Differentiated Instruction Essay

â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system.† My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, â€Å"the broad spectrum of students–and perhaps the society as a whole–would be better served if disciplines could be presented in a number of way s and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence –The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence –the ability to effectively use numbers and to reason. †¢Spatial Intelligence –the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence –the ability to skillfully move one’s body and to move and manipulate objects. †¢Musical Intelligence –a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence –the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence –the ability to know one’s self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternberg’s Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, teachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson – â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift–from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problems–that are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered & Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative & Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

Impact of Korean Culture in North East India Essay

There is a foreign invasion taking place in India’s Northeast region. But the invasion is not from neighboring countries like China or Bangladesh. This time round, it is a cultural invasion. The North eastern states have been experiencing a shift in cultural assimilation from western Americanize ethos(people, system) to Korean and Japanese culture. The wave of globalization and information and communication technology revolution has also been felt in the North Eastern States of India. Korean culture is spreading like wild-fire across the North East India. Everything that’s Korean is selling hot. Korean culture ranging from soaps, music, food, movies. Markets flooded with Korean DVDs, sometimes pirated sold at 100-200 Indian Rupees. Every home has not less than 20 DVDs. The rooms of young people are adorned with posters of Korean actors. Koreans ethos has taken over hearts and homes of many families. The demand for Korean soaps, cinema, fashion and language is at a new peak. What made it possible? Many factors facilitate the raid of the phenomenon. Some of them may be discussed as follows: Socio-cultural implications of K-POP culture: New movie cult: The Korean movies are gradually replacing the Bollywood and even the Hollywood ones. Instead of current Bollywood favourites, it is movie names like â€Å"The Classic†, â€Å"Windstruck†, â€Å"A Moment to Remember†, â€Å"My Sassy Girl† etc. , that are on the lips of the teenagers. The posters of Korean actors and actresses have replaced that of Shah Rukh Khan, Rani Mukherjee, Aishwarya Rai, and others. In Mizoram even the older generation has been addicted to Korean movies since the local cable television translated Korean films and dramas. New youth culture: With the arrival of Arirang, its impact upon the North East people, especially among the youngsters has been felt in many ways. For example, after watching the various Korean serials on Arirang, there is an earnest desire by the youngsters to imitate and copy everything from language, to food habit, to dress style, even the body language and some Korean manners. They have started using some common sentences used in the day to day life by the serial stars. For instance, aneo (hello), sarangheo (I love you), kamsahamnida (thank you), etc. They begin to wish each other through Korean style. They have become so familiar with the Korean actors, actresses and singers that most of them know Rain, Seven, Bigbang etc. Some of them can even sing some of their favourite Korean singers’ songs. Among school kids and teenagers, Korean movie is one of their hot topics since many things in Korean cultural life that are shown in serials and movies, can relate with their own life and society. The youths have also started sleeping on the floor of their room instead of on the bed. They feel that it is so fashionable. New business trends: These pirated films, which can be rented for as low as five rupees or ten rupees for a night are a rage with the audience. These movies come in special DVD formats consisting of around eight to nine movies in a DVD. They make copies and either sell them or rent them out. Imported items from South East Asian countries through Myanmar, are flooded with pirated movie, television serial and music CDs mainly from Korea. The rise of the Korean Wave in India particularly in the Northeast region of India is a unique phenomenon. The ‘wave’ has reached the shore of Northeastern region of India, particularly Nagaland state since 2007. The wave hit stronger after the first ever Korea-India Music Festival was held in Kohima in 2008 under the joint partnership of Nagaland government and the South Korea government. In 2009, the Korean singers, wrestlers and even Korean food featured during the Hornbill festival, a yearly event festival held in Kohima. Naga boys and girls belted out Korean songs. Why people in Northeast India have easily assimilated to Korean culture while Indian culture is just at their doorsteps? Perhaps this question is seldom asked. This may be because of physical similarities between the Koreans and the northeasterners who are mostly of Mongoloid stock. People find Solace/comfort/relief in Korean entertainment because of the likeness in physical appearance. Another factor might be attributed the ban of Hindi movies by militants in the northeast. However, had there been no physical similarities between Korea and the tribal of Northeast India, the wave may not have much impact to attract customers. The Korean Wave is therefore, the result of a star system and new entertainment management firms that have a strong appeal to the audience. On the other hand, as one of the most popular cultural discourses among Asians, the Korean Wave has certainly created a new set of cultural symbols in this region. The Korean government has combined this cultural symbol with economic development. It is clear that the Korean government has been trying to foster the ties apparently, for economic benefits through promoting cultural industry. The Korean wave has moved beyond a fad and is here to stay. But the cultural boom has helped the Koreans in two ways – promotes cultural ties and business deal follows.

Information Technology Profession Essay

Information Technology plays an important role in today’s society. It plays the role of an enabler of social goals as well as business objectives of the organizations. IT professionals are involved in creating IT infrastructure and communication networks. Another set of IT professionals create applications that run on these IT infrastructure and network. These applications help to deliver with speed, the social programs of governments as well as enable business transactions to be conducted with accuracy, speed and ease. With the Internet access gaining popularity and the increasing volume and variety of information, the information technology has revolutionized the world with the IT professionals leading the change. IT as a profession has the primary responsibility of implementing projects and programs which can help in realizing the goals of an organization. Implementing IT requires a thorough understanding of business processes, knowledge of technologies available and working with a group of people who deliver as a team. At times, the technology bit is a small portion of the entire IT work, though a very important one. Technology roles in IT comprise of hardware and network professionals, programmers, database and storage professionals, software testers and project managers. A very important set of IT professionals are those who maintain and support the IT applications. These are people who ensure that the systems are always available for business use. Support professionals ensure the integrity and stability of the IT applications post implementation. IT requires a good educational background with some amount of proven analytical skills. IT professionals develop and mature in their careers over a period of time and so the people who are required in IT are essentially educated and intelligent people but they are not offered a fast paced career as they think they deserve. Data shows the level of declining interests in the field of computing research (Zweben, 2008). Also, the current negative perception of the job market is seen as the prime factor for the decline in the American students opting for IT as a career. There is a wide perception that the jobs in IT are endangered due to outsourcing (Murphy, 2008). This is not so. The US has the highest number of IT professionals and the only jobs outsourced are the ones which can be done by a lower level of skills. Most of the job portals offer a range of IT jobs and one should be able to gather information about various types of IT career options from job portals as well as IT organizations websites.

Question 3 Essay Example | Topics and Well Written Essays - 750 words

Question 3 - Essay Example Alice has valid and stable grounds to support a legal action for defamation which, as defined in Black’s Law Dictionary, is â€Å"an intentional false communication, either published or publicly spoken, that injures another's reputation or good name. Holding up of a person to ridicule, scorn or contempt in a respectable and considerable part of the community; may be criminal as well as civil. Includes both libel and slander. Defamation is that which tends to injure reputation; to diminish the esteem, respect, goodwill or confidence in which the plaintiff is held, or to excite adverse, derogatory or unpleasant feelings or opinions against him. Statement which exposes person to contempt, hatred, ridicule or obloquy.  McGowen v. Prentice, La.App., 341 So.2d 55, 57 (La. 3d Cir. Ct. App. 1976) rehearing denied Jan. 26, 1977. The unprivileged publication of false statements which naturally and proximately result in injury to another.  Wolfson v. Kirk, Fla.App., 273 So.2d 774, 7 76 (Fla. 4th DCA 1973) [Inman and Inman 1996]. The first party-defendant would be the disillusioned scholar Usma who communicated her false and fabricated story to Bob. She maliciously painted a vicious and spiteful character of Alice without any offer of proof to her accusations. Such imputation of vice and defect against the founder of the school which provided her with free education and accommodation has caused great injury to the reputation of Alice. Aptly, Bob is also liable because as a journalist, he has the professional and moral obligation to publish only the verified facts and a fair comment thereon. He relied solely on the allegations of his source and intentionally failed to substantiate the same with evidence. It has been settled that, â€Å"To say that a man's conduct was dishonourable is not a simple statement of fact. It is a comment coupled with an allegation of unspecified conduct upon which the comment is based. A defamatory comment about a person will almost al ways be based, either expressly or inferentially, on conduct on the part of that person† [Spiller & Anor v Joseph & Ors [2010] UKSC 53 (01 December 2010)]. The third party from whom Alice can validly claim for damages is the London Reporter newspaper and all those who have active charge of Bob’s story including news editors, the editor-in-chief and the publisher. Bob’s editors have been negligent in their duties when they allowed the defamatory story to be published and circulated to the reading public. They published a story without first verifying the facts or at least requiring Bob to check the veracity his sources. As a matter of fact, publishers are even â€Å"liable for statements which they believed to be true and which they published without negligence. A plaintiff merely has to show that the statement was directed at her, has a defamatory meaning, and was published by the defendant. British law presumes the falsity of the disputed statement and places t he burden of proving truth on the defendant†¦Ã¢â‚¬  [O’Carroll 2009]. Alice can rightly demand for damages without reservations on the fact that she is already very wealthy and some of the defendants are charity cases. She may demand the exact amount that is due to her in consideration of her reputation because â€Å"†¦a man defamed does not get compensation for his damaged reputation. He gets damages because he was injured in his reputation, that is simply because he was publicly defamed. For this reason, compensation by damages

