Why did China not Experience an Industrial Revolution Between c. 1700 Essay

Why did China not Experience an Industrial Revolution Between c. 1700 and 1949 - Essay Example As the paper highlights coal was at the time a better form of heat production. It gave constant, reliable amount of heat without giving out a lot of by products as a waste. The changeover was due to great innovation from individuals and group of people who skilfully devised ways to make work easier and create a better life for everyone. Most of the innovations were involuntary and automatic, but additionally, there were others that founded through a series of experiments and exploit of science. This revolution that is an industry based commenced in Britain and after a few years later it stretched to the United States of America, as well as Western Europe. It grades one of the most significant turning points in the account of the history of the whole world. Nearly all aspect of the everyday life of the inhabitants of the planet was greatly influenced in one way or another. The thing that was mostly experienced was the sharp growth of the human population. The society at this period was exceedingly rural in nature. The revolution changed this to a much modern and urban society for most of the nations at that time. Many countries experienced this mode of change that spread from the centre of origin in Britain. China has had a dynamic economy in terms of its economy in the recent years. But why did it delay in achieving better industrialization in the period that other states in Europe and other countries in the regions of the world were developing? This paper is going to assess the reasons why china did not experience ‘industrial revolution’ between c. 1700 and 1949.

American Wartime Music Composers - Cohan & Berlin Term Paper

American Wartime Music Composers - Cohan & Berlin - Term Paper Example The 20th century was such a juxtaposition of styles, forms, and genres of music that it was difficult to chose two "composers" who had something in common. Perception is one of the most important tools of propaganda. For the first time aural perception was combined with the visual. Audiences became more demanding as the subjective choice of music was more diverse and more complicated . The radio was a significant factor in the mass distribution of different types of music. By World War II, composers of all genre were put in the forefront for the first time in history . Contrary to social believe, composers were highly touched by the effects of the number of deaths of the World War I and the number of deaths by the flue pandemic which closed theaters for almost 3 years. The two World Wars created different levels of propaganda and thus music was used differently. By World War II, audiences expected to be entertained by going to dance halls, jazz bands, musicals, music revues†¦. A s radio was a major form of entertainment in the majority of American households, music stations flourished. By World War II, it was common to go to cinema once a week. The United States War Office had a "Wartime Music Committee". (Sheppard 304) Audiences at home were under the influence that all was going well in both wars and soldiers were played music when they were in the mess hall; saw movies and were fed propaganda that the Americans were winning battles. Music was an important part of the war effort Each soldier was given a book of military songs. Over 9 000 songs were composed from the start of World War 1. Composers and producers were drafted or volunteered to entertain the troops. At the turn of the century, Musical theatre was a juxtaposition of a group of songs with a slight story line. George Cohan (b. 1878 d.1942) was raised in a family of vaudeville performers. (Kenrick) In the early 1900's the US was in a state of economic stability and patriotism. American Musical t heater was in its infancy. Vaudeville performances were still common. A group of diverse traveling performers would perform on stage with no continuity in the program. He is quoted as saying his family was making $1 000.00 a week in the late 1800's. (Kenrick)When he came to New York, he began writing and composing his own songs and "sketches". They were the equivalent of musicals but they were simplistic and missed the continuity of full musicals of today. They were a group of songs, perhaps in different keys without any or a few common musical themes. He is considered the father of American Musical Theatre.(Ewan 68) As a proud chauvinist, his song writing was one of the first to be used to promote national cause or "national propaganda". As soon as President Wilson declared war, his most famous song "Over There" became a national hit. (Kenrick) It showed the value of fighting the war. His war songs showed the negative side of staying out of the war. His songs did not take into acco unt the human emotional side of fighting a war. Irving Berlin (1888-1989) was one of many Jewish immigrants who came to the US as a child. He lived in abject poverty. His father was a singer (cantor) in the synagogue so his son would have had vocal religious training. This fact is not to be neglected as a young orthodox Jew he chanted his studies. (Kenrick) Once in the US, his father died within 2 years and as a child I Berlin went to work on the streets to help support his family. Little by little

