The Fiscal and Monetary Policy and Economic Fluctuations Essay

The Fiscal and Monetary Policy and Economic Fluctuations - Essay Example It is estimated to be a fifth of the universal total. The country also has a mixed economy and has sustained a steady Gross Domestic Product rate of growth, high levels of research and capital investment, and moderate rate of unemployment. The current economic situation in America is evidently different from the economic situation five years ago. The present Federal Reserve interest rate is between 0 and 0.25% and the Federal Reserve aims to maintain it until 2015. The Federal Reserve decreased the interest rate by half point in December, 2008. Also, the rate of inflation in the United States as of October 2012 was 2.16%. The current rate of inflation is 2.1% in comparison to the 3.8% rate of inflation recorded in 2008. The American inflation estimate constitutes transportation, apparel, recreation, education and communication, medical care, energy, housing, and food and beverages. Finally, the rate of unemployment as of March 2013 was 7.6%. This is equivalent to 11.7 million individ uals. On the other hand, the administration’s larger U-6 rate of unemployment, which incorporates those who are unemployed, was 13.9%. In contrast, the unemployment rate in America five years ago was 4.6% (Wallison, 2013). Question 2 The changes in interest rates, rates of inflation, and rates of unemployment can be attributed to several reasons. The changes in interest rates have been largely influenced by the activities of the Federal Reserve. The Federal Reverse has had an impact on the interest rates through altering the rate at which it loans out fund to financial institutions, altering reserve requirements of financial institutions, and by influencing the supply of funds through open market activities. Also, the Federal Reverse’s Board of Governors have largely contributed to the changes in interest rates by making decisions on changes in discount rates after receiving recommendations from one or more regional Federal Reverse Banks. The changes in rates of inflat ion have been facilitated by the activities of policymakers. The rate of inflation has changed because the law makers have assessed a wide range of fundamental inflation measures to assist in recognizing inflation tendencies. The most conventional forms of inflation measures leaves out commodities that tend to fluctuate in worth often or dramatically, for example, energy and food items. The rate of inflation has decreased because law makers have attempted to steady general consumer costs (LeRoy, 2011). Finally, the rate of unemployment has also changed due to a number of factors, one of them being employment by educational attainment. University educated individuals with a degree or higher educational qualification make up the most significant employment rate with approximately 44,648,000 of them having full time employment. In addition, this group makes up the least rate of unemployment of 4.6%. The highest numbers of unemployment are made up of people who do not have high school d iplomas. These people are followed by high school graduates who do not possess college degrees. Also, people with less than a diploma constitute the least number of people who are employed, at more than 10 million. Question 3 The strategies include encouraging entrepreneurship and small businesses and lowering taxes. Small businesses in America are the base of the United States economy providing employment to a large number of people. Encouraging business startups will encourage