Educational Psychology Essay Example | Topics and Well Written Essays - 1500 words

Educational Psychology - Essay Example Probing students for answers is a crucial process that enhances the learners’ cognitive skills. It helps them to think, memorise, perceive, make decisions and solve problems. Their social skills are also enhanced when they are given a chance to explain and justify their viewpoints in front of the class. Surprisingly, numerous research studies show that some teachers have not fully understand the essence of class participation and the significance of keeping students alert all the time during class sessions. It is unfortunate to find out that there are cases when students turn off and resort to sleeping after the teacher comes to class. Even worse is the fact that some teachers do little to rejuvenate these students. Some would even ridicule the sleeping students and make fun of the situation. In the end, the students’ achievement level drastically falls. Learning, therefore, becomes inadequate. The prime aim of learning should be to equip students with knowledge and skills that can positively influence their behavior. Without this change, learning is of no use. Eventually, in such classes, some few students who are ever attentive will gain while those who switch off will continue recording low scores. Paddlepop Stick Method and Popsicle Stick Method of learning are strategies that have been used by the ‘concerned’ teacher to ensure that all students are active in class. These learning strategies will actuate a learning environment where every learner actively participates in all the classes daily. This method involves inscribing of the learners’ names in popsicles sticks. These sticks are then given to the students to hold during class sessions. The teacher the initiates the lesson and when they have a question to answer, the names written on the sticks are read out. If a student’s name is mentioned, they will be the one to respond to the question. This is unlike the

THE RELATIONSHIP BETWEEN MANAGEMENT AND PERSONAL MANAGEMENT Essay - 2

THE RELATIONSHIP BETWEEN MANAGEMENT AND PERSONAL MANAGEMENT COMPETENCIES - Essay Example nd the changing role of management throughout the decades but also to appropriately evaluate its importance for the improvement of the employees’ and the firm’s performance. At a first level, it should be noticed that there are no standards regarding the principles accepted by organizations around the world in order to regulate their internal and external relations. For this reason, the assumptions made by researchers in the relevant field are not quite the same; they are rather differentiated in accordance with the firms’ needs, their culture and mission but also the social and cultural characteristics of the market involved. Towards this direction, Hennestad (1990) refers to a common inter-organizational phenomenon, the ‘double – bind’, which refers to the relationship between the employees and the management within a particular organization in which the managers’ guidelines are not clear but they rather lead to different assumptions and directions (always referring to employees’ obligations within a specific organization). In this context, it is noticed by Hennestad (1990, 265) that ‘members of an organi zation are supposedly led, but very often they do not see the way; on the contrary, they are exposed to conflicting management signals and caught in double bind situations; double bind connotes a situation where conflicting messages occur, but where it is vitally important to discern what message is being communicated, and where the individual is unable to comment upon the ambiguity; the result is that the individual is not capable of meta communication and thus incapable of learning about the situation’. In accordance with the above view, the incompetence of a firm’s employees to respond to the needs of a particular situation could be related with the incompetence of the firm’s managers to provide accurate and clear guidelines and directions on a specific issue. As for employees, their efforts to participate actively on all the

Thin Layer Chromatography of lipids Assignment Example | Topics and Well Written Essays - 250 words

Thin Layer Chromatography of lipids - Assignment Example The material will dissolve in the solvent and move up the solvent front. (a) A Rf of 1 implies that the compound moved the same distance as the hexane solvent. Therefore, the analyzed compound was highly non-polar because it travelled the same distance as hexane, which is a non-polar solvent. (b) Ethyl acetate is a polar solvent. Mixing it with hexane will reduce the hydrophobic nature of hexane (Nollet & Toldra, 2012). Consequently, the Rf value of the same compound will reduce since it will not fully dissolve in the mixture of hexane and ethyl acetate. The TLC system for phospholipase D reaction will include the enzyme itself, phosphatidylcholine and ethyl acetate as the polar solvent. Phospholipase D will hydrolyze the phosphatidylcholine to phosphatidic acid and choline. Choline is more polar compared to phosphatidic acid; hence, it will move further than the acid. Molybdenum spray will be used to monitor the movement of the separated material. At 2 minute, there is little hydrolysis, which then increases to the sixth minute. Standard phosphatidic will be used as a control in the

Barbeque machine Assignment Example | Topics and Well Written Essays - 1000 words

Barbeque machine - Assignment Example The cost of designing the barbeque grill is reduced by using a hybrid strategy that will leverage the flexibility of industrial manufacturing with lowest advantages. Recycled metals can also be used. The running cost is reduced by covering the lid tightly thus shortening the cooking time. The grill uses little amount of charcoal depending on the amount of food to be cooked and the size of the charcoal box. The round grill barbecue is easy to operate. The food to be roasted is placed on an already lit grill, the cover put in place and the food allowed to cook. The tool set is used to flip and toss the food. The round grill barbecue is designed to a small portable size that is easy to carry around and occupies very small space. The round grill barbeque machine is mostly used for roasting, boiling, or sweltering food. It can also be used to store food. However, the round grill barbeque machine cannot store perishable food for a longer period of time. Pair wise comparison chart. OBJECTIV ES COST PORTABILITY USABILITY ENERGY USE AND EFFICIENCY SCORE COST - 0 1 1 2 PORTABILITY 1 - 1 1 3 USABILITY 1 1 - 1 3 ENERGY USE AND EFFICIENCY 1 1 1 - 3 Morphological chart DESIGHN PARTS DESCIPTION Casing The casing is made of metal sheet. Holds the mesh, top cover, and the charcoal box in place Rack Made if steel rods and acts as the stand for the grill. Can be fitted with rollers to allow easy mobility. Mesh Made of stainless steel and used to hold the food strategically while cooking. Top cover Prevents contamination of food while cooking and reduces energy loss by containing the heat thus increasing efficiency of the barbecue grill. Tool set Made of stainless steel and is used to toss and flip the food while cooking Numerical Evaluation Matrix DESIGN COST ENERGY USE PORTABILITY USABILITY SPACE Round grill barbecue 45% 30% 20% 10% 25% Electric grill barbecue 60% 60% 40% 30% 20% Wood pallet electric grill barbecue 55% 80% 50% 40% 40% Gas barbecue grill 75% 65% 40% 55% 60% Kettle barbecue grill 55% 80% 30% 40% 20% Conclusion The imposition or regulatory measures on charcoal use and production, and the increasing depreciation rate of energy resources has made it necessary to develop a barbeque grill that is energy efficient and eco-friendly. The round grill barbeque machine is therefore designed to use a small amount of charcoal with very minimal energy loss. Reference Classic barbequing. Bristol, Wis.: Charmglow Products, 1977.

Is China in an asset bubble Yes or no Why or why not (Particularly Assignment

Is China in an asset bubble Yes or no Why or why not (Particularly real estate bubble) - Assignment Example Fan Gang joined the regional officials in expressing their concern over the surging prices of assets (Leung & Wong Para 1). According to Forsythe and Hamlin, there is a sprout of empty buildings across the nation as firms with access to 1.4 trillion dollars- given in new loans in 2008- build skyscrapers. This has led to the Chinese property’s market bubble. James Chano, the hedge fund manager, says that there is a monumental asset and fixed asset, including real assets, bubble in China right now. He adds that deflating such an issue will be quite difficult at best (Forsythe & Hamlin Para 4). The Chinese government, since October 2010, has increased asset bubbles three times. This suggests fears of a shaping asset bubble and high inflation. China is highly dependent on oil and her growth rate is higher than that of Japan. If the worldwide prices of oil continue rising, China could be in some serious trouble. Moreover, there are numerous IPOs (Initial Public Offerings) in China with ample foreign investors wanting to invest in them. This move could only be fueling the growth of asset bubbles (Zhou 79). Conclusively, a serious market bubble is looming in China if the government does not take effective measures to contain it. Since 2006, economists and analysts have predicted a large asset bubble and this has increased with time. Forsythe, Michael and Hamlin, Kevin. China’s Real Estate Bubble Causing Growing Concern. Bloomberg News. 14 February 2010. Web 27 April 2012, Leung, Sophie and Wong, Chia-Peck. China Faces Asset-Bubble Risk, PBOC Adviser Fan Says (Update 2). Bloomberg. 18 November 2009. Web 27 April 2012,