Symbolism Iconography

Symbolism Iconography The use of symbols and icons predates human spoken and written languages. In his book, Understanding Comics: The Invisible Art, Scott McCloud (1993) defines an icon as any image used to represent a person, place, thing, or idea. While a symbol is an image we use to represent concepts, ideas, and philosophies (p. 27).   He also defines Icons of the practical realm as icons of language, science, and communication (McCloud, 1993, p. 27). Each of these types of icons have varying degrees of meanings. A representational icons meaning is fluid and varies depending on the degree of realism. The second being non-pictorial icons, or as Scott McCloud calls them icons of the practical realm have a fixed and absolute meaning. Simply, their meaning does not change with their appearance such examples include the peace sign or the number 5. Finally, there are completely abstract icons. The most common being words. Words do not represent a pictorial meaning at all. Icons that have a fixed or absolute meaning are icons of the practical realm as McCloud states. These are such things as letters (A), numbers (5), punctuation (!), music notes (à ¢Ã¢â€ž ¢Ã‚ ª), and mathematical symbols like pi (à Ã¢â€š ¬). No matter how one writes or represents this icon the meaning stays the same. To visit the beginning, one would have to go back to 3300 BCE. This is the believed to be the beginning of Egyptian hieroglyphs (history-world.org, 2007). Many people believe that hieroglyphs are representational icons, in that they represent what they depict. This is not the case as it has been discovered that hieroglyphs are interpreted as sounds, much like our alphabet. For example, three birds in a row was not interpreted as birds instead it was interpreted as the sound baà ­u (McCloud, 1993, p. 12). Most of us have been taught the alphabet in grade school and that each letter represents at least one sound. No matter how one writes or types a letter, its meaning do es not change. For example, you can still read this sentence even though every word is in a different font. Some types of these icons have become pretty much universal with the advent of the digital world. Much like every word in this research paper they are completely abstract. None of these words visually represent what they mean. For example, if you read the word cat it does not represent the furry four-legged pets we know and love. A representational icons meaning is fluid and varies depending on the degree of realism. The best example, and the one Scott McCloud utilizes, is the human face (See visual example on the next page). In this example a photograph would be an icon that most represents real life. The next step down would be a realistic drawing of that face. There are many things that set these apart from actual faces Theyre smaller, flatter, less detailed, they dont move. They lack color but as pictorial icons go, they are pretty realistic (McCloud, 1993, p. 28). The third step is more abstract and looks close to the style found in most adventure comics. Continuing to simplify it we get to a face made from just lines and shapes, it looks more like a cartoon. Finally, we have a circle with two dots for eyes and a line for a mouth. The advantage to stripping down the realism is the universality of the imagery. The simpler it is the more people it could describe. Using the previous example, the picture can only describe one person while the realistic drawing could describe a few. The adventure style may represent thousands of people while the cartoon version could describe millions of people. Finally, the two dots and the line within a circle represents nearly all people. This graphic represents many gradients from complex to simple, realistic to iconic, objective to subjective, and specific to universal (McCloud, 1993, p. 46). However, this is just one side of an entire spectrum. McCloud (1993) states that the pictorial side is the received side where we need no formal education to get the message. The message is instantaneous (p. 49). The other side is perceived, as the spectrum becomes even more abstract it crosses from the representational icon to the completely abstract icon. This writing being perceived information. It takes time and specialized knowledge to decode abstract