The Odyssey as a Classic

Classic literature often provides insight to an ancient society, their values, and their beliefs. Many books that are considered classics today focus on ancient Rome and Greece. Revenge, hubris, and other themes, and the relation of this book to modern life, classifies the poem The Odyssey by Homer, translated by Fitzgerald, as a classic. For this reason, it is still read today. Classic themes of The Odyssey are a reason that it is a timeless tale. The concept of revenge is often shown throughout Odysseus’ journey. The reason Odysseus kills the suitors is to avenge their plunder of his abode. Odysseus kills Antinoos first since he was the leader of the suitors. Not only do mortals believe in revenge, the gods do too. They encourage Odysseus to take revenge, and Zeus even sends a thunderbolt down to signal the right time for Odysseus to strike. Another theme in the Odyssey is hubris. In most classic, the hero or protagonist demonstrates this quality. This was followed up on in The Odyssey, where Odysseus was the character who demonstrated hubris the most. After he blinded Polyphemos and successfully escaped, he screamed out his name to the monster, who did not know his real identity previous to this. This was a mistake caused by his excessive pride, because he wanted the Cyclops to know that he, Odysseus, was powerful enough to blind the son of Poseidon. Polyphemos then prayed to his father that Odysseus would have a long and difficult journey, which of course Poseidon honored. Lastly, the use of the loom in The Odyssey helps to make the poem a timeless classic. The loom is used multiple times by women throughout the story. It often demonstrates hearth and home. Penelope uses it to trick the suitors. She says that she must complete the shroud of Laertes before she chooses a new suitor. This makes the suitors respect Penelope since it displayed her kindness and honor. In reality, Penelope was really avoiding marriage by unweaving the shroud every night. Kirke also used the loom to lure Odysseus’ crew into her house and make it appeal to them. This constant use of the loom is a motif. The use of motifs makes a piece of literature a classic because they create a sense of continuity and security, and they get the reader to react. The themes of revenge and hubris, and the use of motifs allow The Odyssey to be a timeless classic. The relation of The Odyssey to modern life accounts for its continued appeal. The story of Odysseus’ journey can in many ways relate to the typical life of humans today. The story is life, but mythologized. For example, missing a loved one is something that often occurs today. In The Odyssey, Odysseus’ mother dies because she misses her son too much. Her story is told while Odysseus sees her in Hades. Second, individuals intervene in the matters of others. Other people provide their input of a problem today, while in the epic poem it was the gods. This intervening of the gods was a large part of the story. For example, if it wasn’t for Athena â€Å"erasing† the memories of the suitor’s deaths to their families, then the families would have attempted to assassinate Telemakhos and his father. Also, Odysseus’ journey would have been incredibly shorter if it weren’t for Poseidon intervening after Polyphemos prayed to him to make Odysseus’ journey longer. One of The Odyssey’s universal qualities is the relation of it to life today. Themes such as revenge, hubris, motifs, and reader-to-text connections are examples of universal qualities included in the poem The Odyssey by Homer, translated by Fitzgerald. These qualities classify this poem as a classic. 3000 years after it was published, it is still thriving. One of the oldest works of literature is still considered a timeless piece of literature today.

Theme of Oppression: Waiting for Snow in Havana compared to Kaffir Boy

A paradigmatic moral witness â€Å"is one who experiences the suffering–one who is not just an observer but also a sufferer. † Carlos Eire, Professor of History and Religious Studies at Yale University and author of Waiting for Snow in Havana, is a moral witness. His book is a memoir of childhood and exile, the recollections of a privileged boy who, at the age of 11, was one of 14,000 children airlifted from Cuba, separated from his parents and, with only a small suitcase in hand, dropped off in a land in which he did not know a soul.The book is, however, more is a record of suffering endured at the hands of evildoers. As its subtitle indicates, Eire writes in the style of confession. Unlike Elie Wiesel, for instance, he does not mainly register evil and suffering to honor the sufferers and warn future generations or to accomplish an inner catharsis. He probes deeply into the warping that evil produces in the souls of victims and struggles with frightening honesty, born of faith, on a journey of redemption from its sinister power.So moving, so wildly humorous and yet so stern in its moral judgment, so concentrated on the self but so concerned with others and their redemption, a story so rooted in a specific time and place and yet so universal in import. Evil keeps appearing in the shape of a lizard, and the lizard of lizards is Fidel, who destroyed everything Eire knew as boy, wrecked it â€Å"in the name of fairness, progress, the oppressed, and of love for the gods Marx and Lenin.†Contrary to what one might expect, the redemption toward which Eire is groping bears the face not of a political figure or a social program but of Jesus, who â€Å"wept with joy upon seeing all the world's sins embedded in those mean, raw pieces of wood that meant death for Him at the age of thirty-three. † A Cuban nun taught him the meaning of redemption. She was wise enough to talk to the orphaned and exiled children not â€Å"about their present situa tion,† utterly dire as it was, but â€Å"in universal terms about [their] faults and about redemption from them. â€Å"In his search for redemption, Eire wrestles with two issues. First, what to do with desire bereft of a precious object, a boy's desire that yearns for what it could have had as much as for what it lost. â€Å"In the past thirty-eight years I've seen eight thousand nine hundred and seventeen clouds in the shape of the island Cuba,† writes Eire, an exiled man in his early fifties. Second, how does one make peace with enemies, even more, how does one love them? â€Å"My dream of dreams,† writes Eire toward the end of the book, is to â€Å"kiss [the lizard] fondly, and let go forever.†The original title of the book, rejected by the publisher as too offensive, was Kiss the Lizard, Jesus (Jesus Rubio was the main character in that first version of the book, conceived as a novel rather than a memoir). Much of what Eire is after as he sifts thro ugh recollections and the emotions stirred by the recollected events can be described as the redemption of memories: â€Å"imagine the sound of memories that have nothing to do with Batista or Fidel. † So how does Eire's journey toward redemption look?You must read the book yourself. One thing that will strike you immediately is the style. Here is its unforgettable first sentence: â€Å"The world changed while I slept, and much to my surprise, no one had consulted me. † Then there is the perspective. Eire combines a way of seeing the world often associated with magical realism (except that it is â€Å"all true,† or â€Å"at least 98. 6% of it,† as he told me) with a humor the likes of which I've never seen before–a humor that is not garnish but a way of life and itself a vehicle of redemption.An even more important element of redemption than humor–an element which lets humor do the redemptive work and not just relieve Eire temporarily of lif e's burdens–is his robust faith in God. His own peculiar â€Å"proofs of God's existence† (proof no. 5, â€Å"the ultimate proof†: desire) structure the whole text, and he repeatedly reads his own story within the framework of salvation history (e. g. , the exiled children of Cuba are the slaughtered children of Bethlehem; as a fatherless boy he sees himself in the image of God's Son abandoned by the Father).The aftereffects of that nun's talk, which left him in a â€Å"stupor, wondering what had hit [him],† are felt throughout the book. Can one get no redemption before the dawn of the world to come? One can. Eire writes as a man who has tasted the sweet savor of a new life even as he is drinking from the bitter cup of evil's memories. He has kissed many lizards, he says. That is why when he condemns Emesto, a lizard slightly trailing Fidel in ugliness and wickedness, the worst punishment he can think of is for him to be embraced by Jesus eternally.So wri tes a man who has admittedly not yet been freed from anger but has offered it up to God and is â€Å"letting Jesus take care of it. † Eire's questions are spiritual: How do we live with memories of irretrievable loss and violation, given that for victims, memories are not so much a solution as a problem? How do we relate to the perpetrators? How do we find healing of losses and redemption from evil? Eire's answers are religious: we find redemption by having our stories inserted into God's story and in everlasting life with God, the source of our life and salvation and the telos of all our desires.â€Å"Secular† and â€Å"religious† are alternatives, but the ethics of memory and the redemption of memories need not be. The advantage of Eire's religious struggle for the redemption of memories is that, if pressed, he can integrate the ethics of memory into his perspective. Eire offers redemption of memories–and redemption of people who remember. The story â⠂¬Å"Kaffir Boy† deals with the agony of racism. In Mark Mathabane's â€Å"Kaffir Boy,† Mark has grown up in poverty. Though Mark is told that he will never amount to anything because he is black, Mark strives for success since he has nothing to lose.Through a comparison of different reactions to prejudices revealed in the stories, we learn that our choices should be determined by which options offer the greatest rewards and/or the fewest penalties. In â€Å"Kaffir Boy,† Mark Mathabane joins his grandmother at her workplace in the big city. Mark is astonished that white people live such extravagant lives while his family can hardly afford food. When Mark and his grandmother reach the Smith residence, Mark meets a white boy named Clyde who has been providing Mark with hand-me-downs.He tells Mark what the white children learn about in their school. Mark is shocked to hear the stereotypes that the white children have about black people. Mark is greatly insulted when Clyde tells him, â€Å"My teacher says Kaffirs can't read, speak or write English like white people because they have smaller brains, which are already full of tribal things† (Mathabane 237). Both writings have characters that are faced with racist discrimination. However, though they go through similar scenarios of racism, their own situations and reactions to racism are different.Mark is a child who lives in poverty, but when he is told he will fail because he is black, Mark becomes motivated to prove himself to the world. What motivates people depends on the results they are trying to accomplish. If someone has more to gain than lose from a situation, they will try that much harder to succeed. Mark realized this and since he had nothing, it was all gain and no loss. The opposite is true as well — if you strive for something that will get you nowhere or leave you in a worse position, the best thing to do is not to try.