The Dramatic Significance of Act 3.4 of Richard III Essay Example for Free

The Dramatic Significance of Act 3.4 of Richard III Essay Dramatic significance is used in several instances in the given extract from Act 3 Scene 4, for various purposes such as to reveal to us the true nature of Richard, foreshadow deaths and ill-fortunes in the upcoming scenes as well as develop themes that have appeared in previous scenes such as the theme of curses and prophesies. The use of diction in the first few lines contributes to the creation of dramatic significance to develop the theme of evil and the role of the supernatural in the play. Words which connote supernatural and evil powers such as devilish, damned and witchcraft are used by Richard as he accuses people of having cursed him and hence caused harm to his body, such as his arm which he describes as a blasted sapling withered up. Dramatic significance is also used to show irony here as Richard is portraying himself as a victim of their evil forces. However, in actual fact, Richard is the one who is evil and conspires against everyone, attempting to deceive and overthrow them. He is also the one who has most often been associated with hell and the devil by many characters in the previous acts of the play. For example, in Act 1 Scene 3 Margaret refers to Richard as The slave of nature and the son of hell!. The hard alliteration of the d sounds in damned, death and devilish also make him sound evil and cruel. As such, we are able to see through his false front and also realise how absurd his argument is as he is born with the deformities that he is accusing others inflicting upon him. In Act 1, he himself used the phrase rudely stamped to describe himself, which shows that he was born with deformities. Punctuation and diction in Hastings responses to Richard also has dramatic significance as it reveals to us his true feelings towards Richard and establishes the hidden conflict present between them. For example, when Hastings says The tender love I bear your grace, my lord, he exaggerates by the using of the word tender to describe his love and the fact that he places my lord at the end of the sentence, causing a pause in the line, suggests the lack of sincerity in his words. Also, the use of If in his next response to Richard gives us a clear hint of the split between them as it is evident that he doubts Richards words. Dramatic significance is also used to foreshadow the evil that is to come. For example, when Hastings says that whoever offends Richard deserved death, he is digging his own grave as he is unknowingly granting permission for Richard to have him executed. He is unaware that Richard would soon throw accusations on him and have him killed. Hence, Hastingss death is foreshadowed. Another instance where death is foreshadowed is at the end of the extract when Hastings says that England will experience fearfulst time to thee/That ever wretched age hath looked upon and that his executioners Lovell and Ratcliffe shortly shall be dead. This also highlights the theme of curses and prophesies as these curses and prophesies actually come to pass towards the end of the play when Richard and his allies get defeated. In many other cases, curses have been fulfilled but the receivers of the curses or bad omens are ignorant of them and hence are not cautious of the danger that they will face and are unable to avoid them. For example, when Hastings was ordered to be executed, he was angry with himself for having brushed away all the warnings that he got, and not having taken Margarets curses seriously. This is shown through the repetition of Margarets name when Hastings says O Margaret, Margaret and the despaired tone that is conveyed through the use of exclamation marks, commas and diction such as scorn, loathe and wretched. We see Hastings regretfully state the several warnings that he had received, such as the stumbling of his horse upon approaching the tower where traitors were taken to for execution, Stanleys dream of a boar attacking them, in Act 3 Scene 2, which he disregarded, as well as Margarets curse in Act 1 Scene 3 saying That none of you may live your natural age, /But by some unlookd accident cut off!. This is also dramatically significant as well as it creates a sense of pathos for Hastings and his unfortunate predicament. We feel sorry for him and understand his pain and anger as he could have avoided this misfortune from happening as he says, For I, too fond, might have prevented this!. Lastly the stage directions in the extract are relevant in creating dramatic significance to show Richards forceful nature and power to control the behaviour of the noblemen and rope in their support. Firstly, he shows how easily he can call for an execution of someone by saying Off with his head. Now by Saint Paul I/Swearlook that it be done, making it sound all religious and official. After which, he says, The rest that love me, rise and follow me almost as if he were threatening those who stay behind with the same ending as what he had just caused for Hastings. As a result, the stage directions in response to Richards ending line is Exeunt [all but] LOVELLE and RATCLIFFE, with the LORD HASTINGS, showing us that the rest do fear Richard, his power, and that they understand the danger of losing their lives. This is also felt by Hastings as he describes him as O bloody Richard!. Hence, dramatic significance has been used effectively in the given extract to help us readers better understand the play and the message and ideas that Shakespeare is trying to convey.