symbols of language (McCloud, 1993, p. 49). This creates an entire spectrum shown on the next page. McCloud (1993) states that when pictures are more abstracted from reality, they require greater levels of perception, more like words. When words are bolder, more direct, they require lower levels of perception and are received faster, more like pictures (p. 49). In his book, How to Design Logos, Symbols Icons, Gregory Thomas (2000) says that the oldest ideograph symbols are the circle, cross, triangle, and the square (p. 9-10). Circles were used to signify the endlessness of the universe, eternity, or God. These symbols were found on pre-Columbian caves. Open circles may represent openings such as eyes or a mouth. One with a dot in the center may represent the sun and this has been used in every cultural sphere on earth before inter-civilization communication (Thomas, 2000, p. 9). The cross predates Christianity and was one of the earliest signs traced back to the Neolithic Age. Now commonly used to signify Christianity. The triangle was symbolic due to its three even sides, used to define a multiple of triads such as birth, life and death or body, soul, and spirit (Thomas, 2000, p. 9-10). Opposite the circle, the square signifies matter, earth, restraint, solidarity, order, and safety (Thomas, 2000, p. 10). Present day a few people have come together to create standards. Seeing that everyone is now connected through the internet and many people travel throughout the world a need for a standard for symbols and signs arose. Out of this need the International Organization for Standardization (ISO) was created. Its main goal is to raise public awareness of ISO graphical symbols which transmit safety messages and other important information without creating language barriers (International Organization for Standardization, 2013). With this standardization, an individual would be able to travel anywhere, even where one may not know the language, and they would still be able to understand basic signs like no smoking, parking, or restroom. With the advent of the digital era there was need for more standardization. This first came in the form of the American Standard Code for Information Interexchange (ASCII) which is a standard that assigns letters, numbers, and other characters within the 256 slots available in 8-bit code (Computer Hope, n.d.). Slots 0-31 were non-printable codes, 32-127 are considered Lower ASCII and this contains the older American systems. Then there is the Higher ASCII, codes 128-255 which is programable and is based on the language of your operating system, the program currently being used, or for foreign letters (Computer Hope, n.d.). As one may have guessed this system became very limiting very fast as the internet became an international tool and this system only has 256 character slots. Thus, a new system was established. This new system is the Unicode Standard developed by the Unicode Consortium (unicode.org, 2015). The earliest updated version was released June of 2016, Unicode 9.0 sports a total of 1,114,112 code points (the same as a slot in ASCII) with only 267,819 code points being used (BabelStone, 2016). This gives more than enough room to accommodate language variances including a multitude of oriental symbols and everyones favorite: the emoji. First, a quick clarification on the difference between emojis and emoticons. Emojis are images and symbols that are rendered on the device, for example à °Ã… ¸Ã¢â€ž ¢Ã¢â‚¬Å¡, while emoticons are simple expressions and faces created with standard keyboard characters for example :-). Originating in Japan, emojis were developed in 1999 by Shigetaka Kurita, an employee of NTT DoCoMo. They were the biggest mobile-phone operator in Japan and were under increasing pressure to support a new obsession among the Japanese people, with images. Mr. Kurita, also known as Mr. Emoji, realized that digital communication robbed people of the ability to communicate emotion (Schenker, 2016). The name emoji originated from picture (e) and character (moji). This then became a part of the Shift JIS Japanese character encoding scheme. It wasnt until Apple incorporated the emoji that it became globally popular. However, in 2007 they incorporated an emoji keyboard into their mobile operating system (iOS) to be able to sell iPhones to Japanese customers, but hid this feature on iPhones sold everywhere else. People outside of Japan soon discovered this and they found that they could unlock the emoji keyboard by downloading a Japanese language app, and emojis spread like wildfire (Schenker, 2016). It wasnt until 2011 that Apple officially supported emojis internationally with the release of iOS 5. To make this trend a reality emoji character sets were incorporated into Unicode in 2010. Therefore, no matter what operating system is sending