To Build a Fire by Jack London why did the traveler die If you know of Essay

To Build a Fire by Jack London why did the traveler die If you know of a personal application for the life lesson shown in this story, you may briefly inclu - Essay Example The man’s errors of judgment leads to his death, whereas the only way out of it would have been to show respect to the advice by experienced people, to the laws of the nature, and to his own natural instincts instead of relying too much on artificial means of survival. London employs a strict and effective economy of words and terse plot construction to produce a powerful story replete with multiple layers of meaning. Though the unpredictable aspects of Nature play a major part in the devastation of the protagonist, the presence of a wild dog that accompanies him on his journey brings in many contrasts. The most significant among them is between the man’s estrangement from his own instincts that causes his death and the uninformed yet natural instincts of the beast that helps it survive. The characterization of the man is done deftly through references to his attitude to the excruciating cold which he understands to be fifty degrees below zero, but is in fact seventy five below zero. London describes that the absence of the sun or the tremendous cold did not make an impression on the man. It is not because he was used to it, as he is a newcomer to the place and it was his first winter. â€Å"The trouble with him was that he was without imagination† (London). He understands the extreme cold temperature on practical terms only, and tries to deal with it logically, taking for granted the man-made equipments which he hopes will protect him from the powers of Nature. The information that the temperature is in fact much below what the man understood it to be is sufficient to prepare the readers for his death. His inexperience in the terrain and his ruthlessness in discarding good advice are also explained from the beginning. However, readers are apt to hope against hope for the man’s survival, as he is depicted as giving a hearty fight till the end. The natural

Something Beautiful Is Coming Essay Example for Free

Something Beautiful Is Coming Essay HTC was founded in 1997 by Cher Wang and her husband. Wang wanted to manufacture personal digital assistance under contact of established brands. However, the company failed to convince buyers. Instead remained focused on contract manufacturer’s mobile phones according to its customer’s strategic priorities. Cher approaches the business with the eyes of the customer. HTC had nututred contacts into valuable business relationships, creating products that combined customer-oriented design with advanced technology to cast a reputation for consistency and excellence that many industry valued and applauded. In mid 2000, HTC started making customized smart phones running on windows operating system for Deutshe Telekom and Vodafone. This proved strategically shrewd, creating potential growth without having to rely on handset manufacturers. Facts and Figures HTC started making customized smart phones running on windows operating system for Deutshe Telekom and Vodafone. This proved strategically shrewd, creating potential growth without having to rely on handset manufacturers. Under this ‘operator business model’, sales exploded, growing 100% annually, with net profits rising some 300% per annum since 2003. HTC soon became darling of the market, with share prices soaring 1000% in March 2006. Mission A customer oriented positioning that communicated its strengths and tapped into the zeitgeist of its target market- tech savvy trendy customers interested in performance and design. Strategy Business Strategy- Sustained on ‘operator business model’, proved immensely successful. Functional (Marketing) strategy- The key to its strategy was its partnership with networks such as vodafone Internet and viral marketing proved effective Sponsorship of the Columbia –HTC cycling team in 2009 ensured messaged reached millions of viewers worldwide

Of mice and men-Discuss the importance of the American dream Essay Example for Free

Of mice and men-Discuss the importance of the American dream Essay Dictionary: the American dream An American ideal of a happy and successful life to which all may aspire: In the deepening gloom of the Depression, the American Dream represented a reaffirmation of traditional American hopes Dictionary: dream a cherished desire The American Dream is a dream of success, fame and wealth achieved in the United States of America. Its thought to be achievable by hard work, courage, and determination, or by getting rich quick. The concept often involves moving upward in the social classes, and may involve icons such as car, house, partner and pet. This definition of the American dream is universal, but it can have a different meaning for different classes of people. People have dreams The novel of mice and men, written by John Steinbeck, is set in 1930s California during the Great Depression. The two main characters called George and Lennie are migrant workers travelling from ranch to ranch just to get by and make a little money so that one day they can live their own American dream. Throughout the book, Lennie always asks George to tell him and re-tell him their dream of someday owning their own land. Someday were gonna get our jack together and were gonna have a little house and a couple of acres an a cow and some pigs. The use of the word someday shows a sense of longing and uncertainty; he doesnt know if it will happen soon or even at all. Because of the time the book is set or George and Lennies lifestyle, their dream is not the exact definition of the American dream. It is more to do with freedom and the amount of land owned which equals a higher status in society the more land you owned. George and Lennies dream is motivated by the fact that they have no stability in where they live or work. Being migrant workers, they have a very unsettled lifestyle because they dont know how long they will be needed to work there. After they arent needed or if they get fired, it could take a long time to find another job. Their dream of owning a rural house on their own in the Salinas valley is a comforting thought of stability and not having to worry about nowhere to live. The Salinas valley is not a typical rural setting of America, but as George and Lennie have not traveled far, it is their idea of perfect. There are no comfortable houses, but vast orchards, vineyards, and ranched thoroughly tended. In the book, the Californian countryside is described in vast detail at the beginning and end of every chapter. Steinbeck uses description of the surroundings as he, like Lennie developed a close bond with nature. In my opinion, this is Steinnbecks dream Other characters living on the ranch also have similar dreams. The migrant worker candy for example is afraid of being alone and dreams of living out the rest of his life with company. When he hears about George and Lennies dream asks them if he can join them so he wont be lonely. Spose I went in with you guys. Howd that be? When they can me I wont have no place else to go an I cant get no more jobs. He is desperate so he pleads with them even though he hasnt known them very long. Another person on the ranch with a dream is Curleys wife. Her dream is of fame and fortune Nother time I met a guy-he was in the pitchers. He said hed put me in the movies. Said I was a natural. Soons he got back to Hollywood he was gonna write to me about it. I never got that letter. I always thought my ol lady stole it. She has this dream as an escape from her husband who is very sexist and discriminatory against women. At the time the book is set, women were treated poorly and only thought of as housewives for bringing up children and were used commonly for sex purposes. Curley treats Curleys wife poorly so she dreams about being rich and famous being a movie star. Ironically, this is the dream of many American people nowadays; to be rich and famous as they aspire to be the everyday celebrities we see today. Another dream of hers is also not to be lonely. She explains to Lennie I never get to talk to nobody. I get awful lonely. This shows that she is lonely because she confides in him about her problem and she doesnt know him at all. Crooks is the Negro stable buck. He has a separate room away from the white people living and working on the ranch. This also shows the amount of racism at the time the story is set. It seems his dream is to not be treated differently because of his skin colour. He says I aint wanted cause Im black. They play cards in there, but I cant play because Im black. They say I stink. It is obvious that he doesnt agree with these comments by the way he speaks. He speaks sharply showing he is angry about these comments. He talks about everyone else except for him playing cards implying that he would like to play cards too, along with everyone else. In conclusion, I think that the American dream is important to different characters in different ways and different interpretations.

