation or is it an explanation of the lived reality of social life from which the quantitative data are extracted?

This kind of consideration has led Harvey and Reed to assert the following rule as their number one caveat about applying chaos theory to social science:

1. Predictive, statistical, and iconological modes of chaos modeling should be restricted to those ontological levels in which collective social phenomena can be legitimately treated as a statistically aggregated phenomenon, that is, as being composed of additive, numerable, and interchangeable individual units. (314)

Indeed, since improvements in concrete social forecasting have not yet been achieved using chaos theory (Berry and Kim 216; Brown 128; Jaditz 86; Rosser 209), I am inclined to agree at this time with Dendrinos summary comment that the "single most important contribution mathematical chaos has made [to social science] is to demonstrate the possible presence of new dynamical features in social systems that theoreticians had never addressed before" (238). Hence my purpose here in showing the radical utility of chaos theory for understanding social order rather than for describing social science data mathematically.

Extended Applications

Social order which involves mixing and folding and goes in the extreme to cultural vaporization fits the definition of non-linearity and illustrates interpenetration of contexts. Social order viewed in this way is chaotic. Chaos as social order also provides a way of understanding the infinite degrees of freedom that characterize human actions.

The infinitization of human freedom is not due only to some inherent characteristic of human nature, character or personality. It is a function of the fact that human choices are always situated in contexts which interpenetrate to indefinitely large and complicated extents in time and space. Each piece of another context or basin of attraction provides more scope for choice and each different piece brings more pieces with it. Moreover, it seems clear that the only linear systems in social life are those like railroad tracks and contracts that require human will and energy in an attempt to establish and maintain order without variation, that is, without mixing and folding. Boycotts, strikes, renegotiations of contracts and collusions between prisoners and guards show, however, that even in these high stakes' social contexts there is no guarantee of linearity.

When we leave the regimes of established and enforced lines, channels, and hallways and enter edges, transition zones, and liminal spaces, moreover, initial conditions of human trajectories cannot be determined with any certainty. If they are, then there has been a deliberate and arbitrary reduction--collapse, renormalization--of degrees of freedom experienced socially as options. Even with such a reduction, the infinities of preference open to humans throughout society reintroduce uncertainties which must again be reduced in order to satisfy the requirements of linearity. This rhythmic layering of recursive oscillations, of mixing and folding operations, and of deliberate attempts at reductive linearization can be seen in four concrete social situations: 1. Endangered Tongues; 2. Moral Basins; 3. Assassination; and, 4. Cyberspace.

1. Endangered Tongues. Off and on since the late 70's, I have done various kinds of projects with the Athabascan Indians in Interior Alaska. One of these projects involved constructing a survey to gather the opinions of Tribal members on questions of indigenous language preservation. There are nine different Athabascan tongues still in use in some form in the Interior of Alaska. As a land area, the Interior is slightly smaller than the state of Texas, contains the major drainages of the Yukon, Tanana, Koyukuk, Porcupine, and Chandalar Rivers, and supports over forty villages--Tribes--whose inhabitants derive ethnically from earlier Athabascan peoples with mixtures of Inupiat and Yupik Eskimo, and Aleut Indian. Most of the villages are accessible only by air, water, or snow covered ice. The villages range in population from under fifty to nearly a thousand. All of them have some kind of electronic communication with other villages and with towns and cities on the state road system and in other parts of the world.

All of them have some kind of public school facility in which the official language is English. English is also the official language of commerce, public affairs, and most recreational activities such as basketball and bingo. In most Interior villages, only a small number of older people retain anything like fluency in a Native language, with a larger number being partial speakers some of whom have learned the language not in a natural family interaction but in some kind of classroom setting.

On the basis of this situation, Michael Krauss, who has directed the Alaska Native Language Center at the University of Alaska Fairbanks, in Fairbanks, Alaska, for the past two decades, predicts that all of these languages will be extinct by 2055. Krauss qualifies this prediction by the inclusion of only native speakers, that is, those who have learned the language as their first language from birth. This qualification takes into account the fact well-attested by older Athabascan speakers that sounds once used in these highly agglutinative, rhythmical, and guttural languages have already disappeared or are too difficult for contemporary speakers to reproduce. Along with a dying out of vocal ranges, the disappearance of a once well-marked distinction between a formal style of oratory and ceremony, and a vernacular style of everyday affairs, is affirmed by the same speakers. The appearance of a "village English" further attests to the mixing ground with English in which the Athabascan languages are fading into a silent hue of memory.

It is instructive, before trying to tie any of this to chaos theory, to note that the Interior Athabascans used to make rope from spruce roots, and heavy sewing twine--babiche--from moose skin. They also used to catch fish in bent willow traps, shoot birds with bows and arrows, and kill charging bears on wooden spears with fire-hardened points. Most of the older, non-metal technology has either completely disappeared or become pastime, show-piece, museum piece, or story line. The newer technology, based on the metal, chemical, and plastic industries, has made all of the older tasks much safer in terms of risk to life and limb, easier and more efficient in terms of human exertion, more reliable in terms of success per attempt, and more productive in terms of quantities gained. The newer Athabascan languages, derived from the older ones and adapted to a context in which information processing and transfer are far more important than reverence, ceremony, and maintenance of t aboo, seem also to be becoming easier to learn and simpler in use.

