Divergent and Convergent Plate Margins Comparison

Divergent and Convergent Plate Margins Comparison â€Å"Compare and Contrast the Topographical Features at Divergent and Convergent Plate Margins.† Jenice Culzac According to the United States Geological Survey (USGS) â€Å"a tectonic plate (also called lithospheric plate) is a massive, irregularly shaped slab of solid rock, generally composed of both continental and oceanic lithosphere.†[1] There are two types of plates; Oceanic plates are younger crustal plates with a thickness of 5-9km of mainly basaltic composition and Continental plates are older crustal plates with thickness of 25-90Km of mainly granite composition. The area where two of these plates meet is referred to as a plate boundary. Plate tectonics is a recent theory developed around the late 1960’s from two pre-existing theories; Continental Drift by Alfred Wegener and Seafloor Spreading by Harry Hess. It suggests that the Earth is made up of eight large rigid and thick plates along with smaller ones as shown in Diagram 1 that move slowly and change size. Diagram 1 of a World map showing the tectonic plates and their direction of movement Plate tectonics has three types of plate margins or boundaries named accordingly by the type of movement; towards, away and parallel that occurs at these boundaries. They are Convergent, Divergent and Transform plate margins respectively. Due to these movements, associated landforms altering the world’s topography are created except for at Transform plate margins because the parallel movement of plates only causes the release of energy in the form of earthquakes. The aim of this essay is to compare and contrast the topographical features that occur at the Divergent and Convergent plate margins. It is imperative to know what topographical features both these plate margins produce in common at the forefront. Therefore as the discussion goes in depth as to how they are created by different processes, keeping in mind the vision of the end product which is of the same topography will enhance clarity and comprehension. The topographical features that both plate margins produce in common are volcanoes and mountain ranges. A volcano is a mountain like feature that has a vent in which lava, tephra and hot gases are expelled. A mountain range is an area of a series of mountains that are geologically related. Therefore, having established this each plate margin can be dealt with individually. Comparison Convergent plate margin also called Destructive plate margin occurs at a fault where two tectonic plates move towards each other. Due to the nature of the plates involved there can either be subduction in which the area is called a Subduction Zone or a collision in which it is referred to as Collision Zone. Density is the key factor that determines the end result of the plates involved. In the case where the plates moving towards each other are continental and oceanic such as the Indo- Austrlian and Pacific plates respectively. Oceanic plates although having a thickness of 5-9km as compared to continental’s thickness of 25-90km is denser. Hence when an impact occurs as illustrated in Diagram 2 the Oceanic plate subducts under the Continental plate into the mantle and is reabsorbed due to intense heat and pressure. The area at which this occurs is the Subduction Zone. Diagram 2 showing the convergence of an oceanic and a continental plate Lines of weakness referred to as faults can occur within the Continental plate during subduction. As the Oceanic plate subsides water is being taken along with it which produces steam. This build-up of steam adds to the pressure which then forces its way through the faults and allows for magma to erupt violently (referred to as lava when it reaches the Earth’s surface). The lava solidifies due to the cooler surrounding temperatures and forms volcanoes. A chain of these volcanoes is known as the Volcanic Arc. In the example of the plates given, this was how the Cascade Range in North America which is a part of the famously known Pacific Ring of Fire was formed. The frequency of eruptions and viscosity of lava will affect the height and gradient of these volcanoes. Therefore if the lava is less viscous it will run further distances away from the point of origin and create gentler gradients but if the lava is more viscous it will not flow as easily and solidifies at shorter dista nces allowing a faster accumulation. In addition to this scenario we can have the case in which the plates involved at a Convergent plate margin are both Oceanic. The same principle will apply and the denser of the Oceanic plates will subduct. The features produced will have the same general high relief however they are referred to as Island Arc. An example of such is the Japanese Islands where the Pacific and Philippine plates interact. The difference of names is understood if Diagram 2 and Diagram 3 are compared. The volcanoes formed in Diagram 3 are protruding from the Oceanic crust hence the Island (body of small land surrounded by water) term while in Diagram 2 the volcanoes formed protrudes from the continental plate hence the arc is just referred to as volcanic. Diagram 3 showing the convergence of two oceanic plates Volcanoes or volcanic activity are produced at Divergent plate