Battling Boycotts Essay Example for Free

Battling Boycotts Essay 1) Question: What type of boycotts the article is addressing? Answer: The type for the boycott is the company’s nationality, it would seem that nothing could be done. The business is boycotted through no fault of its own. And a growing class of boycotts has very little to do with the actions or policies of an individual company. Instead they are related to the company’s country of origin. After all, it is neither easy nor desirable to change the nationality of a company to shield it from a boycott attempt. 2) Question: What are the two dimensions along which the four strategies are developed? Explain? Answer: The two dimensions along which the four strategies are developed are: the visibility of the brand and the intensity of the boycott. Brand visibility is defined as an extent to a brand which is related to a country in its customers’ minds all over the world. The more visible the brand, the more likely it is to be targeted by boycotters. In people’s eyes, visibility is very important. For example, the brand is very popular in a given country where the customers don’t strongly consider about its original country. However, another situation is that, the foreign brand is associated with a country in customers’ minds. Intensity can be measured in terms of size, duration and aggressiveness. Size which means how many people are boycotting the brand or product. Duration refers to how long the boycott is likely to continue. And aggressiveness takes into account whether, in addition to boycotting products, violent acts are conducted against the outlets or offices of the company being boycotted. 3) Question: What strategies does the article suggest for businesses to adopt to handle boycotts of this type? Answer: The strategies that the article suggest for businesses to adopt to handle boycotts of this type are: emphasizing their connections to the local community, to countering misinformation with advertising and public-relations campaigns, to simply adopting a low profile. McDonald’s is a high-visibility U.S. brand that has faced boycotts in different parts of the world. An anti-U.S. boycott was initiated in Egypt in recent years and has spread to other Arab countries. This action was because of the supporting to Israel by U.S.. Thus, local McDonald established some management to connect with their communities including tailoring menus to local tastes, including the introduction by McDonald’s Egypt of the McFalafel sandwich, which was launched with the help of an ad jingle by a famous Egyptian singer. McDonald’s franchisees in the Middle East and elsewhere also have long made contributions to local charities. What’s more, McDonald’s franchisees also presented a local face in Islamic countries, Argentina, and the Philippines, such as launched TV ads, wore traditional clothing, changed slogan and set charitable programs. For P&G, they also changed logo and set some slogans to respond quickly to the rumors. In the case of a high-visibility brand facing a low-intensity boycott we suggest a strategy of monitoring and blending in. in a high-intensity boycott environment, a company with low visibility may be better off adopting a strategy of lowering its profile, rather than actively trying to offset any potential damage by touting its local connections. For example, a Saudi furniture store in Khobar that sells American furniture has tried lowering its visibility by changing its name from the Saudi-American Furniture Store to the Saudi Furniture Store. Because furniture isn’t often distinctly associated with countries in the public mind, at least in the Middle East. A low-visibility company in a low-intensity boycott environment can simply maintain the status quo. But, they still must pay attention to the potential threats. 4) Question: In your opinion, what can companies do to influence their home governments policies that may affect their success in international markets? Answer: In my point of view, I think we can not leave our own national interests in dealing with foreign affairs of other countries. Of course, we are not only talking about the national interests, but also the fact of reason in a rational and favorable circumstances to select the struggle strategy. In addition, we must also realize that, in today’s globalization economic, countries in economic are interdependent which is extremely popular. To be successful, there are some factors. First, they must make sure they have an appropriate team, such as the CEO, the CFO, legal counsel, auditors, accounting. Then, they have to fit the actual schedule and the host countries’ customs. Secondly, they need to know some of the weaknesses in their own businesses, identify problems that may arise in other countries, employ a high-quality team, and improve operational efficiency. Finally, there is a high level of management support. Battling Boycotts. (2016, Sep 10).

Conquest-part 2 Guns,Germs and Steel Essay Example | Topics and Well Written Essays - 500 words

Conquest-part 2 Guns,Germs and Steel - Essay Example The diseases, in turn, were caught from the European livestock. Thus, the history of the modern civilization and current balance of political forces are rooted deeply in the distant pre-literate age. The movie explains why the Incas and Maya did not use the wheels, though they undoubtedly knew about them and why Fernando Cortà ©s and Francisco Pizarro, with a bunch of mercenaries, managed to conquer these ancient empires and defeat the armies that were 500 times bigger. Western civilization was certainly more advanced technology-wise and it helped it to conquest the Indians in the most rude and violent manner. As a result of this conquest the civilization of the North American Indians was almost completely destroyed. We get to know that Europe dominated the world due to a unique combination of natural and economic factors that made it the most favorable for the development of civilization. The author also places emphasis that European colonization is only a particular example of the processes occurring continuously throughout the history of mankind: for example, the peoples of Central Africa, who mastered agriculture and cattle breeding, moved aside their neighbors – Bushmen; modern inhabitants of Southeast Asia - the descendants of immigrants from South China and their less developed, at the time, predecessors were forced to move to the Pacific islands and Madagascar. The author believes that the initial deficit of large-seeded grasses in the New World (corn only, with smaller protein content compared to wheat) and lack of animals suitable for domestication slowed the population growth extremely; the thing is not only in the deficit of meat and milk but in the absence of pack and draught animals that excluded plowing, transportation of goods and so on. This, in turn, slowed down the development of agricultural

The Darlie Routler murder case Research Paper Example | Topics and Well Written Essays - 1250 words