or receiving an emoji everyone can still view them because of the great standardization in digital communication. With a clear definition of emojis versus emoticons one may wonder what the father of the emoticon thinks about emojis. In an interview with the UKs Independent, Scott Fahlman, the Carnegie Mellon University professor who invented the emoticon, said I think they are ugly, and they ruin the challenge of trying to come up with a clever way to express emotions using standard keyboard characters. But perhaps thats just because I invented the other kind (Bignell, 2012). Today we have 1,851 different emojis and they have become more multi-cultural, racially diverse, and gender diverse. As a relatively recent development it has already come a far way and has a bright future ahead of it. While words are abstract icons, the recent revolution of emojis brings rise to the use of a unified standard for non-representational icons. Icons demand our participation to make them work. There is no life [in an icon] except that which you give to it. Its been over [forty-four] years since McLuhan first observed that people à ¢Ã¢â€š ¬Ã‚ ¦ didnt want goals so much as they wanted roles! And thats what visual iconography is all about (McCloud, 1993, p. 59). BabelStone. (2016, June 22). How many Unicode charachters are there? Retrieved from babelstone.co.uk: http://www.babelstone.co.uk/Unicode/HowMany.html Bignell, P. (2012, September 8). Happy 30th birthday emoticon! :-}. Retrieved from Independant.co.uk: http://www.independent.co.uk/life-style/gadgets-and-tech/news/happy-30th-birthday-emoticon-8120158.html Computer Hope. (n.d.). computerhope.com. Retrieved from ASCII: http://www.computerhope.com/jargon/a/ascii.htm history-world.org. (2007, January). An Explanation of Hieroglyphics. Retrieved from International World History Project: http://history-world.org/hieroglyphics.htm International Organization for Standardization. (2013, January). The international language of ISO graphical symbols. Retrieved from iso.org: https://www.iso.org/files/live/sites/isoorg/files/archive/pdf/en/graphical-symbols_booklet.pdf McCloud, S. (1993). Understanding Comics: The Invisible Art. New York: HarperCollins Publishers. Schenker, M. (2016, October 11). The suprising history of emojis. Retrieved from webdesignerdepot.com: http://www.webdesignerdepot.com/2016/10/the-surprising-history-of-emojis/ Thomas, G. (2000). How to Design, Logos, Symbols Icons. Cincinnati: How Design Books. unicode.org. (2015, December 1). What is Unicode? Retrieved from unicode.org: http://unicode.org/standard/WhatIsUnicode.html

Sense and Sensibility :: essays research papers

Sense and Sensibility   Ã‚  Ã‚  Ã‚  Ã‚  Jane Austen was born on December 16, 1775, in Seventon Parsonage in Hampshire England. She was the seventh child of eight children. She was well educated by her father, who was a clergyman. When she was young she started writing novels for her family. It took her fifteen years to find a publisher, but when she did, her words became very widely known. To this day she is considered to be the first great woman novelist. Austen’s novels are mostly set in her own upper middle class English Country environment. They are based upon a young woman heroine who always ends up happily married. Austen shows how people struggle with issues of monetary value and the unhappiness it brings. She also shows how people struggle with their feelings and emotions for each other. In her novels, all the characters learn a lesson. The book Sense and Sensibility was published in 1811, and it is based on the observation of the people of her time. Because her novels always express the patterns of behavior of the people of her time, people find then informative as well as entertaining.   Ã‚  Ã‚  Ã‚  Ã‚  Sense and Sensibility is about the Dashwoods, who are struggling to overcome the death of their father and husband. When he died, they were left virtually penniless, and because the law says that everything is passed down to the son of the decease the family is left with nothing and no place to live. The Dashwoods move in to a small cottage in Barton. But before they leave the oldest daughter falls in love with Edward Farris. Edward is part of England’s upper class, and his sister does not approve of his relationship with Elinor Farris, so she sends him away to London. Shortly after moving to Barton, another on of the Dashwood girls, Marianne, meets Mr. Willouby after she falls down while running in the rain. Willouby is quite handsome and soon he and Marianne become quite fond of each other. Willouby’s family does not like the idea of him marrying a poor girl, and they threaten to strip him of his wealth and inheritance if he marries her. At about t he same time, Elinor finds out that Edward has been secretly engaged to someone else for five years.