margins regardless of the type of plates involved. When the plates move apart a gap is created which allows the magma to expel and the lava solidifies due to the same conditions as previously mentioned under Oceanic to Oceanic and Oceanic to Continental convergence. Mid ocean ridges are the dominant features formed however within these ridges are the under -water volcanoes. The ridge is indicated in Diagram 4 at the centre where it is labelled. Although the diagram gives the simplicity of an ocean ridge as two parallel lines, in actuality this ocean ridge is an extensive submarine mountain range. Diagram 4 showing the divergence of two oceanic plates The previous point introduces our second common feature, mountain ranges. At the Divergent plate margin the mid oceanic ridge would represent this submarine mountain range. Similarly at Convergent plate margins where Fold Mountains are formed this will represent the mountain ranges as well. These Fold Mountains are formed when two Continental plates travel towards each other. For example Eurasian and Indian plates which will have relatively the same densities. They will collide and fold by compressional forces forming these ranges. This is illustrated in Diagram 5 in which the Continental plate on the right is buckling having collided with the Continental plate on the left thus producing the peaks along the centre of the diagram which represents the mountain range. Diagram 5 showing the convergence of two continental plates With the example of the Continental plates given the Himalayas Mountain Range was formed with peaks of over 8,000 meters in height above sea level. Contrast On the contrary, there are differences between the topographical features of a Convergent and Divergent plate margin. These are Rift Valleys and Ocean Trenches created by divergence and convergence respectively. Rift valleys occur when faults lie at a 120 degrees angle within a Continental plate. When the plates move apart either one of the two scenarios occurs. Scenario one is the pull leaves a segment of the of the Continental plate in the centre which falls below referred to as graben as illustrated in Diagram 6 of the two opposite sides referred to as Horst in the same diagram creating a steep sided narrow valley. Diagram 6 showing the formation of a Rift Valley However, in scenario two instead of the centre segment falling, the lands on either side of the segment can rise due to a release in pressure. Overtime the said segment will reach to a point where it is below sea level causing the land mass to break away from the parent continent and creating a new ocean basin. A perfect illustration of this occurrence is the Great African Rift Valley. Diagram 7 indicates the zone of rifting which runs from Afar Triple Junction to South Mozambique and also offshore of the coast of Mozambique along the Kerimba and Lacerda grabens. Eventually the Somalian plate to the east will be completely separated from the Nubian plate on the west. Diagram 7 showing the location of the Great African Rift Valley Lastly is the ocean trenches formed at subduction zones of Convergent plate margins. According to Merriam Webster online dictionary an ocean trench is â€Å"a long, narrow, deep depression in the ocean bed, typically running parallel to a plate boundary and marking a subduction zone.† The steepness of the trench is reliant on the angle at which it is subducted. The movement and location of an ocean trench is illustrated in Diagrams 2 and 3. Diagram 8 gives a three dimensional view of Puerto Rico’s oceanic trench formed at the Caribbean and North America plate boundary. Diagram 8 of a 3 dimensional representation of the Puerto Rico Trench In summary the Divergent and Convergent plate margins have similar and different topographical features that would have been formed or is still forming as a result of tectonic plate movement. The similarities are volcanoes and mountain ranges while the differences are rift valleys and ocean trenches. Bibliography â€Å"Island.† National Geographic. http://education.nationalgeographic.com/education/encyclopedia/island/?ar_a=1#page =1(accessed September 30, 2014) Jaegar, Peter. â€Å"Plate Boundaries: Convergent, Divergent and Transform Boundaries.† Education Portal. http://education-portal.com/academy/lesson/plate-boundaries- convergent- divergent-and-transform-boundaries.html#lesson (accessed October 1, 2014) â€Å"Japan in a subduction zone.†Introduction in the Landforms and Geology of Japan. http://www.glgarcs.net/intro/subduction_2.html (accessed October1, 2014). Nelson, A. Stephan. â€Å"Earth structures, Materials, Systems and Cycles.† Earth System Science. http://www.earthsci.org/processes/geopro/introgeo/introgeo.html (accessed September 21, 2014). May 22 2013. â€Å"Plate tectonics: The ends (and beginnings) of the Earth Part 1.† Why? Because Science, September 30, 2014. http://whybecausescience.com/2013/05/22/plate-tectonics- the-ends-and-beginnings- of-the-earth-part-1/ Watson, J. â€Å"What is tectonic plate?† USGS. Last modified May 5, 1999. http://pubs.usgs.gov/gip/dynamic/tectonic.html Wood, James and Alex Gruth. â€Å"East Africas Great Rift Valley: A Complex Rift System.†Geology.com. http://geology.com/articles/east-africa-rift.shtml (accessed October 1, 2014). 1 [1] Watson, J. â€Å"What is tectonic plate?† USGS. Last modified May 5, 1999. http://pubs.usgs.gov/gip/dynamic/tectonic.html