Introduction Essay :: essays research papers

Who Am I? My name is xxxxx xxxxx. I am XX years old, married, and have three sons. I was born in Greensboro, NC and lived there until I was 19. I attended XXXX with the intention of getting an Associate's Degree in Commercial Art and Advertising Design. I was gifted in and loved drawing and painting. It never occurred to me that I would have a career in anything else. The summer after my first semester at XXXX, my parents saw an advertisement in the newspaper for those interested in a career as a flight attendant. My parents pressured me to go to the airline's open house. I flat out refused. After all, I was 19 and madly in love with my unemployed 30 year old boyfriend who still lived with his parents. I went to the airline's open house and there were hundreds of women there. Some of us, including myself, were chosen to speak in front of the mass audience of candidates. The next day, an airline representative called me and asked me to fly to Chicago the following day for a formal interview. I did not want to go at all! I was petrified of getting on an airplane. My boyfriend didn't want me to go. Most of all, I was going to be a graphic artist and had never even considered this job in my life. Through many interviews, six weeks of training away from home, several bouts of tearfully begging my mom to let me come home, I became one of the first 19 year olds to become a flight attendant. I absolutely loved my job and the freedom it gave me. I was able to travel to places I never had dreamed of going. I did my job well and was enamored and confident with the different people I met. I planned to retire as a flight attendant. But things change when husbands and babies come along. When I had my first baby and had to leave him for the first time, I cried uncontrollably the entire trip. My feelings of missing him only grew. Several times, I broke down in the middle of a service when I saw a child. When my second baby came along, I decided that I could no longer have both this career and a family. Introduction Essay :: essays research papers Who Am I? My name is xxxxx xxxxx. I am XX years old, married, and have three sons. I was born in Greensboro, NC and lived there until I was 19. I attended XXXX with the intention of getting an Associate's Degree in Commercial Art and Advertising Design. I was gifted in and loved drawing and painting. It never occurred to me that I would have a career in anything else. The summer after my first semester at XXXX, my parents saw an advertisement in the newspaper for those interested in a career as a flight attendant. My parents pressured me to go to the airline's open house. I flat out refused. After all, I was 19 and madly in love with my unemployed 30 year old boyfriend who still lived with his parents. I went to the airline's open house and there were hundreds of women there. Some of us, including myself, were chosen to speak in front of the mass audience of candidates. The next day, an airline representative called me and asked me to fly to Chicago the following day for a formal interview. I did not want to go at all! I was petrified of getting on an airplane. My boyfriend didn't want me to go. Most of all, I was going to be a graphic artist and had never even considered this job in my life. Through many interviews, six weeks of training away from home, several bouts of tearfully begging my mom to let me come home, I became one of the first 19 year olds to become a flight attendant. I absolutely loved my job and the freedom it gave me. I was able to travel to places I never had dreamed of going. I did my job well and was enamored and confident with the different people I met. I planned to retire as a flight attendant. But things change when husbands and babies come along. When I had my first baby and had to leave him for the first time, I cried uncontrollably the entire trip. My feelings of missing him only grew. Several times, I broke down in the middle of a service when I saw a child. When my second baby came along, I decided that I could no longer have both this career and a family.