“A Child Called It” Reflection

child called it â€Å"A Child Called It† Reflection Jessica Budzinski Sociology 2004A Prof. S. Becker September 14, 2012 When I was presented the assignment to read the award winning novel â€Å"A Child called it† by David Pelzer I had mixed feelings. I remember last semester a couple of my friends were reading the novel for their school, family, and community class. They told me about the book they had to read and how it was disturbing and some parts were unbearable to read. They revealed it was about a boy who is abused in the worst ways, and nobody does anything about it.Once receiving the book as well as the assignment I began reading it so I could have my own interpretation about the book. While reading through the novel I felt as it I was right next to David in all the situations he goes through. I felt as if I hated his manipulating mother, spineless father, and emotionless brothers just as much as David did. â€Å"A Child Called It† was extremely helpful in understanding more of what a student may be going through outside of the school environment, that may lead to negative behavior and discipline in the classroom.For example when David’s teacher first observed David stealing food from other students lunch boxes, she believed this was because of rebellion and negative behavior. What she didn’t know was that his mother had been denying him food for such long periods of time that his only hope for survival is to steal food from other students. This makes me think as a future educator to think twice before judging a student inside of the classroom. In some cases students just don’t act out to be funny or rebel, but to send out a message that they are in need of assistance inside their home.I believe that it’s very important to analyze how manipulating David’s mother was towards everyone around her. David’s mother is excellent at making people see David as a â€Å"bad boy† so that they ag ree with her actions of not letting him play outside or having him sit in the corner as a punishment. Its unreal to me that that David’s brothers who are his own blood can walk into the bathroom and see him lying in a bathtub of ice cold water and not have a care in the world about him.Most importantly his father is an important symbol in the novel. Its obvious that towards the beginning of David’s neglection that he disagreed with the way his wife was treating David. For example, when David’s mom was in the hospital giving birth to his brother his father let him interact with her brothers and have dinner. He helped David put away the dishes after he was stabbed by this mother and forced to wash the dishes while in horrific pain. His father would also attempt to save him food and sneak it to the garage.David’s mother became aware of these actions and began fighting and arguing with her husband constantly that he began to rarely come home When he did arriv e home he was intoxicated and unable to have any contact with David. David’s father was also getting abused but in a different way, towards the middle of the novel he didn’t want to start an argument with his wife so he would just stay away from David and no longer give him food. David’s mother repeatedly told David and his brothers that David was no longer part of the family.David’s mother was very loving to her other children, but from a young age her actions of abusing David were seen by her other children, In the novel David talks about how his little brother would make up stories and tell their mother so they can watch David get beaten. David’s brothers also physically abused him, by kicking and hitting him. I found it interesting that at the time of this novel the people around David other then his family were not suspicious about the Pelzer family. For example on Christmas David was only allowed to receive one gift because he is no longer pa rt of the family.He received a pair of roller skates, even as a young boy he knew this gift would be used as a punishment. During the wintertime his mother forced him to skate around the neighborhood for hours, he would be wearing the same dirty thin clothes he always wore. He writes about passing his neighbors and people in cars, but they didn’t even think twice about this action. David tells us that he was starved for a ten-day period and had no choice but to go door to door and ask for food. The people he asked either said no or handed him a sandwich not even wondering why he was knocking on their door for food and not going home.If this were to happen in today’s society people would be suspicious and ask the boy questions. The teachers in the school would wonder why he came to school with the same clothes, missing teeth, broken bones, and starving. David presented the topic that was rarely discussed in his time. He presented the ugly side of amoral society; the one in which nobody cares about the problems of others. Its incredible to see the change in the way America handles child abuse but its also heart wrenching to think of the children who were neglected and abused during the times America was not as active.I found it baffling that after being stabbed, burnt, forced to eat his brothers feces, choked, and forced to breath a mixture of ammonia and bleach that David was still true to his mother. He always completed him chores making sure nothing was under perfection; he walked on eggshells around the house, and never told the truth about his abuse. It’s obvious that the reasoning of this is because if he disobeyed his mother he would receive a worsened punishment. When he scrimmaged through the garbage can and ate the remains of his family’s dinner his mother forced him to vomit and found the food he had consumed.He then received a punishment of sitting in the bathroom for hours with a bucket of ammonia and bleach till he almos t passed out. Its devastating to know that this young boy felt so alone that he couldn’t tell his friends, neighbors, or teachers outside of his home. I hope that as a teacher if a student in my classroom is being abused they will be open and express their emotions to others or me in my school so that we can help them. The title of the book is truly reflective as the survival of the boy required real courage.The fact that his mother refereed to him by â€Å"It† symbolizes that she was blinded by sadism without realizing or comprehending her actions because of her alcohol addiction. Dave Pelzer’s book â€Å"A Child Called it† was not at all a difficult book to read, but the knowledge was quite disturbing and emotional, especially knowing that this actually took place in the United States. I would suggest to anyone that’s planning on pursuing a career in education or as a social worker to read this book. This will help develop a better understanding for students and their needs.

Information Literacy †What does it mean?