The Darlie Routler murder case - Research Paper Example The death of her sons happened on the night of June 6, 1996. However, several loopholes are evident in the case history that might help Darlie in getting justice. These include murder weapon not traceable, crime scene being tempered badly before securing the place, motive could not be established, among others. However, police investigators argued that Darlie had self-inflicted stab wounds, while she wanted to get rid of her sons, as they did not like her lifestyle. Darlie had a new hope, as Texas Court of Criminal Appeals gave a ruling in June, 2008 for conducting new DNA tests, which could prove her claim of an intruder responsible for the double murder. The new DNA technology may throw fresh light on the evidences that relate to analysis of bloodstains on her nightshirt and socks of the boys. Introduction The case of Darlie Routier is intriguing in many ways, as investigators and prosecutors have not paid heed to the defense pleas for tracing of the missing murder weapon, which is supposed to be knife from the kitchen of Darlie. Although she was convicted for killing her two sons, based on the financial problems her family was facing, Darlie has petitioned before the Texas Criminal Court for retesting of blood samples using the latest DNA technology. The petition of appeals has requested the court to test the bloodstains from tube sock found in the alley, which was not tested earlier. Similarly, investigators had not tested other possible evidence earlier. These included bloodstains on the nightshirt worn by Darlie, blood swabs present on the butcher’s knife in the kitchen of Darlie. While prosecutors had assumed it to be the murder weapon, the testing was not done on this evidence earlier. In addition, there are many loopholes in this case, which may need further investigation, as the court has agreed for DNA retesting. (Direct appeal, 2008) Further to the above, The Texas Criminal Court has laid down, in its order of 13 April 2012, the exact procedu re to be followed for conducting the new DNA tests at the Department of Public Safety Laboratory in Austin, Texas.(Order, 2012) Case Summery and Overview In the absence of any established motive and eyewitness, the case remains a mystery. This is further complicated by the fact that Darlie has continuously denied the charge. However, the fifteen-second â€Å"Silly String† tape, as recorded by a local news station could not establish her innocence. Media had accused Darlie of using sex toys, taking drugs and child abuse. Nevertheless, no evidence could be established to prove these charges. While State prosecutors found it easier to present such arguments to the jury, family and friends describe Darlie as a compassionate female, who cares for her family and others. (The Darlie Routier Case, nd) Prosecution may not be right The police investigation has been doubtful. While only 400 out of total 1000 photos taken from the crime scene were allowed for examination by the defense, the remaining 600 photos had evidence of trampled blood and tempered blood stained items like blankets. There are blood fingerprints of the alleged intruder at the exit along with blood prints on boots that did not belong to any police person. In addition, a sock having a boy’s blood print was found 75 yards away from the home of Darlie. The answer to the question of sock reaching

Power in Organizations Essay Example | Topics and Well Written Essays - 2500 words

Power in Organizations - Essay Example The literature on power is wide-ranging and multifaceted. However the implications of the research on power within organizations have stayed principally unknown. Power cannot be separated from organizational communications a reason why power is instilled in every organizational institution (Clegg, Courpasson & Phillips, 2006, pp.2-6). Formal structure of authority, leadership standards prevailing in the organization, organizational environment, familiar processes of working, and aims and commitments of organizational members are the major forces that transform the use and distribution of power within an organization. Thus this determines the degree of power than an individual has in comparison to others in the organization (Bacon, 2011, p.217). Organizations have a dependence on adequate resources that include â€Å"money, materials, technology, personnel, and support† and these resources are required in a flow for an organization to perform successfully. Sources of power inte rnal and external to an organization may be obtained owing to these control measures (Morgan, 2006, p.169). Several authors have given their views and opinions on the study of power within organizations. These include the elements of power, the different dimensions of control that are exercised through the powers available to different organizational members, and thus the ultimate uses of power. This report would particularly focus on the concept of power in the organizations and study its uses and implications on different control measures mainly in the context of Berkley-Thomas’ analytical framework. Implications of Power within Organizations: Various researchers have conducted various studies on the topic of power within organizations. For example, Machiavelli provided a â€Å"strategic and decentralized† view on use of power within organizations. He studied power as a resource to gain strategic advantages of the company. Hobbes believed that power was centralized a nd had greater attentions on independence. Weber’s approach to the study of power was associated to bureaucracy and power in this respect was connected to organizational rules and influence. Dahl had continued with Weber’s theory and further associated it with human resources. Bachrach and Baratz criticized Dahl’s concept reflecting doubts on a decision making process being truly democratic as previous studies presented. Lukes developed this theory and emphasized on a three dimensional study on power (Theories of power, n.d., pp.33-37). The case study provides the views and studies of several such authors and theorists with respect to power structure in organizations. However, this report would try to reflect the concerned topic in regard to the analytical framework as formed and analyzed by Berkley-Thomas. The concept of leadership has different meanings to different human beings. Alan Berkeley Thomas had given his view on leadership as â€Å"Even in everyday usage the term ‘leadership’ is ambiguous. It is used to refer to the holders of certain formally defined positions in an organization, as when speaking of the ‘party leadership’ or ‘the union leadership’. But it is also used to denote a particular type of behavior; when someone is commended for displaying ‘outstanding leadership’ it is their actions that are being praised† (Gill, 2006, p.7). Concept of Power Structure in Organizations in the context of Berkley-Thomas’ analytical framework: Looking at the modern organizations, the structure within organizations can be viewed as not been fixed, objective bodies that may exist independently. Organizational structures are rather found to be â€Å"

What part does ethics play in food marketing Essay

What part does ethics play in food marketing - Essay Example The development and study of one’s ethical standards is also considered as ethics (Velasquez & Et. Al, 2010). It can be said that food is the most important concern for people since it creates an impact upon individual health and well being. The way companies market their food has been in limelight because of the rising obesity rates that is threatening the industrialized countries’ population. Broader health concerns such as diseases because of addictives and preservatives make marketing ethics in food industry a relevant topic. Food ethics is one of the emerging academic disciplines in the recent times and is considered as one among many in the escalating field of applied ethics. The ethical issues are crucial with regards to the food. The ethical concerns encompass a correspondingly broad range of issues, for instance, the disparity between global food supplies and human nutritional needs. The other ethical concerns are results of the modern agricultural along with t he food biotechnologies for human as well as animal welfare (Mepham, 2000). The most important consideration in the food and agricultural products is that ‘production, transformation and distribution’ of such products can be considered as general aspects of daily life around the world. Therefore, these activities may not be addressed in the realm of ethics. However, the economic benefits that are derived by participating in food and agriculture system are considered as a means to an end that are ethical in nature (FAO, 2001). It is evident that the ethical consideration is becoming central in consumer food choices’ unease expressed by consumers regarding the increasing gap between the production processes and consumption. According to the current trend the consumers face three types of ‘ethical concerns’. The first type of the concern is about the substantive issues, for example, animal welfare. The second type of ethical concern covers requirements in relation to reliable information while the third concern covers involvement and participation. The food production system in the recent years possesses certain inherent features. There are different barriers that tend to block ‘ethical conscious consumers’ and ‘producers food choices’. There are four ethical requirements that may be as follows: the need for tax on unhealthy ingredients, the need for labeling and ethical traceability, the need for diversification of the production methods and the need for sufficient prices in case when the price reduction is gained at the expense of ethical values such as increased environmental impairment and compromised animal welfare Along with the significance of all facets of food in the society, there are certain other aspects of food that is beyond the basic nutrition which is becoming increasingly imperative. Therefore, in this regards, it is important to regulate the representation as well as coexistence of these styles of production. When it comes to food industries, the retail outlets need to be more concerned regarding the kind of food products they are delivering to their customers. The consumers are quite concerned regarding few ethically questionable structural traits related to the food chain, for instance, lack of animal welfare, trustworthy information and objectivity on the part of the information sources. It has been evident that the consumers even complain regarding the lack of the involvement with the food chain and rising gap between the food chain and consumers that treats them as strangers and outsiders and excludes them from making any decision regarding the food supply. European consumers tend to focus upon seven ethical issues. These

Overview of Paternalism Law Term Paper Example | Topics and Well Written Essays - 1250 words

Overview of Paternalism Law - Term Paper Example Several laws and regulations have been enacted that encourage paternalism by the government such as requiring a motorcyclist to wear helmets. These actions by the government have been opposed by several utilitarian thinkers like John Stuart Mill. He is opposed to the actions that led to paternalism by the government based on his autonomy-based argument. Paternalism exists in the form of restrictions or requirements imposed on people to perform in order for the common good to be maintained. In his topic on liberty, Mill argues that the government encourages cyclists to wear helmets to promote a good (Skorupski, 34). The protection of the person from injury is a good that cannot be ignored and it is not that the cyclist does not value his life, but this legislation goes against another good. In relation to the arguments brought forward by Mill, it is reasonable to conclude that Mill supports government actions. The question of self-protection as the basis for justifying paternalism is questionable since an individual is the most qualified person to judge himself/herself. As a result, it true to conclude that an individual is the most interested person in his own well being. ...This is in reference to the fact that Mill argues that no amount of restraint or compulsion by others can stop adults from pursuing their interests. However, in some instances, government interventions do not only restrict a person’s liberty but encourage alternative solutions (Blokland, 78). In relation to paternalism, a person should be an independent and autonomous agent with the ability to choose his freedom. A utilitarian argument passed on by Mill is that of that there comes a time when a person has the discretion of his/her individuality being absolute. However, there are two strains of Mill’s argument with one based on straight forward utilitarian while the other relies, not on the good brought by the free choice but on the supreme value of the choice.  