Affirmative Action Plan Essay

Affirmative action is a plan to promote the efforts of employers, schools and other organizations to recruit and hire groups that have previously been discriminated against. It is important to note that affirmative action programs do not require employers to hire unqualified people for a job. Equal employment opportunity is used to describe policies that prohibit discrimination of any kind. Affirmative action is a program that analyses the make up of the current workforce, establishes guidelines to insure an employer is not underutilizing certain groups and identifies and removes barriers for employment. Equal employment is the legislation that provides the oversight and investigates any allegations of discrimination and unfair treatment. To effectively implement an affirmative action program is important to have management support. This is not the type of program that can be successful at the grass roots level. The first step is to designate a high level manager as the champion. This person will be responsible for setting the overall tone for the program and will ensure that his managers at all levels throughout the organization take part in the implementation process as well as ensuring that the program is being effectively managed. The next decision is what kind of plan will be implemented from the two basic strategies, good faith effort or quota. Good faith focuses on changing the hiring practices that have created these inequities. It is also aimed at removing any obstacles that might be in the way of hiring minorities, women or disabled persons. Quotas are focused on the results and getting certain groups hired by implementing restrictions. Employers are required to meet specific numbers to be successful. Good faith is the preferable strategy because it focuses on a more positive approach while still hiring the best candidate for the job. There are many steps that are needed to roll-out an affirmative action plan. The following are the steps necessary in the development and implementation: 1. It is extremely important to develop the policy statement that will guide the entire program. In many instances this policy statement is also used as a clause on contracts as well as company newsletters and advertisements. Once the policy statement is completed the specific goals and objectives of the affirmative action program need to be established and disseminated throughout the organization. The goal of the program is to remedy the past and continued discrimination in hiring based on race, ethnicity and gender. The goal also addresses creating a work place that embraces the differences. Questions that must be answered are: What is the strategy to obtain the goal and what are the timelines associated with reaching our goal? 2. All the HR processes and job qualification standards to make sure that the job qualifications are consistent with the business need. Job analyses and job descriptions must be reviewed as well to ensure that they too are structured accordingly. Another aspect that should be done to ensure that the right protected groups are being targeted is the workforce analysis. What is the breakdown and make up of the employee population. This will help in the initial efforts. It is also necessary to audit this on an ongoing basis. 3. Detailed program initiates need to be written and communicated. The program should include details on recruiting, hiring and training employees as well as the company’s position on fair employment practices. 4. Develop the training program for HR managers as well as line managers at all levels. All employees must understand their responsibilities as they relate to an effective affirmative action program. How to effectively recruit and hire based on the program. Information should also be included in the company’s code of conduct booklet. Affirmative action should also be covered in employee orientation. 5. Training is the first step in forming a better understanding within the company, however unless the corporate goals and objectives are aligned with each department, the program will be harder to enforce. It is important to tie the affirmative action objectives to an individual’s performance and  part of the review process. This will ensure adherence. 6. The communication plan is another crucial part of the program and involves many steps. Employers should get the word out that they are an equal opportunity employer. Communicating this message is great publicity. Unless it is communicated effectively no one will know. Communications must be used to promote implementation internally. Posters can be put up throughout the facility or special edition newsletters to create enthusiasm for the program. The next level of communication is to go out into the communities by placing advertisements in local papers, talks with the local officials to gain support. Perhaps by establishing an arrangement to get applicant referrals through various state agencies, college placement offices and labor organizations perspective employees can be canvassed. Develop the appropriate communication strategies to target the right candidates for openings. If women are being sought after, then perhaps placing advertisements in a journal or periodical that has a higher female readership. Provide written notification of company affirmative action policy to subcontractors, vendors and suppliers and make sure that the company is partnering with the right mix. Today it is very important to align with other organizations that are minority owned. 7. Establish a training program for incumbents and current employees to supplement their skill set. An on the job training program as well as access to higher education will provide create the environment needed to be successful and will further eliminate obstacles for minorities and women. It is important not only to provide minorities and female employees with the educational opportunity, but to actively encourage participation. 8. Establish programs such as flex hours, child care and working from home to assist working mothers and or fathers with child care issues that would have precluded them from being successful in the past. 9. Design and implement an audit and reporting system to measure the effectiveness of an affirmative action program. If an affirmative action program is found to be deficient, actions must be taken to fix the problems. It is important to monitor an organization’s success on an ongoing basis and provide the necessary coaching when necessary. Diversity goes a long way to enrich our lives. People bring varying levels of experience and knowledge based on their individual backgrounds. It is important to encourage employees and managers to view these differences in a positive light. Affirmative action should have a positive view in the workplace for it to be successful. In avoiding the use of a quota system, employers remove the negative connotation that has historically been associated with a program like this. The diverse culture in our workplace is about finding the right person for the job, not hiring based on a person’s gender or color. The plan will be successful because it will become part of the corporate culture. When management endorses a program such as this and is dedicated to its success, line managers at all levels are also determined to make it work. It is important to communicate the details of the program in a manner that is understandable as well as non-controversial to gain the maximum amount of support. Ensuring that the hiring process removes all obstacles as well as working with contractors and outsource providers that also have affirmative action plans will further the success of the program. References Go to: http://www.apa.org/pubinfo/HowAffirmActBenAmerica.pdf Go to: http://www.fca.gov/Download/AEP%20Inspection%20Report.pdf Go to: http://hr.dop.wa.gov/wfd/guidlines.pdf