White Treatment of Blacks in Notes of a Native Son Essay -- James Bald

The White Beginning To Black Paranoia Some people regard James Baldwin as one of the best essayists of all time because of his ability to enmesh argument within narrative. Baldwin aims to tell a story, yet every so often throughout ?Notes of a Native Son,? he takes a moment to analyze what has happened. As the essay ebbs and flows from narrative into argument, the reader hardly knows the tide has changed. During this change, Baldwin turns to analyzing what has just happened, allowing the reader to actively interpret his analysis as a central theme throughout the work. Throughout the essay, Baldwin?s main narrative dealt with how blacks are treated by white people. When analyzing this narrative, it can be seen that white minds caused black madness, because of how the blacks were treated. Baldwin spends a majority of ?Notes? telling about his father?s life. Baldwin?s father eventually died from an illness of the mind, which plagued him for the last years of his life. His father was the first of a generation of free men. He kept to himself most of the time, had very dark skin, and was a preacher. He always had good intentions, but somehow those intentions never turned out well. As a result of his life, he had a great paranoia, which kept him from getting close to his children, and fueled his angry temper. James Baldwin noticed this paranoia as a young child. Part of the essay talks of when Baldwin was a young boy. One of his teachers, who happened to be white, was interested in a play he wrote, and wanted to take him to see one at the theater. They went to the play and later when Baldwin?s father was laid off his job, this woman became more and more important to helping the family. Even th... ...Baldwin reflects saying, ?now that my father was irrecoverable, I wished that he had been beside me so that I could have searched his face for the answers which only the future would give me now? (84). Baldwin wishes his father was there so he could look into his own future, and see how to cure his bitter madness. In ?Notes,? the narrative of his father?s life, Baldwin realizes, may eventually become the continuation of his own life, unless he learns from what has happened to his father. This essay tells the story of the latter half of his father?s life, and the first half of his own. These two half-lives can be spliced together to represent an African American?s life anywhere during this time period. Works Cited Baldwin, James. ?Notes of a Native Son.? 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Critical Thinking: The Yellow Wallpaper Essay

I. Ask questions A. Is John her husband? 1. Is John really a physician? 2. Did John really faint? B. Is Jennie really John’s sister? C. Is Mary really a nanny? D. Does she really have a baby? F. Is mansion really â€Å"vacation† home? 1. Did her room really used to be a nursery? 2. Is she in an insane asylum? G. The wallpaper 1. Does the wallpaper really grow? 2. Is there really a â€Å"creeping† figure behind the pattern? H. Is she crazy? II. Define terms and concepts A. Phosphates – â€Å"A salt of phosphoric acid† The Marriam-Webster Dictionary B. Delirim Tremens – â€Å"Violent delirium with tremors† The Marriam-Webster Dictionary Tollie 2 C. Florid Arabesque 1. Florid – â€Å"Very flowery in style, tinged with red† The Merriam-Webster Dictionary. 2. Arabesque – â€Å"A complex and elaborate decorative design of intertwined lines suggesting flowers, foliage, animals, geometric patterns, ect., used in drawing, painting, low relief, metalwork, etc.† American English Dictionary. D. â€Å"Yellow smell† Charlotte Perkins Gillman, â€Å"The Yellow Wallpaper 1. â€Å"It is not bad—at first, and very gentle, but quite the sublest, most enduring odor I ever met† Charlotte Perkins Gillman, â€Å"The Yellow Wallpaper. 2. â€Å"hanging over me† The Yellow Wallpaper. 3. â€Å"now I am used to it† The Yellow Wallpaper. III. Accept uncertainties A. Not knowing if what she say is real or not. B. Not knowing if the woman in the wall paper is her.

Cell Phones in Schools Research Paper - 1801 Words

Over the last few decades, the growing popularity of cell phones, especially among teenagers, has resulted in school administrators questioning whether they should allow students to use cell phones during class hours. Before the popularity of cell phones increased, the biggest concern of school administrators was the possibility of drug dealing; however, as the prevalence of cell phones grew, the concerns changed to fears of inappropriate use and distractions. In the early 90’s, states began banning cell phones and pagers in schools as an attempt to stop communication between drug dealers (Ballaro, Ginsburg). According to Patricia O’Neill, a Montgomery school board member, â€Å"[t]here was a view that only drug dealers and gang members had†¦show more content†¦The ban on cell phones during school hours not only creates safety concerns, but also hinders students from reaching their full academic potential as they gain popularity among teenagers; thus, schools should consider reevaluating their cell phone policies. Advocates for the repeal of cell phone bans in school