The attractor of Athabascan culture has changed. Its phase space now includes multi-story office buildings with advanced electronic equipment in Fairbanks, satellite dishes with color TVs, and the latest in snowmachines and outboard motors in the villages. The trajectories of an older, slower, more complicated language, and an older, slower, less reliable material technology, with hunting and gathering as their basin of attraction, do not span the new attractor. The result is that they become transients with varying degrees and kinds of "death."

Languages that span the national and international artistic, political, economic, and military attractors are English, French, German, Spanish, Mandarin Chinese, Russian, Arabic, and Japanese. The history of each language shows a contraction of state space with a subsequent decrease in diversity. A contraction decreases diversity because, as transients die out, there are fewer possible trajectories on a particular attractor. The unification of the Chinese language, for example, began over two thousand years ago. The creation of a standard English, French, and Spanish was also achieved at the expense of many local variations some of which, like the Catalan and Basque languages, became smaller attractors with sufficient local energy to survive, but many of which have long since ceased to exist. It is only in the last decade, according to my own sources in the region, that Athabascans of Interior Alaska have begun to consider unification as a language preservation strategy.< /p>

2. Moral Basins. Features of linguistic basins are displayed by moral basins. The last century of life in Taipei, Taiwan provides a stunning example of cross-cultural contact and mixing. The moral experience of young people in Taipei was the subject of my dissertation as well as of two articles ((2) and (3)) which condensed the content of the dissertation for a wider audience. I take the position that the moral experience of young people in contemporary urban Taiwan--Taipei--can best be understood in terms of three interacting sites: the family, the street, and the school. On the basis of historical considerations that include the perdurant streams of classical Chinese and the intervening streams of European, Japanese, and American civilizations, the moral basin of each context or attractor can be characterized as family/hierarchy, street/fluidity, and school/competition.

When young people in Taipei traverse, inhabit, and (re)create each site in the course of a day, they are the bearers of the pieces of each basin that recursively layer one another in ongoing oscillations of attitude and behavior. They carry from the family a hierarchically ordered deference to older siblings and adults into the street and the school. They carry from the school an egalitarian competition into the school and the family. From the street they carry a fluid, individualizing sense of freedom and responsibility into both the family and the school. As layered, recursive carriers of practices who are continually impacted by their peers and by adults, young people live social reality as porous.

Porosity can be understood as a metric on the state space of society. The degree of porosity--interpenetration, mixing/folding-- is a good index of the degree of chaos in social life.

The porosity of the space, moreover, makes it holographic in the sense indicated by Ott and Sommerer's research showing that every basin contained pieces of other basins. Connecting trails to other attractors in the social order of Taipei can be found in a small portion of that order, e.g., a classroom, a living room, or a bus stop. For example, while bus riders in Taipei usually do not line up for the bus door, students in school uniforms, although off school grounds and out of the jurisdiction of school disciplinarians, often do line up. However, relations among attractors and pieces of attractors are rarely linear; they are fractal in the sense of having fractured or fractional relations among parts rather than being integrally related in linear dimensions. Porous social space is holofractic. The possibility of prediction within a particular basin of attraction, such as a family or a school, decreases with the increase in porosity of the social life in which the smalle r basin is embedded.

Taipei has been one of the most cosmopolitan cities in Asia for almost a century. A decrease in older indigenous Taiwanese or imported Chinese patterns has been happening simultaneously with an increase in patterns from other ethnic sources, whether these be technology, language, dress, dance, manners, religion, or marriage customs. In language, for example, the written Chinese used in Taipei has become more complicated both because of the differing kinds of characters used there and on the mainland and because of the accretion of elements from other languages. Again, as in Interior Alaska, a contraction of phase space, which signals the dying out of certain trajectories of practice that do not span the attractor of social change, happens together with an expansion of phase space as a birth in new contexts of new trajectories of practice representing various mixtures of the exogenous and the indigenous.

An application of chaos theory to social issues, as exemplified by Taiwan and Interior Alaska, supports the findings of historical linguistics that there is no simple, inevitable path from older, more complex to newer simpler languages, or vice versa. It also supports the findings of social science research that the increase in options for attitude and behavior is one of the main events in the complex changes in social order of the last century collectively known as modernization. This is not a linear decrease in options until some point after which new, more plentiful options can be and are introduced. Rather, there is a decrease in certain kinds of options which releases cultural energy for a simultaneous increase in other kinds.

This crucible of contact with exogenous power which constrains and liberates, represses and releases, and destroys and amplifies indigenous power contains the interactions whose unraveling in theory will determine what kinds of predictability, if any, are possible in such spaces. It seems unquestionable that a strong correlation exists between the availability of culturally unbound or unencumbered power, either coming in from outside sources or released from inside sources, and the appearance of chaotic cultural regimes. Whether the culturally free power takes the form of guns, drugs and money, or communication, transportation and production technologies, it does not automatically and smoothly reproduce indigenous practices and patterns. Its introduction becomes an intervention that induces interference patterns. The interference patterns fold, bifurcate, and diverge into multiple orders or basins which, in a city such as Taiwan, can include new millionaires, depression a nd suicide, new environmental activism, unprecedented street crime, a clean, quiet electrorail system, and some of the worst air pollution in the world. As the unprecedented, the novel, the new, and the unheard of increase in extent and frequency, complexity becomes chaos.