Summarize Sidgwick's Hedonism and the Ultimate Good Essay

Summarize Sidgwick's Hedonism and the Ultimate Good - Essay Example The hedonistic argument against assumption of the objectives as the ultimate good. The argument is divided into two parts. The first one is immediate intuition of reflective and the second one is the comprehensive comparison ordinary judgment of mankind. There is emphasis on the second point in that pleasure is derived from the ideal goods. The ultimate end of these may be pain or pleasure. A strong argument has been proposed that pleasure as a feeling is intuition which cannot be conceived as rational action. It is the amount of pleasure derived from the object that is the standard for deciding between alternative of actions. Happiness is the aggregate of the possible engagement in the future. What is surprising about this is that pleasant feeling cannot be quantified. The feelings cannot be added neither is removed and therefore it appears challenging. The two views are given to so that the reader can take the position for or against the hedonism as the ultimate

Flexible Learning Essay Example for Free

Flexible Learning Essay Education is a broadly debated topic, now there is a new concept emerging, ’flexible learning’. This essay will discuss what is understood by this term and how it could affect the way of the future in education. Furthermore it will discuss how flexible learning has engaged technology and how it has made education more accessible and equitable. Next it will demonstrate how individual students have benefited through the use of technology with flexible learning, and how students are able to be the central focus of their own education. Technology brings with it many advantages for the future of education, however not without some setbacks, this essay will also discuss these. This essay will argue that because of the increasing accessibility and improvements in technology, flexible learning should be the way of the future in education. Flexible learning is quickly becoming the way of the future for education, as it engages and implements the use of sophisticated technology. According to George and Luke (cited in Andrews Ferman 2001) flexible learning is a multi-directional approach to learning using different methods of delivery. On the other hand, Nunan (cited in Andrews Ferman 2001, p. 2) considers that ‘flexible delivery is often taken to mean the same thing as increasing flexibility in learning’. Summarising Harmes (2010) explains flexible learning engages technology, allowing the use of the internet, e-mail, and other digital interactive technology. It also allows the student to freely access online lectures and study material and more importantly it enables teachers to position the student as the central focus of the learning experience. This can be seen at universities including the relatively new University of Queensland campus at Ipswich who are using technology to promote flexible learning. It was in fact the purpose built with this in mind; and included computer rooms, a self-directed learning centre and even wireless laptops (AndrewsFerman 2001). Another example of flexible learning is discussed by Huijser, Bedford and Bull (2008) who describe the Tertiary Preparation Program (TPP); this is a course which is accessed online and on-campus. TPP students can engage in online lectures, Wimba classrooms and forums, study material can also be submitted online and feedback returned to student, again online. Using technology students have engaged in flexible learning all over Australia, including international students. Furthermore TPP is currently funded by the government making it free; this allows students to prepare for higher study prior to investment. The outcome of this should be a higher intake of fee paying students, which in turn should lead to increased government funding for universities. Flexible learning through technology has made education more accessible and therefore equitable. Harmes (2010) discusses how the internet has increased the number of students to able to study degrees through online study material and lectures. As a result of technological advances the world has become a â€Å"global village â€Å"and students can participate in a global classroom. Worldwide opportunities using technology and flexible learning should be funded locally (Zhao 2009). Ultimately this will enable there to be proximity through distance, and will allow students to study anytime and anywhere, thus making education more equitable explains Harmes (2010). There are students from as far away as remote Western Australia studying through the University of Southern Queensland (USQ). They are able to access all the lectures and tutorials online, and USQ plans to offer many more academic programs online by 2012 (The Chronicle 2009). ‘Technology is the tool used to provide a facility for a teacher facilitated, learner centred environment’ (Bonanno, 2005). It is only through the many improvements and advances in technology that education has been so accessible and with it flexible learning has been implemented. Flexible learning has made education more accessible because, study is teacher facilitated and enables the student to be positioned as the central focus of education. According to Harmes there are many benefits of flexible learning, students are able to access their study any time they like, and this means that they are able to co-ordinate study around work and family life. The flexibility that technology provides has enabled students to study at their own pace (Andrews Ferman, 2001). Additionally students have a sense of freedom with their study, slotting it in whenever they please. Knowles (cited in Choy and Delahaye 2002) researched how adult learners are more likely to be motivated and experienced in life, and that they are ready to embrace learning with deeper appreciation and understanding. Knowles (1973) continues by discussing how this self-driven learning is assisted through flexible delivery and how students benefit from a mature independent approach to education with the option for teacher help when needed. As a result of this Bonanno suggests that with good self-discipline and time management students are able to have freedom and access to study anytime and place, thus enabling many styles of learning. Technology has increased the flexibility that students have, thus allowing greater access to education. Despite the fact that education has embraced technology, there are still some problems which must be resolved. According to Ralston (1999) it appears that although many have embraced technology for learning, there are still many who are either too afraid to or do not have the skills and confidence to do so. Furthermore he suggests that that those who do not attempt to engage technology will be severely disadvantaged, because the twenty-first century is the age of technology. Andrews and Ferman (2000) noted on their study of the University of Queensland, -Ipswich campus that many students found the course material limited, that there was a lack of structure, and there were also a significant number of technical difficulties. Additionally Bonanno (2005) discusses some of the disadvantages of technology and states that the learner can easily lose motivation partly due to a lack of classroom spirit and teacher facilitated learning. Technology can be out of date or difficult to understand and often it can be confusing and sometimes it can just be that there is no technical support available. Bonanno’s (2005) comments that many problems occurring are learner related and that in order to be successful the learner must be self-motivated and have a reasonable degree of self-competency. She also comments that the facilitator or teacher must be motivated as well and be able to produce engaging study material for the student to work with; they must also be able to direct, listen and support students. Despite some complications, changes in technology help to make sure education is more accessible and equitable. Universities are able to capture larger numbers of students enabling more funding from the government. Students are able to be in control of their own education pathway and are able to be flexible about when and where they choose to study. Students can also choose to study gregariously in online classrooms and even traditional classrooms. Problematic areas will in time be improved as technology upgrades on a daily basis; including faster internet options. With this evolving technology people’s knowledge and experience will increase and in time student numbers and study options will grow. It is realistic that flexible learning will be and indeed should be the way of the future in education and that there will be a worldwide classroom. References Andrews, T Ferman, T 2001, ‘The flexible learning experience – how good is it really? ’ in L Richardson J Lidstone (eds), Flexible learning for a flexible society, pp. 39-45. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA http://www. aset. org. au/confs/aset-herdsa2000/procs/andrews-t. html. Bonanno, K 2005, Online learning : the good the bad and the ugly, Proceedings of the XIX Biennial Conference Meeting the Challenge, Australian School Library Association, Zillmere, QLD, pp. 1-7 Choy, SC Delahaye, BL 2002, Andragogy in vocational education and training: learners perspective, Proceedings of the Fifth Annual Conference, Australian Vocational Education and Training Research Association (AVETRA), Melbourne, VIC University of Southern Queensland 2009, University offers online options to its students, The Chronicle, 10 Jul, p. 41. Collis, B Moonen, J 2002, Flexible learning in a digital world: experiences and expectations, Kogan Page, London, UK, pp. 8-10,17,26-27. Harmes, M 2011,TPP7120 Studying to succeed ,Appendix 3’Flexible and Blended Learning’, University of Southern Queensland,Toowoomba,viewed 25 September 2011,http://usqstudydesk. usq. au/ Huijser, H, Bedford, T Bull, D 2008, OpenCourseWare global access and the right to education: real access or marketing ploy? , International Review of Research in Open and Distance Learning, vol. 9, no. 1, pp. 1-13. Ralston, P 1999, Education for IT equity, The Australian, 12 Jan, p. 44. Zhao, Y 2009, Catching up or leading the way: American education in the age of globalization, ASCD, Alexandria, VA, pp. 98-113.