argue that students should be allowed to carry their phones with them throughout the day for safety reasons as well as for the convenience of the student’s parents. Due to recent events, such as the shooting at Sandy Hook or even the terrorist attack on 9/11, many people, parents especially, have brought up that point that students should have their cell phones with them while at school in case an emergency occurs. Dr. Joyce D. Kenner, Principal of Whitney Young High School, believes that a cell phone â€Å"could be an educational tool and it could be a safety tool† (Rossi). Unfortunately, emergencies do happen at schools where students must remain in their classroom under a school lockdown; therefore, school administrators should consider this when deciding whether to allow cell phone usage in their school or not. For instance, if a man with a guns invades a school, everyone in the building benefits from students ha ving their cell phones easily accessible because at least one person with their cell phone would be able to call the police (George, Cook). In this same situation, if nobody hasShow MoreRelatedCell Phones Harm Students Academically Essay1663 Words   |  7 Pagesâ€Å"Even when they have a computer or tablet at their fingertips, students prefer to use a mobile phone for projects, most adults wouldn t undertake without a keyboard and mouse† (Wells D.1). 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Today s cell phone is cutting-edge technology at your fingertips. With this being said, should students be allowed to have or use cell phones in school? I think that not only students should be allowedRead MoreMobile Phone Effect1220 Words   |  5 Pages What is the effect of cell phone in class? When it came to distraction in class we have to mention cell phone. We have to agree that cell phone is a distraction in class. It is a tool that has two edge sword. If it is coming to a helpful tool we have to mention cell phone, but what good it do if we are using in the wrong way. Students have to agree that cell phone is a distraction tool and they need to find a way to not use it. The cell phone is a tool that if you use it too much, youRead MoreCell Phones Should Be Allowed in School802 Words   |  4 Pagesabout one another. You discover that you do not have a cell phone or any device to contact your parents. There won’t be any chance that you and your parents could contact each other. 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Cherokee Nation v. Georgia The Case and Its Impact

Cherokee Nation v. Georgia (1831) asked the Supreme Court to determine whether a state may impose its laws on Native Americans and their territory. In the late 1820s, the Georgia legislature passed laws designed to force the Cherokee people off their historic land. The Supreme Court refused to rule on whether the Georgia state laws were applicable to the Cherokee people. Instead, the Court ruled that it did not have jurisdiction over the case because the Cherokee Nation, was a â€Å"domestic dependent nation† instead of a â€Å"foreign state. Fast Facts: Cherokee Nation v. Georgia Case Argued: 1831Decision Issued: March 5, 1831Petitioner: The Cherokee NationRespondent: The state of GeorgiaKey Questions: Does the Supreme Court have jurisdiction to grant an injunction against Georgia laws that would harm the Cherokee people under Article III of the U.S. Constitution, which gives the Court jurisdiction over cases between a State or the citizens thereof, and foreign states, citizens, or subjects? Do the Cherokee people constitute a foreign state?Majority Decision: Justices Marshall, Johnson, BaldwinDissenting: Justices Thompson, StoryRuling: The Supreme Court ruled that it did not have jurisdiction to hear the case because the Cherokee Nation is not a foreign State but rather a domestic foreign state, as defined by Article III of the Constitution. Facts of the Case In 1802, the U.S. federal government promised Cherokee lands to Georgian settlers. The Cherokee people had historically occupied the lands in Georgia and been promised ownership through a series of treaties, including the Treaty of Holston in 1791. Between 1802 and 1828, land-hungry settlers and politicians attempted to negotiate with the Cherokee people in order to claim the land for themselves. In 1828, tired of resistance and emboldened by the election of Andrew Jackson (a president in favor of removal of the Native Americans), members of the Georgia state legislature passed a series of laws meant to strip the Cherokee people of their rights to the land. In defense of the Cherokee people, Chief John Ross and attorney William Wirt asked the court to grant an injunction to prevent the laws from going into effect. Constitutional Issues Does the Supreme Court have jurisdiction? Should the Court grant an injunction against laws that would harm the Cherokee people? The Arguments William Wirt focused on establishing the court’s jurisdiction. He explained that Congress recognized the Cherokee Nation as a state in the commerce clause of the third article of the U.S. Constitution, which gives Congress the power to â€Å"regulate commerce with foreign nations, and among the several States, and with the Indian tribes. Wirt argued that the Court had jurisdiction over the case because the government had previously recognized the Cherokee Nation as a foreign state in treaties. Attorneys on behalf of Georgia argued that the state had a right to the land based on its 1802 agreement with the federal government. Additionally, the Cherokee Nation could not be considered a state because it was not a sovereign nation with a constitution and a distinct governing system. Majority Opinion Article III of the U.S. Constitution gives the Court jurisdiction over cases between a State or the citizens thereof, and foreign states, citizens, or subjects. Before making a ruling on the merit of the case, the Court needed to establish jurisdiction. In the majority opinion, it answered three questions to address this issue. 