Anarchy State and Utopia Essay

Distributive Justice Robert Nozick From Anarchy, State, and Utopia, 149-182, with omissions. Copyright @ 1974 by Basic Books, Inc. Reprinted by permission of Basic Books, a subsidiary of Perseus Books Group, LLC. The minimal state is the most extensive state that can be justified. Any state more extensive violates people’s rights. Yet many persons have put forth reasons purporting to justify a more extensive state. It is impossible within the compass of this book to examine all the reasons that have been put forth. Therefore, I shall focus upon those generally acknowledged to be most weighty and influential, to see precisely wherein they fail. In this chapter we consider the claim that a more extensive state is justified, because necessary (or the best instrument) to achieve distributive justice; in the next chapter we shall take up diverse other claims. The term â€Å"distributive justice† is not a neutral one. Hearing the term â€Å"distribution,† most people presume that some thing or mechanism uses some principle or criterion to give out a supply of things. Into this process of distributing shares some error may have crept. So it is an open question, at least, whether redistribution should take place; whether we should do again what has already been done once, though poorly. However, we are not in the position of children who have been given portions of pie by someone who now makes last minute adjustments to rectify careless cutting. There is no central distribution, no person or group entitled to control all the resources, jointly deciding how they are to be doled out. What each person gets, he gets from others who give to him in exchange for something, or as a gift. In a free society, diverse persons control different resources, and new holdings arise out of the voluntary exchanges and actions of persons. There is no more a distributing or distribution of shares than there is a distributing of mates in a society in which persons choose whom they shall marry. The total result is the product of many individual decisions which the different individuals involved are entitled to make. Some uses of the term â€Å"distribution,† it is true, do not imply a previous distributing appropriately judged by some criterion (for example, â€Å"probability distribution†); nevertheless, despite the title of this chapter, it would be best to use a terminology that clearly is neutral. We shall speak of people’s holdings; a principle of justice in holdings describes (part of) what justice tells us (requires) about holdings. I shall state first what I take to be the correct view about justice in holdings, and then turn to the discussion of alternate views. Section 1 The Entitlement Theory The subject of justice in holdings consists of three major topics. The first is the original acquisition of holdings, the appropriation of unheld things. This includes the issues of how unheld things may come to be held, the process, or processes, by which unheld things may come to be held, the things that may come to be held by these processes, the extent of what comes to be held by a particular process, and so on. We shall refer to the complicated truth about this topic, which we shall not formulate here, as the principle of justice in acquisition. The second topic concerns the transfer of holdings from one person to another. By what processes may a person transfer holdings to another? How may a person acquire a holding from another who holds it? Under this topic come general descriptions of voluntary exchange, and gift and (on the other hand) fraud, as well as reference to particular conventional details fixed upon in a given society. The complicated truth about this subject (with placeholders for conventional details) we shall call the principle of justice in transfer. And we shall suppose it also includes principles governing how a person may divest himself of a holding, passing it into an unheld state. ) If the world were wholly just, the following inductive definition would exhaustively cover the subject of justice in holdings. 1. A person who acquires a holding in accordance with the principle of justice in acquisition is entitled to that holding. 