East Asian Culture

East Asian Culture Orient is defined as study of East Asian culture, their tradition and its impact on the rest of the world. European found the word orient. The term was further developed in the form of orient and oxidant. Oriental countries are all East Asian countries like Japan, Korea, China and an oxidant country means all Western countries. The word ‘Orient describes in many ways, as far as Edward Said â€Å"its a place of romance, exotic being, haunting memories and landscapes.† In short we can say its a cultural study and its impact on the world through its politics and economy mainly. The orient is the neighbors of Europe and they are the oldest as well as richest colonies of the twentieth century. Orient helped Europe in defining its ideas, personality and culture in many ways. It is an integral part of the European material civilization and culture. Said mentioned in his book â€Å"Orientalism expresses and represents that part culturally and even ideologically as a mode of discourse with supporting institutions, vocabulary, scholarships, imaginary, doctrine and even colonial bureaucracies and colonial styles.† From Edward Saids point of view there was negligence in orientalism by the world. The reason was high ended executive attitude of ninetieth and early twentieth century in European colonies. Japan was the sufferer of the cross cultural conflict in early twentieth century The conflict was between the Japan and western countries. In the early twentieth century Japan and other oriental regions often carries assumptions that western countries are far more superior and eastern region that is oriental region is more superior for there ancient tradition. Therefore orientalsim is known for understanding eastern culture to west. The reasons behind the conflicts were, orient of Japan represents a unique culture field which is modernistic also and has traditional Japanese sense also. In some respect for Japan I can say orientalism is the part of ethnocentrism. Orientalism is not an outdated way of knowing colonism in Japan but also it is an integral part of the modern consciousness. Ethnocentrism is a particular group of culture which is somehow better than the other cultural groups. It is a view of there own understanding towards there own culture. Till late eighteenth century, people were seeing the interchange between the academic and imaginative type of orientalism, but after some more further detailed research Edward Said discovered the third type of orientalism which is called as Academic orientalism. In this corporate institution analyzed and discussed orientalism in there own ways, therefore we can say that orientalism as a western style for dominating, recruiting and having authority towards the orient. From Edward Saids point of view, orientalism is fueled by academic orientalism concept. E.g. In America, in late twentieth century, the term orientalism was changed to ‘East Asian studies but in Britain and some parts of Europe it is still called as ‘School of Oriental and African Studies or SOAS. The fact of Saids orientalism as not much to consider because, culture and nations whose location is in the east and there histories, customs have less reality and it is better than it could be said and assumed. For understanding the ideas, histories, culture and power of configuration, the orient was created, which is called as orientalized. These things simply believe that, things happen simply as a necessity of the imagination and the power of dominance between the orient and oxidant. Orientalism is not exactly called as a political subject or issue as it is passively reflected by culture, scholarships, institution and not the large diffuse collection of text about the orient. It is rather than cultural, geographical awareness to the western world, this might help to western world to understand the orient properly and to correct the wrong assumptions made over the orient. It is a distribution of geopolitical awareness into the aesthetics, scholarly, economic, sociological and historic text. It is an elaboration of geographical location as well as scholarly discoveries and phi logical reconstruction. Americans ideological thinking about east has generally found that, American give more importance to China than other oriental countries like Japan. They think that, Chinese culture is more easily accessible and flexible than Japanese culture. American feels Chinese are more like them in more private nature, they are educated, rational and more practical as well as they are more frank. Even Chinese food is more adoptable and has some western influence to it but Japanese eat raw fish and Miso soup which is not comfortable to western world. Japanese orientalism has much more cultural conflicts than other because, in late eighteenth century Japanese people feels that there culture is more mixed with western culture but western countries feels that Japanese culture is not more easily accessible to them. Japanese social institutions signify that, Japanese culture has high level of sophistication, yet it also appeared highly feudal to modern world. Western image of Japan was not fully negative. There are many positive cultural and traditional things that western world thinks about Japan. Romantic culture really teaches the world there sophisticated culture, with its indigenous traditions are in close harmony. Some of the world famous things of cultural evidence are Bonsai trees, bamboo and wooden houses, female accessories from natural resources like bamboo stick hats, Zen Buddhism and meditation techniques, macrobiotic cooking and ceramic vessel art teaches the modern world about Japanese quality of living and the evidence of there culture that they are aesthetically more attuned than rest of the world. Image of the Japanese people in there private life is completely different. They are little bit fanatical, deceitful in nature. The great study of different cultures in the world done by Richard D. Lewis in his book known as ‘When cultures collides which was published in 1982. This book is the best referral to many other people who do there business overseas. Richard wrote some specific observation of Japanese people in his book, Japanese children are encouraged to be completely dependent and keep a sense of interdependence throughout their lives. Everything must be placed in context in Japan. Japanese are constrained by their thought processes in a language very different from any other. They do not like meeting newcomers. They represent their group and can not therefore pronounce on any matters without consultation- cannot initiate an exchange of views. Westerners are individuals, but the Japanese represent a company which represents Japan The Japanese go to incredible lengths to be polite. As far as I conclude on Richards comments on Japanese people, I feel Japanese people are very private in nature and independent from childhood. They have very much proud feeling for there country and every time they mention there feelings. If they do some mistake then, they can go to any level of politeness. In World War II ethnocentrism exhibited, which carried some negative consequences in terms of cross cultural communications. Reaction of America on economic defeat created some negative impact on the Japanese people living in America. E.g. Congressman smashed Japanese radio in Capitol Hill and Chinese person was murdered as he was assumed as Japanese. So I can say that Orientalism taught many cultural things to world through there tradition and oriental objects. For my essay I chose Japanese six paneled screen as my oriental object. As this object is oriental, there are many cultural details hidden inside this object and through the detail analysis I will show some points of oriental evidence hidden in the object.

Stop the Killing: Pass Gun Control Legislation Now Essay -- Argumentat

A study by the Center for Disease Control (CDC) found that the rate of firearm death of children 14 and under is nearly twelve times higher in the U.S. than in 25 other industrialized nations. When comparing the high U.S. gun murder rate to that of other nations, it is vital to realize that the U.S. is also unique in one other relevant way: lax gun ownership restrictions. Almost all industrialized nations have more stringent regulations on weapons possession than the United States, and not surprisingly, all of them have a lower murder rate. Many people are finally beginning to recognize the rather significant correlation between high firearm murder rates and high accessibility of guns. Although an overwhelming majority of Americans recognize the need for stricter gun control laws (including 80 percent polled in New Jersey this year), conflict still exists, especially in the world of politics. Many politicians still insist that gun control is not the answer to gun violence, echoing th e sentiments of Republican Presidential frontrunner George W. Bush, who blames recent firearm-related deaths not on guns but on "a wave of evil passing through America." What they must realize is that while there may be some "evil" involved, malevolent intentions are harmless in the absence of the sufficient means to execute them. Guns provide these means, and the results are unfortunately instantaneous and irreversible. Fact: In 1997 alone, 32,436 Americans were killed with firearms.   This is about 1,000 fewer than the number of Americans killed in the Korean War and more than half the number killed in Vietnam. Fact: In 1997, over 11 children and teens (ages 19 and under) were killed with guns each and every day in the U.S. Fact: Guns kept... ...antage of this opportunity have been few and weak, immeasurably affected by the money and lobbying of the socially irresponsible NRA. If Congresspersons either refused to submit to NRA pressures or passed stricter campaign finance rules, there is no limit to the progress that could be made. Background checks at gun shows would be only the beginning of the beginning. There could be a licensing system for all gun owners. There could be even stricter limits on who can own a gun. After all, 90 percent of adult murderers have a previous adult criminal record; how about preventing anyone with a criminal record from owning a gun? There is no limit to what can be done, but as for now, we are at a standstill. There are still many kinds of assault weapons for legal sale. It is up to us to do everything we can to force Congress to do what it was meant to do: serve the people.