1.  Ã‚  Ã‚  Ã‚  Is the Cherokee nation considered a state? The Court found that the Cherokee Nation was a state in the sense that it was a â€Å"political society, separated from others, capable of managing its own affairs and governing itself.† Treaties and laws governing the relationship between the U.S. and the Cherokee Nation supported this conclusion. However, the Court ruled that it was not a state in the same way that Georgia was because it was not part of the Union. 2. Is the Cherokee Nation a foreign state? According to the majority opinion, the Cherokee Nations complex relationship with the U.S. meant it did not legally qualify as a foreign state. Justice Marshall wrote in the majority opinion: â€Å"They look to our government for protection; rely upon its kindness and its power; appeal to it for relief to their wants; and address the President as their Great Father. They and their country are considered by foreign nations, as well as by ourselves, as being so completely under the sovereignty and dominion of the United States that any attempt to acquire their lands, or to form a political connexion with them, would be considered by all as an invasion of our territory and an act of hostility.† The Court needed to establish that the Cherokee Nation was either a U.S. state or foreign state to have jurisdiction over the case. Instead, the Court ruled that the Cherokee Nation was a domestic, dependent nation. This term meant that the Court did not have jurisdiction and could not evaluate the Cherokee Nations case. 3.  Ã‚  Ã‚  Ã‚  Regardless of jurisdiction, should the Supreme Court grant an injunction? No. The Supreme Court ruled that even if it did have jurisdiction, it still should not grant an injunction. According to the majority opinion, the Court would overstep its judicial authority if it prevented the Georgia legislature from enacting its laws. Justice Marshall wrote: â€Å"The bill requires us to control the Legislature of Georgia, and to restrain the exertion of its physical force.  It savours too much of the exercise of political power to be within the proper province of the judicial department.† Dissenting Opinion Justice Smith Thompson dissented, arguing that the Supreme Court did have jurisdiction over the case. The Cherokee Nation should be considered a foreign state, according to Justice Thompson, because the government had always dealt with the Cherokee Nation as a foreign state when entering into treaties. Justice Thompson did not agree with the Court’s interpretation of the commerce clause as excluding the Native Americans from foreign statehood. He argued that the way the Cherokee Nation was treated by Congress when signing treaties was more relevant than analyzing word choice in the Constitution. Justice Thompson also wrote that the Supreme Court should grant an injunction. â€Å"The laws of the State of Georgia in this case go as fully to the total destruction of the complainants rights†¦,† Justice Thompson wrote, making judicial remedy the best option. Justice Joseph Story joined him in the dissent. The Impact The Supreme Court’s refusal to acknowledge jurisdiction in Cherokee Nation v. Georgia meant that the Cherokee Nation did not have legal recourse against Georgia laws that sought to force them off their land. The Cherokee Nation did not give up and attempted to sue again in Worcester v. Georgia (1832). This time, the Court found in favor of the Cherokee people. According to the Supreme Court in Worcester v. Georgia, the Cherokee nation was a foreign state and could not be subject to Georgia laws. President Andrew Jackson, who had pushed Congress to approve the Indian Removal Act in 1830, ignored the ruling and sent in the National Guard. The Cherokee people were forced to move from their lands to a designated area west of the Mississippi on a brutal journey that would later become known as the Trail of Tears. It is unknown exactly how many Cherokees died on the trail, but estimates place the number at between three and four thousand. Sources â€Å"A Brief History of the Trail of Tears.†Ã‚  Cherokee Nation, www.cherokee.org/About-The-Nation/History/Trail-of-Tears/A-Brief-History-of-the-Trail-of-Tears.Cherokee Nation v. Georgia, 30 U.S. 1 (1831).Cherokee Nation v. Georgia 1831.  Supreme Court Drama: Cases That Changed America. Encyclopedia.com.  22 Aug. 2018. https://www.encyclopedia.com/law/legal-and-political-magazines/cherokee-nation-v-georgia-1831.â€Å"Indian Treaties and the Removal Act of 1830.†Ã‚  U.S. Department of State, U.S. Department of State, history.state.gov/milestones/1830-1860/indian-treaties.