2. A person who acquires a holding in accordance with the principle of justice in transfer, from someone else entitled to the holding, is entitled to the holding. . No one is entitled to a holding except by (repeated) applications of 1 and 2. The complete principle of distributive justice would say simply that a distribution is just if everyone is entitled to the holdings they possess under the distribution. A distribution is just if it arises from another just distribution by legitimate means. The legitimate means of moving from one distribution to another are specified by the principle of justice in transfer. The legitimate first â€Å"moves† are specified by the principle of justice in acquisition. Whatever arises from a just situation by just steps is itself just. The means of change specified by the principle of justice in transfer preserve justice. As correct rules of inference are truth-preserving, and any conclusion deduced via repeated application of such rules from only true premisses is itself true, so the means of transition from one situation to another specified by the principle of justice in transfer are justice-preserving, and any situation actually arising from repeated transitions in accordance with the principle from a just situation is itself just. The parallel between justice-preserving transformations and truth-preserving transformations illuminates where it fails as well as where it holds. That a conclusion could have been deduced by truth-preserving means from premisses that are true suffices to show its truth. That from a just situation a situation could have arisen via justice-preserving means does not suffice to show its justice. The fact that a thief’s victims voluntarily could have presented him with gifts does not entitle the thief to his ill-gotten gains. Justice in holdings is historical; it depends upon what actually has happened. We shall return to this point later. Not all actual situations are generated in accordance with the two principles of justice in holdings: the principle of justice in acquisition and the principle of justice in transfer. Some people steal from others, or defraud them, or enslave them, seizing their product and preventing them from living as they choose, or forcibly exclude others from competing in exchanges. None of these are permissible modes of transition from one situation to another. And some persons acquire holdings by means not sanctioned by the principle of justice in acquisition. The existence of past injustice (previous violations of the first two principles of justice in holdings) raises the third major topic under justice in holdings: the rectification of injustice in holdings. If past injustice has shaped present holdings in various ways, some identifiable and some not, what now, if anything, ought to be done to rectify these injustices? What obligations do the performers of injustice have toward those whose position is worse than it would have been had the injustice not been done? Or, than it would have been had compensation been paid promptly? How, if at all, do things change if the beneficiaries and those made worse off are not the direct parties in the act of injustice, but, for example, their descendants? Is an injustice done to someone whose holding was itself based upon an unrectified injustice? How far back must one go in wiping clean the historical slate of injustices? What may victims of injustice permissibly do in order to rectify the injustices being done to them, including the many injustices done by persons acting through their government? I do not know of a thorough or theoretically sophisticated treatment of such issues. Idealizing greatly, let us suppose theoretical investigation will produce a principle of rectification. This principle uses historical information about previous situations and injustices done in them (as defined by the first two principles of justice and rights against interference), and information about the actual course of events that flowed from these injustices, until the present, and it yields a description (or descriptions) of holdings in the society. The principle of rectification presumably will make use of its best estimate of subjunctive information about what would have occurred (or a probability distribution over what might have occurred, using the expected value) if the injustice had not taken place. If the actual description of holdings turns out not to be one of the descriptions yielded by the principle, then one of the descriptions yielded must be realized. The general outlines of the theory of justice in holdings are that the holdings of a person are just if he is entitled to them by the principles of justice in acquisition and transfer, or by the principle of rectification of injustice (as specified by the first two principles). If each person’s holdings are just, then the total set (distribution) of holdings is just. To turn these general outlines into a specific theory we would have to specify the details of each of the three principles of justice in holdings: the principle of acquisition of holdings, the principle of transfer of holdings, and the principle of rectification of violations of the first two principles. I shall not attempt that task here (Locke’s principle of justice in acquisition is discussed below. )†¦ . How Liberty Upsets Patterns It is not clear how those holding alternative conceptions of distributive justice can reject the entitlement conception of justice in holdings. For suppose a distribution favored by one of these non-entitlement conceptions is realized.