Red Sky At Morning: Stepping Into Adulthood Essay -- essays research

Red Sky At Morning by Richard Bradford, is a coming of age novel that illustrates the maturing of a young man. In the summer of 1944, Frank Arnold, a wealthy shipbuilder in Mobile, Alabama, receives his volunteer commission in the U.S. Navy. He moves his wife, Ann, and seventeen-year-old son, Josh, to the family's summer home in the village of Corazon Sagrado, high in the New Mexico mountains. Mrs. Arnold finds it impossible to cope with the quality of life in the largely Hispanic village. Josh, more the son of his father than his mother, becomes an integral member of the Sagrado community, forging friendships with classmates at Helen De Crispin school, with the town's resident artist, with Chango Lopez--macho bully turned model student--and with Amadeo and Excilda Montoya, the couple hired by his father to care for their house. Josh narrates the story of his fateful year in Sagrado and reveals the events and people who influence his progress to maturity. Josh matures throughout the book into a young man who learns the understanding of change, responsibility, and duty. Josh stays strong through the changes he goes through and it helps him mature into the man he becomes. When his family moves to Sagrado he makes new friends and adapts well to the new environment he is put into. Josh stays open-minded when making friends at school. He gets to know many different kings of people. Unlike his mother he doesn’t judge people by where they live or their racial background. His mothe...

Willy Loman, An Idiot with A Dream in Arthur Millers Death of a Salesman :: Death of a Salesman

Willy Loman, An Idiot with A Dream in Arthur Miller's Death of a Salesman   Ã‚  Ã‚   A common idea presented in literature is the issue of the freedom of the individual in opposition to the controlling pressures of society. Willy Loman, the main character in Death of A Salesman by Arthur Miller, epitomizes this type of person; one who looks to his peers and co-salesman as lesser individuals. Not only was he competitive and overbearing, but Willy Loman sought after an ideal that he could never become: the greatest salesman ever. Determined to make money, Willy became uncontrollable and somewhat insane. Through his dialogue and actions, Willy Loman portrays a character of insecurity, persistence, and unknown identity.   Ã‚  Ã‚   From the very beginning of his life, Willy Loman experienced problems with his popularity and personality. His last name is a pun on a "low man." He is at the bottom of the business world as an unsuccessful salesman. In addition, his theories on life and society prove to be very degrading, not to mention influential to his mind set every day. Willy believes that being well-liked and having a personal attractiveness, together, can bring success, money, and many friends. Ironically, Willy does not have many friends and many people do not like him. With a beauty unlike others, Willy thinks that doors will open and problems will all disappear.   Ã‚  Ã‚   As a salesman, Willy developed many hindrances that caused his mind to deteriorate. His life as a salesman was built on a dream that he witnessed as a child. At an early age, Willy heard of a salesman, Dave Singleman, who could make his living out of a hotel room. Singleman was very successful and when he died, people from all over the country came to his funeral. It was this ideal that Willy Loman sought after. All he ever wanted was fame, popularity, and a few friends. Unfortunately, when Willy died, not a single person went to his funeral. His life, one that was spent trying to become another person, namely Dave Singleman, was a waste as no-one even wanted to see him buried.   Ã‚  Ã‚   In reflection of his career with the Wagner Company, many other problems arose that forced economic difficulties on him and his family. He was determined to live by ideals that placed him above everyone else. It was with these lies and illusions that Willy's life began to lose its' air of