Favorite Scenes from the Color Purple - 1074 Words

What would it be like to live in a world where you don’t have any say in what goes on in your own life? While The Color Purple doesn’t ask think question directly it really causes its viewers to begin to wonder what it would have been like to live in the world that Alice Walker creates with her novel. In this story the main character is Celie. She is a black woman who never has had a choice in her life. From a young age her father abused her and then sent her off to marry a man who he did not know at all. Her father also got her pregnant two times and both times her forced her to give away her children. Mister was just as abusive as her father had been to her and she was still never given a choice. This begins to change as she meets people†¦show more content†¦After watching this many people wonder why she didn’t just politely say no. But this was just not in Sofia’s nature. The woman who had offered her a job wasn’t really offering a job. This is also why I think that hell no was a very appropriate response. The only part of the response to me that wasn’t smart was the punching because it was that in the end that caused her to have to be separated from her children. I think that this novel also tries to teach people to be able to control their anger no matter what because when you let it get the best of you r whole life can be affected because of it. Being able to keep your cool in certain situations is something that would be very tough when faced with many of the situations that appear in this story because they address issues that go so deep. This is my favorite scene because it shows the strength of Sofia. The best scene in The Color Purple is when Celie stands up for herself and leaves Mister. At the first holiday dinner that Sofia is able to come back for after working for Miss Millie Celie decides to break the news. She is going to go to Memphis with Shug. Mister freaks out a first because Celie has nev er stood up for herself before and he wants to reestablish his hold on her. She doesn’t waver though and even goes so far to hold a knife to Mister’s neck. This is my absolute favorite scene because Celie finally stands up for herself. Throughout the whole movieShow MoreRelated(An Analysis of my Three Favorite Scenes from The Color Purple)600 Words   |  3 Pages Purple Places (An Analysis of my Three Favorite Scenes from The Color Purple) Alice Walker once said :â€Å"Im poor, Im black, I may be ugly and cant cook, a voice say to everything listening. But Im here.† The film adaptation of Color Purple has a renown name for being one of the most thought provoking films of the twentieth century. Steven Spielberg, produce of The Color Purple, creates passionate and emotional scenes throughout his feature film. A favorite scene of mine from The ColorRead MoreWhat People Really Care About Buying1730 Words   |  7 Pages(Milner 603). 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Insight Into Liberal Arts Education in Business Schools Essay Example For Students

Insight Into Liberal Arts Education in Business Schools Essay Liberal arts is best defined as an the collegiate education comprising of knowledge in the fields of arts, natural sciences, social sciences, and humanities (Hall, 1968). Numerous scholars and researchers have reviewed the effects this education has on the outcome of business students majoring in all fields of study trot accounting, economics, marketing, to management and have Dunn a surprisingly common rationale: liberal arts has a positive inapt on the education of business students in all fields. The debate lies, however, in the implementation of the liberal art education as it relates to the fields of business. There have been studies that suggest that the best form of implementation is to integrate liberal arts education directly into the course material while other scholars and researchers have argued that a more separated approach should be taken in order to achieve the most beneficial result. Despite the amount of research conducted, however, there is seemingly no end to the flow of research conducted. This literature review will examine the historical background with regards to the topic to hopefully shed light into the debate. As the historical view Of the debate wows, a great deal of change has occurred in the last 75 years as to the focus of education in business schools across the nation. Whether it be the inflow Of Gigs from World War II or the literary influences of New York Times Bestselling books, education and the implementation and removal of the liberal arts structure has undergone significant changes. This literary review will also look into the debate of whether to bridge practical and liberal arts courses or to replace the courses all together with courses designed to teach both ideas mutually. Another debate will be discussed guarding the amount to which theories, whether managerial, behavioral, or organizational theories should be or need to be discussed in light of the liberal arts integration. We Will examine the current trends Of liberal arts integration into the field of business taught in higher education as well as point out predictions as to how the future looks for the research Of liberal arts integration. Finally, we will conclude by summarizing the findings of this literature review and point out areas for further research as well as shed light on the solutions for conducting research in the future. A Historical View A historical view of the debate between a liberal arts view and a practicality based education points out an uprising in the argument during the asses as Gigs were found to be flooding college classrooms in an attempt to fulfill their GIG Bill (Performable, 1993). Gigs were not interested in a theoretical based view of business education, as they were more interested in landing entry-level jobs were practicality was the focus, This push of colleges to adopt the practicality based education model led the Ford Foundation to conduct a study looking into the effectiveness of this change (Clansman, Saddle, Heckler, 1998). In the asses, the Ford Foundation, after much research and deliberation, concluded that a return to a greater liberal arts focus was needed (1998). Although the research concluded that the education programs in the field of business needed a greater focus on the liberal arts, professors, institutions, and students alike tended to be comfortable with the practical education that had slowly been adopted. While there was a strong correlation bet,even the benefited success of students and a strong liberal arts education, colleges were being flooded With students and professors were settling into the comfort Of an easier curriculum (Jones, 1986). The thoughts and writings of scholars and theorists on the future, such as Midriffs writing (1987) discussing the corporate environment and rethinking the focus and direction of the environment of the times or Insanitys book (1982) discussing individualisms effects on the future of global development, changed the perspective of educators worldwide. After these writings, the educational field began to see a need to review the effectiveness of their liberal arts programs. This was coupled with an