Free Essays on Mind Play

Since as far back as when the great Greek Philosopher Aristotle studied the workings of human emotions, learning, and perception, scientists and doctors alike have been interested in the mysterious workings of the human mind. Across various nations, the studies of the brain developed and expanded as technology and science created new and innovated ways to study and observe through scientific learning. However, it has become apparent that the minds of both humans and animals alike are far more complex than scientists and philosophers had originally assumed. Psychology has since become the science of behavior and human processes. Many fields have been developed as sub-divisions within the vast field of psychology. Two of the most common are clinical psychologists and psychiatrists. The most distinct differences between clinical psychologists and psychiatrists are the areas in which they work, they education that is required for them to participate in their fields, and the ways in which they treat their patients. The field of clinical psychology has become of great interest to numerous individuals in recent years. The desire to help and understand people is shared greatly throughout the nation, and even the world. Year by year, more and more clinics are being opened for new clinical psychologists to open their own practices in. The clinics generally consist of one or more offices where the psychologist either runs his own practice or shares the practice with other psychologists of the same demeanor. Each of the psychologists has been through at least four years of college and has received a bachelor’s degree in psychology. To receive the title of clinical psychologist, a person must have completed a four-year bachelors program at a university. After the psychologist receives his four-year degree and entered a clinic, it is time for the psychologist to begin his practice. Within the clinic, the psychologist may administer psychotherapy ... Free Essays on Mind Play Free Essays on Mind Play Since as far back as when the great Greek Philosopher Aristotle studied the workings of human emotions, learning, and perception, scientists and doctors alike have been interested in the mysterious workings of the human mind. Across various nations, the studies of the brain developed and expanded as technology and science created new and innovated ways to study and observe through scientific learning. However, it has become apparent that the minds of both humans and animals alike are far more complex than scientists and philosophers had originally assumed. Psychology has since become the science of behavior and human processes. Many fields have been developed as sub-divisions within the vast field of psychology. Two of the most common are clinical psychologists and psychiatrists. The most distinct differences between clinical psychologists and psychiatrists are the areas in which they work, they education that is required for them to participate in their fields, and the ways in which they treat their patients. The field of clinical psychology has become of great interest to numerous individuals in recent years. The desire to help and understand people is shared greatly throughout the nation, and even the world. Year by year, more and more clinics are being opened for new clinical psychologists to open their own practices in. The clinics generally consist of one or more offices where the psychologist either runs his own practice or shares the practice with other psychologists of the same demeanor. Each of the psychologists has been through at least four years of college and has received a bachelor’s degree in psychology. To receive the title of clinical psychologist, a person must have completed a four-year bachelors program at a university. After the psychologist receives his four-year degree and entered a clinic, it is time for the psychologist to begin his practice. Within the clinic, the psychologist may administer psychotherapy ...

The Challenge of US policy on essays

The Challenge of US policy on essays The Challenge of US policy on Educational Sciences The perception among policymakers is that spending more money on technology in the education system will improve student achievement in math and science. What they have not determined is how the new technology will be used. The tools are given to the teachers without ensuring the teachers can or will make effective use of them. In spite of this more than $5 billion will be spent on educational technology this year. The Clinton administration, and several state governors have recently endorsed technology as a necessary tool for education. However, immediate results from the infusion of technology into the classrooms should not be expected. As with any new tool, a period of adaptation and skill-building will be needed before benefit is evident. The is no guarantee that technology improves student achievement. We need to educate the educators. We cannot wait for the new bread of educator (recent teaching graduates) to dominate the classroom before benefits from technology can be captured. Technology is not a panacea, it alone can not improve our science and math scores. Our educators must be trained to use these tools and be able to teach the levels of science needed by today's student. Technology in the classroom is not the quick fix for declining math and science scores, but rather a facilitator to teaching and learning. Even training the educators to use these high-tech teaching tools is not enough, they must learn how to apply them to their curriculum. Learning to use a tool is one thing; learning how to make it useful is another. Survey's show that 46 percent of all educational technology courses are only half-day courses, and 79 percent of these focus on hardware, the software, or internet usage. Teachers are left to stumble upon ways to migrate the technology into classroom instruction. This appear to be a less than effective way to achieve what the tec ...