Movies Represent Storytelling at Its Best Essay

Imagery, sounds, storytelling ability, excellent editing, serious acting and creative imaginations are all technically combined to make a good movie. Movies represent storytelling at its best. The writer gives a script to the director who interprets it and creates a core team of professionals that includes the cinematographer, the designer (and his team), the sound engineer, the actors, and the editor. They make ï ¬ lms to entertain, to express emotion, tell stories, deliver messages, to dream, to imagine, and it is all because they have a passion that drives them. Filmmaking takes time, patience, dedication, commitment, and an understanding of the process in its totality. If ï ¬ lmmakers are oriented toward story and performance, they must learn to visualize the narrative. The story must unfold in the mind’s eye, as it is conceived and created. The ï ¬ lmmaker has to see the movie while the screenplay is being written and during pre-production before the cameras roll. (LoBrutto 2002) Matthew Vaughn created a make-believe movie which insinuates that mutants are everyday people that exist among us; and there were times during the movie that the thought actually crossed my mind. Owing to the fact that, making a film is a most complex artistic enterprise and that, movie making is the only creative endeavor that encompasses all of the arts: writing, photography, painting, acting, music, dance, and architecture; the filmmaker must take on the challenge of telling a story via image and sound each time a movie is made. (LoBrutto 2002) Storytelling A movie is a story; it is as simple as that. Movies are really a category of art that use various kinds of technical combinations of imagery and sounds to tell stories. However, how the story is told, often make fictions seem real, non-fictions become personal, fantasy appear realistic and musicals, like Burlesque, http://youtu.be/9snF_LsF-OI expand into song and dance. There is always something that viewers can relate to in movies. Nevertheless, â€Å"Movies are not, and are not meant to be, blueprints for how to live our lives. They are, however, reflections of lives.† (Goodykoontz, & Jacobs 2011) The story, X-Men: First Class, is about former closeted mutants coming out and embracing their difference. However, the film began with a setting during the period of the holocaust when Magneto was a young boy in Poland. The boy’s name was Erik Lehnsherr (later named Magneto). The story highlights aspects of the enslavement of Jews by the German Gustapo. The close-up shots of the numbers that were branded on the arms of the Jewish people in the concentration camp align the story with an actual historical event. Those shots coupled with the boy’s forceful separation from his mother help to authenticate and solidify the director’s attempt at reality. His anger and fury at the separation triggered his mutant power of magnetism that caused him to rip the metal fence that stood between himself and his mother. The Gustapo commander’s name was Schmidt (later Sebastian Shaw). It was he who shot and killed Erik’s mother in cold blood, before the child; resulting in Erik’s mutant power of magnetism being triggered and magnified during his subsequent angry outburst. Sebastian Shaw murdered the boy’s mother because he wanted to see a demonstration of the boyâ€⠄¢s mutant powers. Mission accomplished, Shaw wanted to train and harness Erik’s mutant power to use it as a weapon. On the other hand, Charles Xavier was a brilliant academic who is of gentry stock. As we saw it when he was a boy, he had the power of telepathy. He also had the ability to read and control other people’s minds. In the beginning of the film, Charles was quite blatant and unapologetic about reading people’s minds without their permission as was the case when he was talking the woman at the bar, before Raven interrupted. He became a CIA consultant on humans with mutant abilities then later he and Erik (who became his close friend) recruited, trained and formed X-Men: First Class a department within the CIA. Both men, Charles and Erik formed a league of mutants to fight against the plans of the evil Sebastian Shaw. There were also minor storylines about interpersonal relationships and the mutants’ personal insecurities as it related to personal acceptance. Overal l the storyline of a Jew’s revenge against his former Gustapo torturers was good; revenge in this case was sweet. Acting Actors are the most visible elements in a film. The actors †¦. In X-Men: First Class There was wild card and character actors but there were no star actors (except for Hugh Jackman’s one clip appearance when he used the f word). The acting was mediocre because at times it did not come across as being natural. It appeared to be acting, more the type for a stage production than for the cinema. However, if I should compare the two main characters; Michael Fassbender did a good job of portraying Erik’s anger, loss and hurt that he suffered growing up in a concentration camp. McAvoy in Charles’ character on the other hand, did not have much negative experience to work with and his character came across as Erik’s boring telepathic side-kick. Kevin Bacon did justice to Sebastian Shaw’s character. With the exception of Raven, the other actors were not really given much screen time. There were many actors but not much solid acting, although there was a lot of action. Cinematography The director of cinematography’s job is to take the director’s view of how the movie should look and help the director to get the shots that he wants with ideas on camera angles, types of cameras, and lighting suggestions that will best serve the director in getting the type of feel he wants out of each scene in the movie. (Goodykoontz, & Jacobs 2011). The cinematographer is specifically responsible for its look, in very specific, shot-by-shot terms. He or she is responsible for the images that the camera sees, and by extension the images that the audience will see in the finished film. . Cinematography means â€Å"writing with movement.† (Goodykoontz, & Jacobs 2011). http://www.youtube.com/watch?v=IAbhclxSNTw The cinematographer demonstrated knowledge based brilliance and skillful use of all type of shots in this clip. He coupled it with the bright natural sunshine made the finale to this clip quite moving. The words â€Å"Never Again† were delivered in a deep focus close up shot of Magneto. The cinematographer used long, medium and close-up shots as well as deep focus. His variety of shots and choice of lightings made this film very entertaining. Editing â€Å"The film editor helps create the film, literally constructing it, piecing together different takes of individual scenes and then placing the selected scenes in the order that tells the story the director wants to tell. The editor’s role is crucial to the making of a successful film. Poor editing does the audience the ultimate disservice when it comes to film.† (Goodykoontz, 2009). The scenes were fast paced, action packed, story driven to the point where there was nothing noticeably wrong or out of place with the editing. It was done in an incongruous style and that added to the overall excitement. The fast movements created the desire to watch this film again and again. The editing was clean. There were no visible or audible hitches. The story flowed and it was quite riveting and entertaining because it reflected real life human struggles for acceptance. Sound â€Å"Music has been a crucial part of the movie going experience since before the advent of recorded sound in films. So important was its use that over time directors began inserting musical cues, or signals, for specific music to be played at specific times.† (Goodykoontz, & Jacobs 2011) I particularly favored the scene that brought Xavier and Erik together; it contained a variety of magnificent sounds. When Erik was in the sea and there was also a bevy of boats and ships around him; there were sounds of boat horns; there were natural sounds of water splashing against the sides of the ships and the ripping sounds of the speed boats dividing the water. During the destruction of Shaw’s ship, there were credible sound effects of the unreeling of the massive chain on the anchor; the crashing banging sounds and the explosive sounds. The complimentary sound of background orchestra music playing that loaded repeated andante beat (da-dap da-dap da-dap) that suggests action and then there was the dialogue. Overall, the music and sounds were seamlessly interwoven into each scene to further engage the audience’s attention. Added to that, amidst all the other sounds, the dialogue was clear and audible. The overall sound for this movie was good. Style and Directing A film director is the creative force behind a movie. He is the one who is responsible for the end product that the viewing public pays to see at the movie theatre. His word is final on the visuals, the sounds and the acting. According to Vincent LoBrutto in his book, The Filmmaker’s Guide to Production Design; â€Å"A good director must have a ï ¬ rm idea of how to translate the script cinematically.† (LoBrutto 2002) LoBrutto went on further to say that, directors read the script for an overall impression and impact. It does not matter who the scriptwriter(s) is/are, it is the director’s interpretation, shots and takes that viewers see at the movie theatres. The buck stops at the film director. (LoBrutto 2002) Director Matthew Vaughn has his own fast-paced action-packed style of directing. http://www.imdb.com/name/nm0891216/ He tried to make comic book characters seem real by fusing natural historic events like the holocaust (Erik was in the concentration camp during the Holocaust where his mom was killed) and the Cuban missile crisis into the plot. Vaughn created elaborate props and set designs and he used every computer graphics skill to enhance the story. X-Men: First Class doesn’t just rely on the usual fast paced scenes and top notch special effects that are typical of action movies; it raises the bar several notches. It doesn’t lose its sentimental core amidst the explosions and super feats but it continues to provide viewers a complex storyline to follow. This is Vaughn’s â€Å"Kick Ass† style. There is humor as in the training sessions when Banshee, after receiving clear instructions and encouragement; fell straight to ground without even attempting to try. There was much laughter at his expense. Humor is Vaughn style; as his previous work â€Å"Kick Ass† showed; that coupled with the elaborate props and high tech sound effects; complete his signature on the project. The director Matthew Vaughn placed his stamp on this movie through the production design, the acting, the dialogue, the cinematography and especially the sounds. http://www.imdb.com/name/nm0891216/ Impact of society on the film and vice versa Whether it is in appearance, fashion, or behavior, films romanticize a certain lifestyle that is eagerly imitated by audiences. Fashion magazines promise that we can â€Å"Get Angelina’s Look† if we follow the tips inside. Celebrity gossip publications keep readers up-to-date on the comings and goings of seemingly everyone who has appeared in a movie. The Internet and social media are practically choked with chatter about film— box-office results, reviews, gossip, and more. Beyond such obviously shallower aspects, film can influence how we live, our morality, and our behavior. (Goodykoontz, & Jacobs 2011) â€Å"Film can influence how we live, our morality, and our behavior.† (Goodykoontz, & Jacobs 2011) Filmmakers will argue that, this effect is unintentional because movies are a part of a make believe world but there are those who pattern what they see, and make it their reality. An example of society’s impact on film is portrayed in the indelible affect that the holocaust had on Erik; he was soaked with hatred and revenge for the former Gustapos who imprisoned him, especially Sebastian Shaw. This is a portrayal of the agony that the Jewish people suffered at the hands of the Germans. That intrinsic hatred became the fuel for his mutant powers. The others had to hide their difference from normal society, for fear of rejection but above all the fear of unknown reaction to them. Likewise, the film is highlighting the fact that some people among us who are different from us, want acceptance and they also want to feel a sense of belonging just like normal people. Their differences are as varied as the characters in the film and their needs are as similar. It is sending a message of acceptance, brotherhood and unity. Genre â€Å"A genre is so called because it tends to use familiar story formulas, character types, settings, and iconography (visual imagery with symbolic implications), all of which lead viewers to have certain expectations about what the movie will be like before actually watching it. .† (Goodykoontz, & Jacobs 2011) It is a type, or category of films that is usually easily recognizable as part of a certain genre. Genres tell the audience up front what to expect from the product they are buying. If they like a particular kind of story, chances are they will like this particular film, especially if the writer and director give the expectations a little twist. X-Men: First Class is an action-fantasy. It is loaded with action but it is also loaded with some fantastic comic book feats. At the start of the film, the MARVEL logo is shown; that is an indicator that it is a comic book story. The ability for humans to alter and mutate into other beings, is genre specific activities for fantasy. While the fast-paced actions during the confrontations/battles with good and evil are typical of action films. Therefore, it is difficult to place the film within any one genre because it can fit into several: drama (Erik’s beginning and the dramatic separation from his mother); fantasy (Erik’s control of the missiles in mid-air); action (the air and sea confrontation). Application of at least one approach to analysis and Interpretation Films are often used to express emotion, deliver a message, to dream and to imagine; all having to do with human psychology. A psychological approach to analyzing a film is especially concerned with how a film provides examples of various psychological theories and concepts, particularly those of Sigmund Freud and Carl Jung (e.g., sexual symbolism, subconscious repression and dreams, the id, ego, and superego, the collective unconscious). Identity crisis was an issue in the film. Psychologist Erik Erikson’s psychosocial theory of human growth and development at the fifth stage looks at Identity versus Identity confusion. This was played out so well by Raven. It states that adolescents must be allowed to explore different roles in a healthy manner in order to achieve a positive identity; or else they will experience identity confusion. (Santrock, 1989) Raven obviously received no previous parental guidance regarding self-acceptance and role explorations; she hid behind a morphed socially accepted form. She was more comfortable being someone else and she often abandoned her true identity. Accept Yourself: http://www.youtube.com/watch?v=Csii_f5f204 â€Å"You want society to accept you, but you can’t even accept yourself,† said Magneto to Raven. Raven had a serious problem of identity confusion and she struggled with self-acceptance. In the above clip Erik challenged her to accept herself in her true blue form. The movie embraced people who were physically different, while at the same time it was highlighting their struggles to gain social acceptance and their deep-down desire to be normal. This point was introduced as early as the meeting with Charles and Raven. http://www.youtube.com/watch?v=UEKxXYrb2Rk The insecurities about their difference continued to play out in the dialogue between Raven and Charles as well as Raven and Hank. http://youtu.be/PKnL_MwwU3o Charles Xavier, who like Erik, had no visible disability, seemed to have had a more rational approach to life in general. He was more in control of his behavior and his decisions than Erik. According to Psychiatrist Sigmund Freud, the ego makes rational decisions (Santrock, 1989 p. 34). An example of this was the scene where Charles was in his kitchen and Raven (who he looked upon as a sister) entered in her unclothed blue form, in a sensual rather sexual manner. Charles’ ego quickly assessed the situation and decided that it was wrong and he chided her with disgust in his voice. His conscious ego made a decision. Similarly, psychologist Albert Bandura’s social learning theory speaks to conforming to social behavior within the one’s environment (Witt & Mossler, 2010). Charles Xavier knew that society, especially the upper class to which he belonged, would definitely not accept Raven in her true form. His socialization caused him not to even consider having a relationship with a blue woman; blue blooded one, perhaps. Overall textual themes There are five categories that make up the theme of every film: the plot, the emotional mood, the character, style or texture, and ideas. (Goodykoontz, & Jacobs 2011) There were several themes in this film. †¢Self-Acceptance: The lack of social acceptance motivated the mutants to bond together as a brotherhood; and help each other to gain control of their super power as well as provide them with a safe non-judgmental environment. †¢Brotherhood and Unity: They watch out for and watch over each other; they literally function like a family with Erik and Charles as the parents. At Charles castle during the training days. †¢Inter-Personal Relationships: Charles and Erik seem to have a deep seated tenderness for each other as was seen in those close up shots when Charles was shot in his back. Erik held him in his arms and the moment captured a deep relationship. †¢Revenge: Erik hunted and killed all his torturers. Sebastian Shaw’s killing was the final reveng e and the sweetest. Conclusion Imagery, sounds, storytelling ability, excellent editing, serious acting and creative imaginations are all technically combined to make a good movie. Movies represent storytelling at its best. The writer gives a script to the director who interprets it and creates a core team of professionals that includes the cinematographer, the designer (and his team), the sound engineer, the actors, and the editor. They make ï ¬ lms to entertain, to express emotion, tell stories, deliver messages, to dream, to imagine, and it is all because they have a passion that drives them. Filmmaking takes time, patience, dedication, commitment, and an understanding of the process in its totality. If ï ¬ lmmakers are oriented toward story and performance, they must learn to visualize the narrative. The story must unfold in the mind’s eye, as it is conceived and created. The ï ¬ lmmaker has to see the movie while the screenplay is being written and during pre-production before the cameras roll. (LoBrutto 2002) The film was good, exciting, colorful, action packed and almost believable. However, due to its suggested sexual contents and the one time use of the f word, I cannot recommend it for the family. Twaitney O. Reference Goodykoontz, B., & Jacobs, C. P. (2011). Film: From Watching to Seeing. San Diego, CA: Bridgepoint Education, Inc. LoBrutto, V. (2002) The Filmmaker’s Guide to Production Design New York, NY: Allworth Press Santrock, J. W. (1995). Life-Span Development. Dubuque, IA: Brown & Benchmark Witt, G. A., & Mossler, R. A. (2010). Adult Development & Life Assessment. 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Shewin Case