increasing concern into the communication ND critical thinking skills of business graduates (Porter Mimicking, 1988). This resurgence, since the release tot the Ford Foundation in the sasss study, in into the topic of liberal arts was on the rise, In 1989, Stark and Loather released a study on the liberal arts in the field of business and showed that there was a high level of graduates who were not able to comprehend information on a critical level, make ethical decisions when facing an issue, or relate to others both on a cultural and emotional level. Pacing grooving concern over the outcome of business students in higher education, universities began to once again view the Iberia arts as a benefit in their programs. As the realization of the benefits of a liberal arts focused education grew, consequently so did the debate as to how the merging the two philosophies. The Great Debate Liberal arts education, with relation to the business field, has brought about much attention in the last thirty years. The scope Of the liberal arts field With relation to the business environment, while discussed in length for over a century, has just recently established itself as a larger debate than otherwise thought. The theory behind the liberal arts philosophy is the betterment of ones self wrought the ability to critically think and reason with logic so that there can be a greater connection into social participation (Cohen, 2009). The purpose of using this theory and applying it to the field of business education is to provide students with the ability to use the business knowledge they possess and conform it to the situations that they may face in the present (King and Baxter- Magnolia, 1991). Pinker (2009) states that the growth tot liberal arts mentality in a person helps to develop the intellectual scaffolding that holds them to deal with the challenges presented to them in everyday situations. The ultimate goal in joining the personal development concept with the role that person plays in a business role is that the business leader will be better equipped to participate in the cultural and intellectual arenas found the the practice of business (Bogart, 2010). The form that Wishful (2007) presents this idea is that the study of liberal arts is a mere process, and through that process an individual reaches past their present mental state and expands their understanding of society. While this thought and rationale is hard to question, and in fact is the goal for attainment wrought many educational models, the real debate lies in the methods that the liberal arts mindset is reached. Cohen (2009) states that the gap that lies between the self-betterment Of a student and the professional growth is where the true debate lies. Strasbourg (2010) states that the problem with this rationale is the focus on self-improvement during a period in time where the main struggle of a person lies in positioning themselves in the economic times we face. Whether professional or self. Betterment skills should be taught in a vocation such as business is where the crux of the argument lies. In Stevens article entitled Management as a Liberal Art (1991), the author discusses the growing trend of businesses taking a greater interest in liberal arts students. Wall Street during the sasss is used as an point in the argument to make the point that liberal arts students are being hired due to their ability to reason, rationalize, and critically think to a higher level than students who were trained under the roof of practical education, Stevens, however, goes on to state that institutions are focused on the wrong goal; rather than focusing on whether an institution of higher learning should adopt a liberal arts program or a rationality based education, the focus should be on how to integrate these two philosophies into one cohesive unit of learning The theory of liberal arts does not just promise to provide self-betterment, but to also provide the skills necessary to analytically think and reason. In Pinkness article (2009), he states that the liberal arts enable students to rationally questions the validity of what they are hearing and determine the truth behinds remarks. The ability to analyze and critically think remains to be the greates t support for the liberal arts argument. Kelly, Dave, and High (1999) state in heir research that the ability of one to alter their position on a certain view or belief lies in that persons ability to critically reason and analyze the alternative in comparison of previously held belief. Where the argument hits a intellectual speed bump is in the ability for students and professors to grasp the importance of the liberal arts education in light of the age in which we exist. Strasbourg (2010) states that the assumption that the liberal arts education enables students to suddenly analyze and critically think is given to much credit. In Willows study (2004) of generational groups and heir abilities to learn and process information, Wilson finds that this generation is strongly tied with the status quo and that breaking someone from the norm takes a greater force than in previous generations. I Am the Best Student Athlete EssaySuggestions into a integrative business curriculum came in the beginning Of the asses with Blooms proposed model for the undergraduate business curriculum (1992). Bloom proposed business curriculum suggests that students be exposed to individualism, political involvement and theory, economic theory and how it relates to sociology, the influence of technology in the business sector, and international involvement of business (1992). At the end of the students educational venture through a higher education institution, Bloom suggests that there be a thesis in which the senior takes all the culmination of knowledge and applies this to a specific topic. While this model seems to completely integrate the liberal arts background with the business application, much criticism come as to the lack tot history courses and the failure to include other basic management courses. The current trend of liberal arts in business programs Research conducted in the last 10 years in the area of liberal arts education has been on the rise. A primary focus of research has been conducted not only on the teaching of liberal arts theories in the business courses, but also the effect that the educators experience has on the learning of the students. While past research has made the somewhat obvious connection between the teaching styles of educators and the information gained from students, recent studies have taken this research to the next level by looking into the qualification Of educators. A study done by Catcall, Bradbury, Famish, and Simpler in 2004 found that there was a significant decline in the number Of liberal arts minded referrers teaching business courses. Their study found that only of the faculty in higher institutions were from an academic background (2004). Researchers such as Catcall, Bradbury, Famish, and Simpler find that academic professors bring a higher concentration of liberal arts theories and foundations into their coursework whereas professional-based professors bring a higher concentration of experience and hands-on knowledge. With the higher