Theoretical Approaches to Perception Processes

Theoretical Approaches to Perception Processes Cognitive psychologists differ in their views on the processes involved in perception. Outline two theoretical approaches to perception and provide empirical support for each. Introduction Explanations of perception seek to explain and better understand the process that facilitates the transformation of sensory information from the environment into the experience of objects, sounds, and movement. One of the most established fields of psychological research, studies in perception range from basic recognition of shape, colour, and form, to the more complex relationship between, motion, attention and performance (Eysenck, 2005). In the early 1900’s, a group of psychologists sought to show how people organize fields of information during perception, memory, and thought (eg: Duncker, 1945; Koffka, 1935; Kohler, 1940; J. M. Mandler G. Mandler, 1964; Wertheimer, 1945/ 1982. In Barsalou, 1992). Since then, the distinctions between the work of cognitive and perception psychologists have become less obvious, with cognitive and behavioural approaches increasingly being used in the effort to understand the complex process of visual perception. As experimental approaches ha ve brought about more refined empirical techniques, a greater number of theories have developed in order to help explain the phenomenon. This essay focuses on James Gibson’s theory that perception and action are very closely related. Gibson first put forward this theory more than fifty years ago (Eysenck, 2005). The second theory under discussion is the Constructivist approach, which posits that experience formed in memory assist the observer in making informed judgements about the size, shape, form, etc of an object. Gibson (1979) first brought into discussion the term ‘direct perception’ relating to the idea that we pick up enough information from the visual environment to form a conscious version of what we see and that we do not need to use higher levels of cognitive processing in order to understand the visual world (Cardwell et al, 2004). Part of Gibson’s theory maintained that perception depends upon the existence of a number of cues which inform the brain about the size, shape, and texture of objects, and the distance away from the observer that they lie. Gibson’s work is unique as he based his findings on experiments conducted outside of laboratory conditions although still very much within a controlled environment with measurable results. Part of Gibson’s work has helped develop new technological features at airports to help pilots develop their depth perception, while the application of his flow patterns idea has been incorporated into the constructions of roundabouts to create the illusion for drivers that they are accelerating on their approach and thus making them slow down (Cardwell et al, 2004). The applicability of these theories to real-life situations increases their relevance and causes them to be an attractive explanation as to how we perceive our visual environment. Gibson (1979) expounded upon what he meant by ‘direct’: â€Å"So when I assert that perception of the environment is direct, I mean that it is not  mediated by retinal pictures, neural pictures, or mental pictures. Direct perception is the activity of getting information from the ambient array of light. I call this a process of information pickup that involves the exploratory activity of looking around, getting around, and looking at things. (1979, p.147) Gibson posited that it was in the nature of light as an optic ray that facilitated our understanding of objects and material reality. Gibson’s studies of observation he claimed were founded upon his experiences in World War II. When carrying out aviation experiments, Gibson concluded that the laboratory approach to the study of depth perception could not be suited to improving a pilots ability to land an airplane, and that it was necessary to study perception outdoors into the natural environment. According to Goldstein (1981, p.191), in Gibson‘s ‘ground theory’ visual space ‘is defined not by an object or an array of objects in the air (as occurs for depth cues such as interposition, relative size, etc.) but rather is defined by the ground, a continuous surface or array of adjoining surfaces.’ Gibson’s texture gradient suggests that there exists a rate of change in texture density. For example, a the gaps in a rail track appear to get closer together the greater the distance over which they are perceived (Eysenck, 2005). Gibson measured his findings in real life situations of perception where the observer is not stationary in a laboratory and ‘observing’ rather, Gibson believed in the importance of the observer being active, constantly moving their eyes, head and body in relation to the environment (Goldstein, 1981). Gibson’s work has been continuously investigated by other researchers who have been keen to establish its strengths and weaknesses. For example, Greenberg and Donnell (1972) found that the ‘weakness of stripes or straight contours does have some touch points in research on infant and adult perception.’ (In Pick and Gibson, 1979, p.71). While very young infants preferred to look at checks over stripes (Greenberg and Donnell, 1972), MacKay and Jeffreys (1973) recorded that adults looking at parallel lines in contrast with lines that had corners or breaks in them, showed more visually evoked potential for the checked an broken lines, but was relatively small for the parallel lines (Ibid). Whereas Mayzner and Habinek (1976) found in tachistoscopic experiments that the ‘threshold is much lower for detecting contours that change in direction than it is for detecting those that do not’ ( Mayzner Habinek, 1976. In Pick and Gibson, 1979, p.71). These forms of empirical research have dated well as they highlight basic dichotomies between shapes and forms and how they are perceived by the human eye and thus translated as information by the brain. There is not much scope for disproving Gibson’s theories rather, the challenge of his work lies in whether his explanations of perception are enough to explain the complexity of understanding the material world. Gibson also made an insightful point as to the nature of research and theory of perception that ‘the starting point of perceptual research and theory depends critically on the language used to describe the information available for perception’ (Carlson, 1997, p.76), and that psychologists are thus apt to partially self-define the objectives and results of their own experiments. In ostensible contrast to Gibson’s work, the Constructivist approach places less emphasis on the nature of the visual stimulus itself and focuses on the implications of stored memories (Cardwell et al, 2004). Past experience thus shapes and informs present experience. Gibson’s idea that perception is founded upon cues provided by the object itself is reversed in this approach to understanding perception, where perception is effectively constructed by the memory. Gregory expounded upon Gibson’s theory by experimenting with the idea that visual stimuli are basic ‘starting points’ upon which the observer makes informed guesses about their meaning (Cardwell et al, 2004). Constructivist theory has received much empirical support, beginning in the early 20th century with the work of Tichener (1914). Boring (1946) worked with, and altered these experiments, to produce the well-known 1941 Holway and Boring experiment. Here, participants observed the size of a disk, from varied distances. Holway and Boring sought to reduce the number of distance cues available to participants, and found that the more that cues â€Å"reduced†, the poorer the size perceptions recorded. Boring concluded that perception needed a cores stimulus, and a mediating context informed by cues. Size perception thus relies upon a perceived distance that allows the observer to make informed judgements. In such laboratory experiments there exists the hypothesis that certain illusions persist in our perception of the world this was a crucial element of the Constructivist theory. Gibson criticised the empirical research for these approaches, highlighting their artificiality and inapplicability to real-life. Furthermore, if perception is analogous to our making judgements and decisions this would not explain how precise perception is ie: if Constructivist theory is correct then we would make many more mistakes in how we perceive the world. To conclude, neither approach is meant to be an alternative to the other rather they are used in conjunction with each other, and the type of processing employed will depend on the type of visual stimulus present in front of the observer. In her discussion about the relevance and scope of cognitive theory, Disessa quotes Marton who has heavily criticised the efforts of cognitive science to explain human experience (Disessa, 1993). Disessa goes on to say that ‘whether for systematic or accidental reasons, cognitive science has not done particularly well at illuminating the structure of experience.’ (1993, p.261). If cognitive approaches are to ultimately succeed, then they need to focus more on explaining consciousness itself (Barsalou, 1992), rather than the mechanisms which define consciousness. Other explanations have attempted to identify the behavioural aspects of sensory experience which indirectly inform the observer as to the nature of their experience. For exam ple, Ludwig (1999) suggests that as well as being able to perceive shapes visually and through touch, we also gain information through other sensory modes. He gives the example of knowing through smelling the scent of a mango that the fruit of the smell’s origin is round; here, shape is not perceived by a visual judgement, but is inferred from ‘the character of ones sensory experience and collateral information that an object of a certain shape caused it.’ (Ludwig, 1999, p. 29). There will no doubt continue to be variations and expansions upon the work of Gibson, and of the older constructivist theories yet the fundamental precepts of each theory remain as integral to the study of perception as they did over fifty years ago. The relationship between the static or stationary observer and the material world will ultimately rely upon the distance, texture, and shape of the perceived object, while the degree to which perception relies upon past experience is yet to be fully understood. References Barsalou, L.W. (1992) Cognitive Psychology: An Overview for Cognitive Scientists. Hillsdale, NJ: Lawrence Erlbaum Associates. Boring, E. G. (1946). Perception of objects. American Journal of Physics, 14, 99-107. Cardwell, M; Clark, L; and Meldrum, C. (2004) Psychology. London: Collins. Carlson, R.A. (1997) Experienced Cognition. Mahwah, NJ: Lawrence Erlbaum Associates. Disessa, AA. (1993) Cognitive Responses. Cognition and Instruction, vol 10. Issue: 3, p.261. Eysenck, M.W. Keane, M.T. (2005). Cognitive Psychology: A Student’s Handbook, (5th Ed) Hove: Psychology Press. Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin Goldstein, E.B. (1981) The Ecology of J. J. Gibsons Perception. Leonardo, Vol. 14, No. 3, pp. 191-195. Holway, A. H., Boring, E. G. (1941). Determinants of apparent visual size with distance variant. American Journal of Psychology, 54, 21-37. Ludwig, K. (1996). Shape Properties and Perception. Philosophical Issues, Vol. 7, pp. 325-350. Pick, A.D, and Gibson, E.J. (1979) Perception and Its Development: A Tribute to Eleanor J. Gibson. Hillsdale, NJ: Lawrence Erlbaum Associates. Titchener, E. B. (1914). A textbook of psychology. New York: Macmillan.