3. Assassination. A brief example from another country comes from Mexico, shortly after the assassination of PRI Presidential Candidate Luis Donaldo Colosio, in Tijuana. Interviewed for the New York Times, March 27th issue, by Tim Golden, Jess Cant, "an editor whose independent newspaper" had been "firebombed two weeks" previously, shared a widespread feeling that the assassination had shown weakness in Mexico's political system "that once seemed indestructible." In terms of chaos, such a change is emergent porosity. The laminar state space of Mexico has articulated into turbulence with a dramatic increase in possible trajectories of social and political practice. It is no accident or surprise, from the standpoint of chaos theory, that the Mayan uprising in the south happened shortly before the assassination. As Cant remarked, "You feel now like anything could happen" (Golden 3).

4. Cyberspace. The electronic trip is a dependent phenomenon--when the power goes out the trip stops. As a dependent phenomenon it must constantly be recreated. The qualities it has are the qualities given it by those who take, make, and use it--Aryans make it Aryan, environmentalists make it environmental, investors make it investing. It does not have the independent existence of the natural, hardwired software known as imagination. Why then does cyberspace exist at all?

This question is easier to answer on the streets of Taipei than on the tundra of Alaska. Taiwan has the second highest population density in the world. When population density combines with multiple, flexible, increasing avenues of expression, new human spaces result. When population density combines with limited physical space, such as an island like Taiwan, a nation like the United States, or a planet like the earth, compression takes place.

Compression involves a multitude of actions upon actions, of foldings and mixings. Compression destroys information and creates information. In both processes, certain kinds of space are created in order not only to accommodate the destructive and creative processes but also to contain the destroyed and created information. Where does a document go when it is trashed? Where does a document go when it is cached? Where does a document go when it is stored or saved? Where does a document go when it is emailed, faxed, printed, or mailed? Each process requires a certain kind of space.

Compression creates space by contracting quantity. Compression of human beings creates more and more finely faceted human spaces. Simultaneously, the increase in human beings, the expansion of their personal spatial horizons, and the increase in their physical possessions create needs for more living space. Humans now need more living space. Many people are responding to compression by moving to more and more remote land areas, to outer space, and to the bottoms of oceans.

Cyberspace is a new kind of living space which combines the remoteness of satellite transmission with the intimacy of home computers, and the standardization of hardware and software with the individualization of preferences in nearly every aspect of the medium. It is continuous with play space, art space, recreational space, and ceremonial space. Certainly cyberspace is a medium of communication. Email is continuous with other communication media such as speaking, singing, dancing, signal fires, drums, letters, messengers, telephones, microwave, and fax. But email is only a small part of cyberspace. Impersonal, privately controlled, data transmission and self-stimulating cyberplay are two other major uses which show that cyberspace grows from a need for new kinds of unoppressed living space. Indeed, the resistance of cyberusers to formal regulation shows how continuous cyberspace is with the traditional individual spaces of play, recreation, and expression.

The changes described above in languages, morals, politics, and human space are not linear, laminar, and sequential. They are like a quiver of arrows being shot in all directions at once. The basic attractor of reproduction in a cross-cultural context illuminates this phenomenon because people must continue to speak, dress, marry and so forth in order to survive regardless of the precise ethnic stamp of the language, clothing, or customs. But if in the process of reproduction, available power increases at an increasing speed and available options multiply more quickly than older options can transform, then the phase space contracts and expands simultaneously with some trajectories dying out and others spanning the new attractor.

The older practices whose enactment connects indigenous power with exogenous power span the new attractor. Those which do not, not even as museum or tourism curiosities, die out. The newer practices whose enactment connects exogenous power with indigenous power span the new attractor. Those which do not are resisted and excluded. How long is long enough and how far is far enough? In terms of human living arrangements it is a question of how people use the various kinds of power that are available to them.

In physical terms, the onset of chaos in physical experiments is reached by means of adding certain kinds of energy to systems--chemical, mechanical, electrical, etc.--that are capable of different regimes of behavior. These physical systems do not get to chaos by themselves. They get there by way of receiving and processing energy as the quiescent water described above gets to boiling by receiving and processing thermal energy. They are physically driven, deterministic systems. They have regimes of behavior whose characteristics, including transitions to turbulence and to chaos, are determined by manipulation of certain parameters such as temperature, speed of rotation, and voltage.

Numeric systems are more difficult to describe in concrete terms but they too are deterministic. In processes such as the generation of the Mandelbrot set or of Feigenbaum's constant, a finite numerical entity is subjected to repeated recursive layerings or foldings until typically bifurcatory oscillatory behavior occurs. Again, the numbers do not get to chaos by themselves. The "energy" of manipu
0