The 21st century has been defined as the â€Å"Information Age† due to the fact that there has been an overwhelming amount of â€Å"information output and information sources.†Ã‚   (ACRL, 2006, p. 1)   In a report released in 1989 by the American Library Association’s Presidential Committee on Information Literacy stated that, â€Å"No other change in American society has offered greater challenges than the emergence of the Information Age.† (Association of College & Research Libraries, 1989, n.a).   In order to combat the growing need for students to adapt to this age of information, professionals began working towards providing an educational environment that focuses on information literacy. To define Information literacy and narrow it down to one specific interpretation would be impossible, as it has been defined in a variety of ways since 1970.   To offer a broad definition, the American College of Research Libraries defines it as, â€Å"the set of skills needed to find, retrieve, analyze and use information.   (ACRL, 2006, p. 1) Christina Bruce, has also defined information literacy as â€Å"the overarching literacy essential for 21st century living.†Ã‚   (Bruce, 2004, p. 2) A number of professionals continue to develop strategies and policies that will enhance the area of information literacy and enable educators to assist students as they take advantage of the information and communication avenues available to them.   (Bruce, 2004, p. 2) Christina Doyle was the first to introduce the Delphi technique into the realm of information literacy, in her 1992 study where a national panel of experts from the National Forum of Information Literacy conducted a study that took a deeper look into the National Education Goals.   (Doyle, 1994, p. 21) This technique was used to reach an agreement among professionals that â€Å"information Literacy is the ability to access, evaluate and use information from a variety of sources.†Ã‚   (Doyle 1992).   The outcome of this study defined the framework to show the critical nature of information literacy and the importance of working to create an information society. (Doyle, 1994, p. 21) The goals established by this committee lead to â€Å"successful education and employment for all Americans.†Ã‚   (Doyle, 1994, p. 21) Since 1980, a variety of information literacy skill models have been developed by educators, national and state organizations and national associations dedicated to information literacy.   These models are designed to support student educators as they attempt to integrate information into their classrooms, assist school librarians as they attempt to provide leadership in the school system, and to assist professionals as they attempt to stay in tune with technology advancements.   (Stripling, 1999, p. 54)   These models provide educators the means to teach students a series of processes and steps to follow as they evaluate and process information.   (Bruce, 2004, p. 3) Perhaps one of the most popular models is the Eisenberg and Berkowitz Big6 model.   Eisenberg and Berkowitz define their approach as, â€Å"a systematic approach to information and problem solving.†Ã‚   (Eisenberg & Berkowitz, 1990, p. 1)   They also believe that through the model’s evolution that it has developed two additional definitions – â€Å"2) six broad skill areas are necessary for successful information problem solving. Students need to develop a range of competencies within each skill area. 3) a complete library and information skills curriculum are necessary.   Often referred to as a scope and sequence the Big Six Skills offers a systematic alternative to traditional K-12 frameworks that focus on location and access skills.†Ã‚   (Eisenberg & Berkowitz, 1990, p. 1)     Ã‚  Ã‚  This approach has been widely accepted and implemented by many schools. Another model used to shape the way that students obtain and evaluate information is the Stripling and Potts Research Process Model.   It was originally developed in 1988 and was widely accepted â€Å"because it provided a guide through each state of creating a research paper.†Ã‚   (Reidling & Eisenberg, 2002, p. 7)   Stripling and Pitts suggest that students follow a 10 step research process within a outline that shows the student how information literacy skills build upon each other.  Ã‚   (Reidling & Eisenberg, 2002, p. 7) Research continues to progress in the area of information literacy, as information and technology continue to advance.   Education requires a learning model that is based upon the foundation of the real world – a model that is active and incorporated with reality, rather than separated.   (Association of College & Research Libraries, 1989, n.a).   For this reason, information literacy is a means of personal empowerment. It allows people to verify or refute expert opinion, and to become independent seekers of truth. (Association of College & Research Libraries, 1989). But how much information is too much? In business, Herbert E. Meyer, who has served as an editor for Fortune magazine and as vice-chairman of the National Intelligence Council, describes in his 1988 book, Real World Intelligence (2), the astonishment and growing distress of executives who `are discovering that the only thing as difficult and dangerous as managing a large enterprise with too little information is managing one with too much` (Meyer, 1987 p.29).   