Aspects and implication of Cyberspace Surveillance Technologies Essay

The three most thought about aspects of a surveillance society, would be; from one side it protects and monitors, but on the other hand in order to achieve its protection functions, certain boundaries of privacy are crossed. Some would argue that it is governments demand for more power over people, a disciplinary technique; the fact that people are more likely to behave if they had known they had been under a certain amount of supervision. But not all of the time can this be beneficial to them; questions are asked of whether the success of it, rationalize for existence radical surveillance technologies. As much as it acts as a nation protector, and crime preventer, it is also, on a massive scale, a privacy invader. In this essay I will examine some of these aspects and theories that justify their disadvantages from their advantages. The purpose of surveillance as Lyon explained, is: â€Å"the focused, systematic and routine attention to personal details for purposes of influence, management, protection to direction† (2007: p.14) this describes a more of national secure safety matter, then what he had supposed in his 1998 description of â€Å"watching others’ activities as a means of monitoring and supervising them† this here, describes a more a simple service, people are being watched purely for the purpose of monitoring and supervising, such as a prison watcher or an exam monitor. However in since the happening of September, 11 of 2001, surveillance on individual has became more of a formal national security issue. Moving away from the notion of specific should be targeted, to a notion of everyone is suspected and therefore targeted. Post nine eleven, â€Å"war against terrorism† has become a major excuse or reason for national security to k... ...ivilians fears over the paranoia of under consent surveillance and feel that their freedom is under consent restriction. Works Cited Foucault, M. (1979) Discipline and Punish. London: Penguin. Dreyfus, H and Rabinow, P. (1982) Michel Foucault: Beyond Structuralism and Hermeneutics. Chicago: Chicago University Press. Lyon, D. (1988) The Information Society: Issues and Illusions. Cambridge: Polity Press. Lyon, D. (2003) Surveillance after September 11. Cambridge: Polity Orwell, G. (1948) Nineteen Eighty Four. New York: New American Library Links: BBC. (2005) â€Å"Shot man not connected to bombing† July 23. Available at: http://news.bbc.co.uk/1/hi/uk/4711021.stm â€Å"Cookies† http://epic.org/privacy/internet/cookies/ BBC. (2005) â€Å"Full text of Tony Blair's speech† September 27. Available at: http://news.bbc.co.uk/1/hi/uk_politics/4287370.stm

Alzheimers Disease Essay -- Alzheimers Disease Essays

Alzheimer’s Disease   Ã‚  Ã‚  Ã‚  Ã‚  Alzheimer’s disease is a progressive degenerative disease that attacks the brain and results in impaired memory, thinking and behavior. Alzheimer’s is the most common form of dementia. Dementia is the lost of thinking, remembering and reasoning so bad it screws up ability to do daily functions and eventually resolves in death. Dr. Alois Alzheimer’s first discovered the disease in 1906. Since then research has developed a deeper understanding of the changes in the brain. Warning sign’s of Alzheimer's are memory loss that affects home and job skills, problem in speaking, poor judgment, and difficulty in learning. The last stage of Alzheimer's disease is when you’re unable to take care of yourself. The disease can last from 3 to 20 years from the time of onset of symptoms.   Ã‚  Ã‚  Ã‚  Ã‚  Alzheimer’s disease affects as many as 4 million Americans. It can affect almost any age but still is more common in the ederly. As age ing population continues to increase, so does the disease. Today, 3% of the people ages 65 to 75 have alzheimer’s, 10% of those aged 75 to 85 have alzheimer’s and half the age 85 may have it to. Without a new cure it is estimated that alzheimers will affect over 14 million people by 2050. The elderly are the most infected with the disease and its still spreading. Other disease in common with Alzheimer’s is multi-infract dementia, Huntington’s disease, Pick’s disease, and Parkinson disease. People wonder if Alzheimer is genetic â€Å"meaning runs in families† the answer is the evidence isn't clear. Doctors and Physicians say if you have a by blood family member with Alzheimer's there's a slightly greater chance of getting or having the Alzheimer's disease. Many wonder if memory loss is a natural part of aging. The answer is yes and no, everyone has forgotten where he or she parked their car or the name of an acquaintance a one time or another . And many healthy individuals are less able to remember certain kinds of information as they get older. The symptoms of Alzheimer's disease are much more severe than simple memory lapses. This chart will kinda help you understand the difference. Activity   Ã‚  Ã‚  Ã‚  Ã‚  A person with Alzheimer’s Disease  Ã‚  Ã‚  Ã‚  Ã‚  Age- associated memory loss Forgets  Ã‚  Ã‚  Ã‚  Ã‚  Whole experiences  Ã‚  Ã‚  &... ... for home repairs or products they don’t need. 6.Problems with abstract thinking, balancing a checkbook may be hard when the task is more complicated than usual. Someone with Alzheimer’s disease could forget completely what the numbers are and what needs to be done with them. 7.Misplacing things, anyone can temporarily misplace a wallet or key. A person with Alzheimer’s disease may put things in unusual places: an iron in the freezer, a wristwatch in the sugar bowl, or a sandwich under the sofa. 8.Changes in mood or behavior, everyone can become sad or moody from time to time. Someone with Alzheimer’s disease can show rapid mood swings-from calm to tears to anger-for no apparent reason. 9.Changes in personality, people’s personalities ordinarily change somewhat with age. But a person with Alzheimer’s disease can change a lot, becoming extremely confused, suspicious, fearful, or dependent on a family member. 10.Loss of initiative, itâ€⠄¢s normal to tire of housework, business activities, or social obligations at times. The person with Alzheimer’s disease may be very passive, sitting in front of the television for hours, sleeping more than usual, or not wanting to do usual activities. Alzheimer's Disease Essay -- Alzheimer's Disease Essays Alzheimer’s Disease   Ã‚  Ã‚  Ã‚  Ã‚  Alzheimer’s disease is a progressive degenerative disease that attacks the brain and results in impaired memory, thinking and behavior. Alzheimer’s is the most common form of dementia. Dementia is the lost of thinking, remembering and reasoning so bad it screws up ability to do daily functions and eventually resolves in death. Dr. Alois Alzheimer’s first discovered the disease in 1906. Since then research has developed a deeper understanding of the changes in the brain. Warning sign’s of Alzheimer's are memory loss that affects home and job skills, problem in speaking, poor judgment, and difficulty in learning. The last stage of Alzheimer's disease is when you’re unable to take care of yourself. The disease can last from 3 to 20 years from the time of onset of symptoms.   Ã‚  Ã‚  Ã‚  Ã‚  Alzheimer’s disease affects as many as 4 million Americans. It can affect almost any age but still is more common in the ederly. As age ing population continues to increase, so does the disease. Today, 3% of the people ages 65 to 75 have alzheimer’s, 10% of those aged 75 to 85 have alzheimer’s and half the age 85 may have it to. Without a new cure it is estimated that alzheimers will affect over 14 million people by 2050. The elderly are the most infected with the disease and its still spreading. Other disease in common with Alzheimer’s is multi-infract dementia, Huntington’s disease, Pick’s disease, and Parkinson disease. People wonder if Alzheimer is genetic â€Å"meaning runs in families† the answer is the evidence isn't clear. Doctors and Physicians say if you have a by blood family member with Alzheimer's there's a slightly greater chance of getting or having the Alzheimer's disease. Many wonder if memory loss is a natural part of aging. The answer is yes and no, everyone has forgotten where he or she parked their car or the name of an acquaintance a one time or another . And many healthy individuals are less able to remember certain kinds of information as they get older. The symptoms of Alzheimer's disease are much more severe than simple memory lapses. This chart will kinda help you understand the difference. Activity   Ã‚  Ã‚  Ã‚  Ã‚  A person with Alzheimer’s Disease  Ã‚  Ã‚  Ã‚  Ã‚  Age- associated memory loss Forgets  Ã‚  Ã‚  Ã‚  Ã‚  Whole experiences  Ã‚  Ã‚  &... ... for home repairs or products they don’t need. 6.Problems with abstract thinking, balancing a checkbook may be hard when the task is more complicated than usual. Someone with Alzheimer’s disease could forget completely what the numbers are and what needs to be done with them. 7.Misplacing things, anyone can temporarily misplace a wallet or key. A person with Alzheimer’s disease may put things in unusual places: an iron in the freezer, a wristwatch in the sugar bowl, or a sandwich under the sofa. 8.Changes in mood or behavior, everyone can become sad or moody from time to time. Someone with Alzheimer’s disease can show rapid mood swings-from calm to tears to anger-for no apparent reason. 9.Changes in personality, people’s personalities ordinarily change somewhat with age. But a person with Alzheimer’s disease can change a lot, becoming extremely confused, suspicious, fearful, or dependent on a family member. 10.Loss of initiative, itâ€⠄¢s normal to tire of housework, business activities, or social obligations at times. The person with Alzheimer’s disease may be very passive, sitting in front of the television for hours, sleeping more than usual, or not wanting to do usual activities.