concentration of practical knowledge based professors in the courses today, there is a slight decline tot integration of the liberal arts. Nine (2011) concludes hat this decline in the number of academically experienced professors is due in part to the current weak financial situation that many colleges are taking. Due to the higher cost associated with academically-experienced professors and the balance of less-qualified, experienced based professors, institutions of higher learning are beginning to make the switch (2011), Miles, Hazarding, and Manila reported that in the 2003 edits to the accreditation standards, The Association to Advance Collegiate Schools of Business lowered their standards regarding the required percentage of academically qualified faculty to professionally qualified faculty. Nine (2011) attempts to explain this by stating that organizations and businesses had a higher focus on the number of students coming out of higher learning institutions rather than the quality faculty, the knowledge base of the graduates, or the applicable skills they possessed. Another contingency that current research has looked at to explain the trend of higher learning institutions is the effect Of the economic environment. In such a tough economy as the one we face today, students are looking for more affordable forms Of education including that Of online education. Institutions are offering these programs as a source of savings on both the student and institutional standpoint, leaving a smaller amount to be spent on the funding of faculty to teach these programs (Nine, 2011). Slaughter and Rhodes (2004) point out that there is a strong effect on the capitalistic forces that effect education programs today. Research done by Elian et al. In 2002 discusses the strong effect that online programs have on the moment to incorporate a liberal arts mentality, Through changes made in the standards of the CABS, a completely efferent make up tot skills is being presented by students completing online education. The lack of academic faculty and the emergence of a professional faculty makeup in conjunction with a self-taught philosophy of online course work has created a great deficiency in the application of liberal arts (2011). Conclusion The purpose of business education is to train individuals to deal with the environmental factors that the business environment presents. While there has been a great deal of research done in the last half-century that points to the effectiveness of a liberal arts deduction and a the effectiveness of a practicality eased education being taught in curriculums throughout business schools, there is a lot more research to be done in this field (Curran, 2007). Curran (2007) points out that the effects Of the teachings in business schools are just now being realized due to the current succession of management. With this analysis, it proves that there is a great deal of research left to do with relation to the liberal arts teaching in a school of business. By researching and looking at the trends of business education over the last century, researchers are able to comprehend the effects that curriculum changes an have on the decisions business graduates in the organizations they help run. While the original intent of a business education was to provide professional training to enable students to effectively run businesses, history and research has proven that academic institutions are willing adapt to economic markets and alter their curriculum to meet these market demands. There has been significant research done with regards to the effectiveness of liberal arts education in the field of business as well as the need for a practicality based education and the merging of these two ideas. There hasnt, however, been adequate suggestions on how to properly go about merging the liberal arts and the practicality of the business environment effectively While there has been the suggestions offered up by Boyd (1987), there has not been any research looking at the effectiveness of certain programs and types of integration to further close the debate. Future research should also look into the qualifications and skills sets that employers are looking for when fulfilling jobs. In conjunction to this research, the studies should also look into the skill sets that current students are graduating tit in order to compare and find out what areas of a business education are lacking. Only then can we assess the needs Of organizations and the educational system requirements to fulfill those needs through a proper mix of practical based and liberal arts based education. Another weakness of the research conducted was the lack of research to find outside or other internal influences that could be affecting the education of graduates other than the curriculum. Research addressing the social influence that students face with regards to obtaining a liberal arts mindset would be extremely beneficial, Questions such as: What social or socio-economic influences are students exposed to that affect their ability to process information and learning under a liberal arts mentality? The problems with the research already conducted suggesting a single core curriculum that merges the liberal arts philosophies with the practicality based education is the lack of universities to adopt such curriculums. Research conducted by Stark and Loather in 1989 revealed that while there was agreement as to the necessity for an integrated curriculum, little to no higher learning institutions were actually adopting such trainees, Yet another area of suggested research is to look into the connection between expectations of students with the education received under an integrated liberal arts program, a strict liberal arts program, and a strict practicality based program. These three categories of graduates should be tested shortly after graduation, in the middle of their careers, and toward the end of their careers. Due to the fact that education is primarily composed off series Of expectations, this study would be completely useful as to the insight Of students expectations of their education prior to the coursework in comparison With how they felt their coursework adequately prepared them for eh business environment during different stages in their careers (Bogart, 2010, peg. 413). In summary, while extensive research has been conducted on the topic of liberal arts education in the realm of the business concentration, little change has been made to the implementation of such curriculums. For this reason, research has continued to focus on solutions to this problem without much avail. Longstanding the barriers that a liberal arts supporters face may help to provide a more effective way to actual implementation, While there is strong position to the liberal arts role in business, better research done to look into the proper implementation of liberal arts into business school may help to decrease this tension. With a greater number tot studies showing this trend, the literature landscape on this topic is bound to drastically change over the short course of history. References Belt, M. (1965). Education as a discipline; a study of the role of models in thinking, Boston: Allan and Bacon, Boyd, Charles, (1987).