Meyer does, however, go on to stress that companies should focus and rely on public sources that are available to them for a great deal of their information.   (Meyer, 1987 p.36). It is important that a focus is placed upon differentiating between information literacy and information technology.   Information technology skills â€Å"enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals.†Ã‚   (American Library Association, 2000, p. 3) Information literacy is, â€Å"a set of abilities requiring people to ‘recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information.†Ã‚   (American Library Association, 2000, p. 2)   Information literacy consists of more than searching through library reference materials – it’s a goal for learners and does not consist of just one technique or method.   (Gilton, 1994) The traditional way of library research is being abandoned as our society turns to the Internet for electronic resources.   Ã¢â‚¬Å"Increased access to technology has altered the way that students study, while the variety of electronic information resources has widened the potential resource base for all students.† (Orr, Appleton, & Wallin, 2001, p. 457) Approximately 75% of schools today have internet access and it is quickly becoming an important teaching tool in the educational classroom. (German & Bartolo, 2001, p. 1)   Multiple studies have been done showing the impact that the Internet is having on students.   It has been shown that 20 % of the college students do not make any judgment about the quality or reliability of the information that they obtain from the Internet or other sources. (Zabel, 2004, p. na) With the onset of the Internet and the challenge it has posed on the information literacy curriculum, professional organizations are partnering with educators to work with students in educational systems of all levels.   Austin Peay State University’s Woodward Library was one of 23 universities that created a program to assist students to â€Å"evaluate information available on the World Wide Web.†Ã‚   (Austin Peay State University Quick News, 2001, p. na) This venture supporting the tactics of Information Literacy was supported by the Association of College and Research Libraries and funded through the federal Institute of Museum and Library Services National Leadership Grant.   (Austin Peay State University Quick News, 2001, p. na) In an effort to support the importance of Information Literacy, efforts are being made to create evaluation tools for both students and educators to enable both to use the internet as an effective resource.  Ã‚   Project 2061, a project sponsored by the American Association for the Advancement of Science, has been created to reinforce the methods of information literacy in the area of science and mathematics.   (German & Bartolo, 2001, p. 1) Information literacy is challenged by the constantly changing environment of the Information Age.   The challenge of education is to continue to develop â€Å"creative and rational thinkers who can solve problems and who can be reflective.†Ã‚   (Doyle, 1994, p. 44)   The Big6 approach to information problem solving is still the most widely used model to reinforce and teach information literacy, as approximately 84,000 teachers have been trained in the program. (Serim, 2002, p. na) Both national and international organizations are reacting to the digital age and the implications on education by designing effective intervention programs and methods.   (Serim, 2002, p. na) Though there is a great deal of work yet to be done, the foundation and practices of information literacy provide an environment where students can strive to meet the challenge. References Acrl. (2006, August 28). Association of College and Research Libraries. Retrieved from http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/introtoinfolit/introinfolit.htm#what Ala. (2000). Information Literacy Competency Standards (Publication). Chicago, IL: Association of College and Research Libraries. American Library Association. (2000). Information Literacy Competency Standards (Publication). Chicago, IL: Association of College and Research Libraries. Austin Peay State University Quick News. (2001, July 30). APSU works on information literacy. Austin Peay State University Quick News. Retrieved from http://www.apsu.edu/quicknews/2001/0730/literacy.htm Bruce, C. S. (2004). Information Literacy as a Catalyst for Educational Change (Rep.). Yeppoon, Queensland: Queensland University of Technology. Chisholm, M. (1989). Presidential Committee on Information Literacy: Final Report (Rep.). Washington, D.C.: Association of College and Research Libraries American Library Association. Doyle, C. S. (1994). Information Literacy in an Information Society: A Concept for the Information Age. Syracuse, New York: ERIC Clearinghouse on Information & Technology. Eisenberg, M. B., & Berkowitz, R. E. (1990). Information problem-solving: the big six skills approach to library & information skills instruction. Norwood, New Jersey: Alex Publishing Corporation. German, L., & Bartolo, L. M. (2001). 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