The Evolution of Human Skin Color Essay -- Human Evolution, 2015

According to Darwin and his theory on evolution, organisms are presented with nature’s challenge of environmental change. Those that possess the characteristics of adapting to such challenges are successful in leaving their genes behind and ensuring that their lineage will continue. It is natural selection, where nature can perform tiny to mass sporadic experiments on its organisms, and the results can be interesting from extinction to significant changes within a species. Human beings are no exception to biological evolution. Like other organisms around the world, humans have significantly changed overtime and have developed all sorts of diverse characteristics. One noticeable characteristic of human beings is the variation of skin color. Skin color has been used to identify, classify, and verify the variation that exists in the human population around the world. How did such a distinct variation arise and how did it play into adaptation? I’ve often heard that â€Å"humans came from monkeys,† or something similar. It is true that humans’ ancestors were primates, who first resided in warm and sunny Africa; they had similar features to today’s apes, such as a hairy body. The purpose of the vast amount of hair was to protect the body from the sun’s ultraviolet (UV) rays and to prevent overheating, mainly by acting as a barrier for the skin underneath the hair (Jablonski, 598). Some parts of the body such as palms were not covered with hair, but with sweat glands. Sweat glands allowed the body to cool off via evaporation at the surface of the skin; sweat glands were more efficient at thermoregulation. Overtime, early humans with a high amount of sweat glands were selected for since they had the best method at the time to keep themselves cool in warm environments (Kirchweger). This meant that overtime, humans lost most of their hair on their bodies, leaving their skin exposed. Sweat gland s were going to help the body to cool down, but they couldn’t protect the skin from harmful UV rays. This is where melanin worked its magic, and it’s the reason for the diversity in skin color today. Melanin helps reduce the absorption of wavelengths into the skin (Chaplin, Jablonski, 59). The more melanin in the skin, the greater the protection against harmful UV rays, and the amount of melanin in the skin correlates with the skin’s color (more melanin means darker skin).... ...m all over the world, with all hues of skin colors. With interracial dating and marriages and more â€Å"mixing† of skin colors, there are multiracial children with various skin colors. Genetically, it enhances variation within the individual, but what about variation within the species? I heard a joke once that eventually in the future, everyone will be beige. Will everyone mix together to an extent that there will be little to no variation anymore, at least skin deep? It’s an interesting concept to think of. At the moment, I believe that there is enough diversity within the human species that we don’t need to worry about the lack of variation in the near future. For now, we can appreciate the diversity of skin colors that has allowed our ancestors to adapt to their environments and survive. It has allowed them to create a lineage of who we are today. Works Cited: 1) Chaplin, G. Jablonski, N. â€Å"The Evolution of Human Skin Coloration.† Journal of Human Evolution 39 (2000) 57-106 2) Jablonski N. â€Å"The Evolution of Human Skin and Skin Color† Annual Reviews Anthropology 33 (2004) 585-623 3) Kirchweger G. â€Å"The Biology of†¦ Skin Color† Discover 22 (2001)

Nursing Care Plan for Impaired Social Interaction

NURSING CARE PLAN FOR IMPAIRED SOCIAL INTERACTION ASSESSMENT |NURSING DIAGNOSIS |SCIENTIFIC ANALYSIS |GOAL |INTERVENTIONS |RATIONALE |EVALUATION | |Objectives: – Don’t like to mingle with others. – When talked to, he always looked at different directions. – Isolate him from others. – Does not participate in ward activities. Subjective: â€Å"Ayoko sa kanila makihalubilo minsan kasi pakiramdam ko sasaktan nila ako at pinagtritripan. † |Impaired Social Interaction related to social isolation of self to others. A state in which an individual participates in either an insufficient or an excessive quantity of social exchange, or with an ineffective quality of social exchange. |Short Term: Within 1 week of nursing interactions and interventions, the patient will: 1. Minimize his pacing in different directions when talked to. 2. Develop a therapeutic nurse-client relationship through frequent, brief contacts and an accepting attitude. 3. Respond to social contacts in the environment such as interacting with the staff for a specific period of time.Long Term: Within 3 weeks of nursing interactions and interventions, the patient will:1. Demonstrate effective social interaction skills in both one-on-one and group settings.2. Will maintain a good relationship with other patients.3. Demonstrate appropriate social interactions.Independent:1. Provided opportunities for socialization and encourage participation in group activities.2. Allowed patient time to reveal delusions to you without engaging in a power struggle over the content or the reality of the delusions.3.Used a supportive, emphatic approach to focus on patient’s feelings about troubling events or conflicts.4. Helped patient to identify behaviors that alienate him from the environment.5. Assisted patient in learning neutral social topics such as weather or local events. Dependent: 1. Administered medications as ordered and checked after administering.Col laborative: 1. Encouraged same nurse to work with the client.1. To increase the client’s abilities and confidence in socializing.2. To understand the feelings he is experiencing.3. Empathy conveys your caring, interest and acceptance of the client.4. To explore the feelings he is undergoing.5. To develop a greater success in social interactions.To control signs and symptoms of hallucinations and delusions of the client and to verify if he swallowed the medicines.1. To promote development of trusting relationship. |Short Term Outcome: Met After 1 week of nursing interactions and interventions the client was able to: 1. Minimized his pacing in different directions when talked to.2.Developed a therapeutic nurse-client relationship through frequent, brief contacts and an accepting attitude.3. Responded to social contacts in the environment such as interacting with the staff for a specific period of time. Long Term Outcome: Met After 3 weeks of nursing interactions and interventio ns the client was able to:1. Demonstrated effective social interaction skills in both one-on-one and group settings.2. Maintained a good relationship with other patients.3. Demonstrated appropriate social interactions.

Why Are Children Used as Protagonists in Iranian Cinema?

i SAE Institute London Written Assignment WHY ARE CHILDREN USED AS PROTAGONISTS IN IRANIAN CINEMA : A LOOK INTO MAJID MAJIDI’S ‘THE CHILDREN OF HEAVEN ’ (1997)? Iman Yusufali 15346 FF1011 20 August 2012 Word count: 3300 approx. ii DECLARATION: I hereby declare that I wrote this written assignment on my own and without the use of any other than the cited sources and tools and all explanations that I copied directly or in their sense are marked as such, as well as that the dissertation has not yet been handed in neither in this nor in equal form at any other official commission. Date: 20 August 2012 Place: London, U.K. Signature: IMAN YUSUFALI iii Table of Content Title Page Declaration Page Table of content Essay Reference List i ii iii 1 7 1 WHY ARE CHILDREN USED AS PROTAGONISTS IN IRANIAN CINEMA : A LOOK INTO MAJID MAJIDI’S ‘THE CHILDREN OF HEAVEN ’ (1997)? Iranian cinema has numerous successful movies that have been viewed internationally, th at use children as protagonists and child heroes who have to go through daily life struggles. These films include ‘Children of Heaven’, ‘Colour of God’ by Majid Majidi, ‘The White Balloon’, ‘Mashq-e Shab’ (homework) by Kiarostami and Ab Bad Khak (water, wind, dust) by Amir Naderi.The innocence of a child and the impromptu acting is sure to affect the way the story is told and witnessed by the viewers. Therefore what we are going to explore in this essay is what children could possibly represent and symbolise in films, why Iranian cinema in particular has used this notion of child-hero and we will also be analysing Majid Majidi’s film ‘The Children of heaven’ (1997) step by step, how he uses children as protagonists and what they represent in film.Ultimately, we will understand the effect of using the child-hero in films and how the audiences interpret the film. Moreover, we shall be considering what children sym bolize and represent in films and what they convey through their naturalistic performances. Additionally, we examine how the Iranian cinema changed post revolution and in what ways the filmmakers were forced to conform to the censorship prohibitions laid down by the strict government of Iran.Likewise, we will be analysing Majid Majidi’s Oscar nominated film from 1997; ‘The Children of Heaven’ and how it conforms to these censorship laws, as well as its success in being able to attract a large international audience simultaneously, who could relate and sympathise with it’s child-hero, Ali. Using sources and references such as the World Wide Web, journals, books and reviews we arrive at our conclusion.It might not make sense why these questions in particular need to be answered, however my personal experiences living in Iran, my interest in Iranian cinema and my knowledge of the Persian language would be the first reason as to why this topic was chosen. Seco ndly, I strongly believe these are questions that one needs to consider and research whilst studying digital filmmaking, since using a child hero instead of an adult hero could have a major impact on the way a message of a film and the emotions within it, are communicated and perceived.This will result in the realization that a tainted adult cannot communicate the same messages and performances, as a pure child is able to. 2 Many films worldwide use children as lead roles in their stories; as has been seen in Hollywood, Bollywood, Iranian and Italian cinema in films such as, ‘Hugo’ (2011), ‘Tare zameen par’ (2007), ‘Children of Heaven’ (1997) and ‘Bicycle Thieves’ (1948). Why use children as protagonists? Is it not possible for adults to play the hero instead?Children have a sense of realness about them, a world of their own not yet tainted by adult distrust, dishonesty and disbelief. Children symbolise an untouched reality not inf luenced by the world as yet. (Marco Grosoli, 2011) Children have an independent life off set that gives them a feel of realism thus allowing audiences to trust their performances and actually believe and empathize with them. (Richard Tapper, 2002) This trueness gives children a sense of being ‘real’ and part of the common people thus portraying how people are or what people should really be like. Richard Tapper, 2002) Children are frequently used to scrutinize the grown-up world in addition to a world of their own. (David Morrison, n. d. ) Thus, it seems that children are not always valued for their child like ways but sometimes for their prospective great future in the mature world. (Iris Shepard, 2010) Kathy Jackson author of Representations of the Child in American Film also suggests that a child generally represents a hopeful future while an evil or demonic child would represent the evils of a society at large. Iris Shepard, 2010) The pureness of a child is a mere r eflection of a tainted grown up person. (Marco Grosoli, 2011) Perhaps it is the fact that they are so impulsive in their ways and are more adaptable and less self-aware in front of the camera that children are a means in films to show reality. To put things into perspective, children are â€Å"naturals at being natural. †(Jonathon Jones, 2000) hence these ‘real people’ enlighten audiences with real messages. Their own past life experiences affect their performances in being even more credible.From what we have said so far, one can gather that children can represent good and evil but all in a convincing and realistic manner. Children can symbolize society and even people’s alter egos. (Richard Tapper, 2002) We now have a brief idea as to why filmmakers would use children as protagonists, how their performance effect the audience and in what way they understand the story, this would then leads us to our next question why did Iranian cinema use this method?Th e evidence to suggest that Iranian cinema had a tendency to use child protagonists comes with the sheer volume of films made with this concept. Amir Naderi’s Davandeh (the runner)(1986) and Ab Bad Khak (water, wind, dust)(1987), Abbas Kiarostami’s Khaneh Doust Kojast? (Where is my friend’s house? )(1986) tells the story of a child who is caught up in a inconsiderate adult world and in his Mashq-e Shab(homework)(1987), a documentary about the schooling structure, Kiarostami sat in conversation with the children.In Gal(Scabies)(1987), Abolfazl Jalili tells us about the trials of a young delinquent in prison and, Raqs-e khak(dance of dust)(1991), explores into the realm of child labourers, these films are just the films that got international acclaim excluding the many more films made with the concept of a childhero. (Rosa Issa and Sheila Whitaker, 1999) As to the reason behind this type of story telling, we will have to discuss and explore further into the Iranian society.Iranian filmmakers, especially post revolution throughout the 1980s, have had a hard time with governmental regulations to be able to make films according to their own visions and directorial style. This is when children became an elemental part of the Iranian film industry. (Rosa Issa and Sheila Whitaker, 1999) 3 One might wonder why a sudden shift came about during and after the revolution, it seems the revolution itself, the occupation of US embassy and the 8 year war between Iraq and Iran had serious implications on the Iranian cinema and what was directed and produced in the country.Resulting in the Iranian cinema being influenced by Islamic rulings, an anti-western outlook and propaganda. The afore-mentioned incidents created a shift in the world’s perception of the Iranian people. The outside world now saw the Iranian people as cruel and barbaric, all this only from the lack of communication with the outside communities. Accordingly, cinema was the only method in which Iran could paint a completely different, more humane, vision of the Iranian people to the rest of the planet. Hamid Reza Sadr, 2006) Limitations employed on certain topics such as the illustration of love interactions between opposite genders and violence, added to the trend of substituting adults with children as heroes (usually playing the roles of brother and sisters). The children are sometimes were even allowed to sing songs in child hero films, which is still forbidden in Iranian films till today. (Rosa Issa and Sheila Whitaker, 1999) The child-hero movies are to a certain extent, a channel through which filmmakers sidestep restrictions that they would have had with adult-hero movies. Jonathon Jones, 2000) Some films like ‘The Apple’ (1998), are seen by Times magazine as a masked confrontation on the mullahs, with the children signifying the new young Iran’s refusal to allow further religious control. (Jonathon Jones, 2000) Thus, children were als o used to symbolize the youth of the whole country at large in their political positions. Furthermore, making viewers and audiences relate to the subjection of a child makes them in turn able to engage with the nature of the Iranian society and what it means and feels like, to be as subjected and as helpless as the child in the film. Jonathon Jones, 2000) Hence, children were not only used to symbolize the young Iran’s political and social positions but to actually make the audience understand and identify with the feelings that come by living in such a society. The recurrent hire of kids as actors is double in its implication as Persian filmmakers use the theatrical and melodramatic abilities of kids by showing them as troubled by destitution and unjust policies. Nevertheless, the use of youngsters is likewise a method that permits directors to evade those strict censorship laws that relate explicitly to the depiction of men and women in films.In movies like Majid Majidiâ₠¬â„¢s Bache-ha-ye Asman (Children of Heaven, 1997) and Rang-e Khoda (The Colour of Paradise, 1999), the relationships featured are often pairs of young brothers and sisters who together must overcome the rigid dictates of their parents. Therefore, the purpose of children in Iranian cinema is inconsistent: they are, in one way used to evade the strict censorship laws and prohibitions that come with making films in Iran but simultaneously these children are shown to be restricted by the same system. Rosa Holman, 2006) Many films are arranged against a vivid natural setting to add gravity to the storyline (Linda Aronson, 2001), which in turn exaggerates the inner and emotional occurrences of the hero in a film. Likewise children can be used as symbols whose external battles and experiences relate to the broader problems in society. (Rosa Holman, 2006) Another possible reason for the placement of children as protagonists in Iranian cinema, would be that children are less likely to be ju dged because their performance embodies individual incidents and intimate sentiment.This emotional performance brings the audience to believe what they are seeing is the ‘real world’. This in turn leads the audience to empathize with the struggles of the child not as the child’s but as their own. Consequently, taking out all sorts of social illnesses within the audience and giving them a sense of communal understanding. (Richard Tapper, 2002) 4 The use of children to manipulate the mature audience’s feelings is a method that has been long used by Iranian filmmakers. Rosa Issa and Sheila Whitaker, 1999) Also this approach, of a child being a hero, portrays them as greater symbols of men and women and even sometimes as â€Å"everyone’ alter egos†. (Richard Tapper, 2002) However it appears that the filmmakers in Iran did not employ the notion of child hero in their stories, merely to evade censorship prohibitions or to get the children’s natural performances on camera. Having children especially in Iranian films let the international viewers delve deep into a child’s world, whose lives and lifestyles may be very different from the viewers’, but whose concerns is one in the same universally. Hamid Reza Sadr, 2006) Perhaps, in a child’s universe time is unlike that of time in an adult’s world i. e. the concept of time is not that of the real world it is more adaptable and more changeable, it can be still entirely or can be fast-forwarded just like a film. It is the quintessence of child’s play where even a â€Å"boy blowing a bubble† can hold the time in suspense just to enjoy that very moment and not let it pass by. Jonathan Jones, 2000) The comprehension of why the child-hero was used so widely in Iranian cinema leads us to our last point of discussion: An exploration of the use of child protagonists in Majid Majidi’s film, ‘The Children of Heaven’ (1997) . After having watched the film, it is apparent that Ali, the child protagonist in ‘The Children of Heaven’ has represented all that a child should represent in film, from his au-natural acting to his innocent tears we see so very often throughout the film.In the adult world, we separate children from ourselves as not being able to feel or go through the same emotional and spiritual experiences as we do. Also as grown ups one feels that children have it easy in life and are not as affected by daily problems and issues. However, Majid Majidi in this film illustrates to Iran and the world that children in fact are more receptive to emotions and have a heightened sense of fear and distress than we as adults, realise. (Maria Garcia, n. d. â€Å"The young hero of Majid Majidi's †Children of Heaven† is played by Mir Farrokh Hashemian, a desolate-looking boy with huge brown eyes and a way of sending tears suddenly rolling down his cheeks. Those tears well up with some regularity during this film about 9-year-old Ali, his younger sister Zahra (Bahareh Seddiqui) and their scheme for sharing a pair of his tattered sneakers. † (Janet Maslin, 1999) We see such depictions of high emotions every time Ali cries or feels guilt or strives to recompense for his sister’s lost shoes.The first time this is shown in the movie is in the beginning when Ali loses his sister’s shoes and goes looking for it under all the wooden vegetable cartons and even though he is shouted at cries and tells the grocer that his sister’s shoes were there and now they are not there any more. (Majid Majidi, 4:50, 5:19) The second time we see Ali troubled with the burden of losing his sister’s shoes is when he comes back home, stops and looks at his sister’s smiling face. At first he does not have the heart to tell her but she goes to look at them and he is forced to tell her the truth.Both children start crying here. Zahra, Ali’s s ister, cries because she does not know what she will wear to school the next day and Ali cries because he’s looked everywhere and feels guilty and knows his father cannot afford to buy a new pair of shoes and pleads with Zahra not to tell their mother and to make up runs back out of the house and goes back to the grocers bravely to look for the shoes even refusing to play with his friends at their request. (Majid Majidi, 6:48, 6:50, 7:10, 7:15, 7:21, 7:26, 7:45, 7:50, 8:00, 8:20, 8:40, 9:15) 5Yet again we see Ali crying because his father tells him off for running out of the house and not waiting to help his mother. Ali’s father tells him he is now 9 years old and grown up that he needs to be more responsible. All Ali can do is cry out of guilt and fear even though he is doing his best. (10:42, 10:50) Even when Zahra threatens to tell their father, Ali tries to explain to her that this will cause more damage then her having no shoes as he has no money to buy her new sh oes. So he being a loving brother suggests they share shoes and in tries to compensate by giving her a brand new pencil. Majid Majidi, 14:30, 15:08, 15:30, 15:49) Ali’s emotions get the best of him when he becomes agitated with his sister for coming late and in turn making him late for school. This happens because Ali is afraid of being caught by the principal of the school who always seems to be lurking around to catch late children. (Majid Majidi, 19:24, 19:36, 20:38) When Ali comes back home Zahra expresses her distaste of the dirty shoes and says she just cannot where dirty shoes. Ali who simply says, â€Å"We’ll wash it†, solves this issue making his sister smile.He knows how to make his sister happy without getting caught by his parents. (Majid Majidi, 21:15, 21:31) On the television there is a program informing the viewer’s dangers of not wearing the proper type of shoes and this makes Ali worry about his sister. (Majid Majidi, 23:25, 23:38) Zahra cannot sleep at night because she is worried the rain might wet their shoes and she wakes Ali up. Ali gets up and gets the shoes right in time. No matter what happens Ali makes sure nothing happens to these shoes a lesson learnt well. Majid Majidi, 23:57, 24:05, 24:25) When one of the shoes slips off her foot into the gutter full of water, she gets fed up of this sharing and tells Ali that she’s going to tell their father. Ali tells her he’s not afraid of the beating that he might get but he thought she would understand that their father is the one who will get upset for not being able to buy a pair of shoes and that he’ll have to take a loan and if he gets in debt, so on and so forth. (Majid Majidi, 29:45, 29:58, 30:21) Ali tries to make his little sister understand the concept of self-sacrifice.Another scene where Ali’s emotional side comes to play is when he says no to his friend’s request to come to play in the finals for the football league. H e maintains his principals and recognizes his responsibilities when he answers negatively, stating that his mother is ill. (Majid Majidi, 32:20, 32:44) If you want a heart-melting scene of kindness to ones sibling look no further. Ali gets one of the highest marks in his Mathematics class and thus receives a pen as a gift. He runs home to find Zahra still not talking to him, to makeup he gives her this pen without thinking twice. Majid Majidi, 34:00, 34:21, 34:40) This is a true example of giving. Respecting his old neighbours, and giving them a bowl of hot soup, Ali is rewarded with a handful of nuts, raisins and sugar balls for which his very thankful. (Majid Majidi, 35:40, 36:20, 36:25, 36:30) Another crisis that takes place is when the principal catches Ali coming in late for the third time. This time he tells Ali to go back home and come back with his father. Ali tries to explain that his father works all the time and his mother is sick but the principal just thinks the boy is making excuses because he is afraid.He goes out crying but gets allowed back into the school with the intercession of his teacher. (Majid Majidi, 43:05 – 43:55) 6 Ali like his father helps at the local mosque. Ali does the humbling job of putting all the shoes of the worshippers in order with his friends and then later on is called to serve the tea to all of those attending. (Majid Majidi, 46:40, 46:43, 47:40) Ali always listens to his parents never once disrespecting them even though as a child he is burdened with many chores.Ali’s ability to play with a child he’s just met who is from a completely different background to him shows Ali’s ability to interact without judgment just enjoying the present. (Majid Majidi, 56:25) When Ali finds out that the third price of the national race is sports shoes he goes straight to the P. E. teacher’s office to out his name down for the race. He insists on this to the point of tears and promises to come first, t he teacher cannot say no to Ali’s tear stained face. This illustrates that Ali is focused on compensating for a mistake he committed and making his sister happy.As soon as he reaches home he does not wait a minute in telling her the good news. (Majid Majidi, 1:07:50, 1:08:12, 1:09:05, 1:10:08) All through the race Ali has flashbacks of his sister running back home to give him his shoes back for school and he hears her voice asking about the shoes. This motivates him to the point where he even is pushed over but stands right back up and continues to run. (Majid Majidi, 1:15:10, 1:18:26) In the end Ali wins first prize accidentally, which is good for everyone except him whose soul purpose was to win the shoes for his sister.He goes back home disappointed and ashamed not knowing in the end that the father bought both them a new pair of shoes each. (Majid Majidi, 1:21:10, 1:22:03, 1:23:00, 1:23:30) In the end we see Ali sitting with his blistered feet in the fountain with all the golden fish surrounding his feet (Majid Majidi, 1:24:50) as if the good actions and intentions, attracted them to him likewise attracting all those who watched this film. In conclusion, we see that Majid Majidi’s child hero character, Ali, makes the audience empathise with him for his innocence, realness, innate goodness and his naturalness.He really gets the message across; problems in society, how one should act responsible when they make a mistake, respecting one’s family, self sacrifice and so much more. This movie is completely with in the regulations Iran has set yet it identifies not only with the Iranian people rather by all of the world. â€Å"What follows is a beautiful telling of a childhood adventure, a touching portrait of sibling-hood, and among other things, an immersive portrayal of life in poverty. The film is surprisingly poignant, and quietly gives us different perspectives on the lives of others by literally putting us in their shoes. (Nadir Siddi qui, 2012) 7 Reference List Aronson, L. (2001) Screenwriting Updated. Los Angeles: Silman-James Press, p. 88. Bachehaye Aseman (The Children of Heaven) (1997) [dvd] Iran: Majid Majidi. Filmjournal. com (n. d. ) CHILDREN OF HEAVEN, THE. [online] Available at: http://www. filmjournal. com/filmjournal/esearch/article_display. jsp? vnu_content_id=100 0698253 [Accessed: 20 Aug 2012]. Grosoli, M. (2012) The Privileged Animal: The Myth of Childhood and the Myth of Realism According to Andre Bazin. Red Feather Journal (online), Volume Two, Fall 2011 (Issue Two), p. 59, 60. Holman, R. 2006) â€Å"Caught Between Poetry and Censorship†: The Influence of State Regulation and Sufi Poeticism on Contemporary Iranian Cinema. Senses of Cinema (online), Film & History Conference Papers (41). Issa, R. and Whitaker, S. (1999) Life and Art: The new Iranian cinema. London: National Film Theatre, p. 36, 37. Jones, J. (2000) Children of the revolution. The Guardian, [online] Friday 14 July. Availabl e at: http://www. guardian. co. uk/film/2000/jul/14/culture. features1 [Accessed: 18 Aug 2012]. Maslin, J. (1999) The Children of Heaven (1997) FILM REVIEW; For a Pair of Sneakers, Longing, Lies and a Plan.The New York Times, [online] 22 January. Available at: http://movies. nytimes. com/movie/review? res=9F03E3DB1130F931A15752C0A96F958 260 [Accessed: 20 August 2012]. Sadr, H. (2006) Iranian Cinema: A political history. London, New York: I. B. Tauris. Screenonline. org. uk (n. d. ) BFI Screenonline: Children on Film. [online] Available at: http://www. screenonline. org. uk/film/id/446281/index. html [Accessed: 18 Aug 2012]. Senses of Cinema (2006) â€Å"Caught Between Poetry and Censorship†: The Influence of State Regulation and Sufi Poeticism on Contemporary Iranian Cinema | Senses of Cinema. online] Available at: http://sensesofcinema. com/2006/41/poetry-censorshipiran/ [Accessed: 19 Aug 2012]. Shepard, I. (2010) Representations of Children in the Pixar Films: 1995-2009. Re d Feather Journal (online), Volume One Spring 2010 (Issue One), p. 7, 9. Siddiqui, N. (2012) Weekly Classics: Children of Heaven. Dawn, [online] 1 June. Available at: http://dawn. com/2012/06/01/weekly-classics-children-of-heaven/ [Accessed: 20 August 2012]. Tapper, R. (2002) The New Iranian Cinema. London, New York: I. B. Tauris.