PA402: Employment Law Unit 3: The Employment Relationship – Shewin Memorandum Your Course Project: Read About the Shewin Memorandum Throughout the course, you will work on the Shewin Memorandum. Your first step is to become acquainted with Ms. Shewin and the fact pattern. Ima Shewin is a 45-year-old African-American woman with advanced degrees in English and journalism from the University of Chicago. She has been employed by The Blabber, a newspaper in Atlanta, Georgia, for 10 years.She started as an entrylevel researcher. Two years later, she was promoted to a junior-level reporter position, and two years after that, to a senior-level reporter position. She has now been a senior-level reporter for the last six years. During the first eight years of her employment, Shewin reported to George Doright. Two years ago, The Blabber reorganized, and Doright was moved to another division in the company. Since then, Shewin has reported to Arthur King, The Blabber's senior editor.Follow ing the reorganization, two editors have retired. Although Shewin applied for these positions, they were not offered to her. In fact, she was only invited to interview for one of the positions, although she believes she met the qualifications for both. Last month, she applied for a junior-editor position she has been after for several years now. Based upon the qualifications that were identified in the job's classified ad, she felt she was a shoo-in. She applied and was interviewed. The interview with Mr.King did not go as well as she had hoped. The interview took place over lunch in a restaurant. King started out the conversation by engaging in seemingly harmless social banter, but Shewin was uncomfortable with his personal questions about her relationship with her boyfriend. A few weeks after the interview, the company announced that it was hiring Gene Whiz, someone from outside the company. Whiz is 26 years old and recently earned a master's degree in journalism from the Universi ty of Chicago.He has worked as a reporter for a small local newspaper. Shewin believes a number of factors may have been held against her. For example, only three women are in the upper levels of management, and all were promoted prior to the reorganization. King was not involved in the promotion decisions for any of the three women. King has a reputation for making sexist comments, which several women in the company find offensive, as do a number of men. For example, he described one pregnant reporter as barefoot and pregnant. † He has also asked Shewin out to â€Å"discuss business,† invitations that she has declined. She feels that rejecting him may have something to do with her not getting the job. Another possible factor is that there are only five African-American senior managers in the company. Shewin has heard through the rumor mill that Whiz is part AfricanAmerican. Also, prior to Mr. Doright's transfer, Shewin filed a complaint against some of her male colleag ues.Apparently the men whose cubicles were surrounding Shewin's area had a habit of discussing their weekend dates in graphic detail on Monday mornings. Although they did not make these comments directly to Shewin, the conversations PA402: Employment Law Unit 3: The Employment Relationship – Shewin Memorandum were quite loud and she overheard them regularly. After several months of hoping they would stop, Shewin brought this matter to Mr. Doright, who sternly told the employees to stop such behavior.However, since Arthur King became the senior manager, her coworkers have reverted to their old behavior, and King has taken no action against them, despite Shewin's repeated complaints to him. In fact, Shewin has observed King laughing at the conversations as he walked by. He did not, however, participate in the conversations. Finally, Shewin is more than 40 years old and has concerns that she may be getting passed over because of her age. A friend of hers overheard King talking t o another senior manager, speculating as to when Shewin would finally retire.

Equality Act Essay

Learning intentions: Investigating the legislation that protects all groups covered Breaking down the key features of the legislation Assessing the ways in which the legislation addresses their needs Evaluating the strengths and weaknesses of the legislation To consider how a range of care workers would use anti-discriminatory practise Success Criteria Can I name the legislation that protects all groups covered? Can I explain the key features of this legislation? Can I assess how this legislation meets the client’s needs? Can I evaluate the strengths and weaknesses of this act? Research Questions: 1. New definitions of discrimination As well as direct discrimination, indirect discrimination, harassment and victimisation The Equality Act outlines three new categories of discrimination that certain groups of individuals are protected against. Define the three additional types of discrimination below: 2. Who is protected under the Equality Act (protected characteristics)? a) Age- The Act protects employees of all ages but remains the only protected characteristic that allows employers to justify direct discrimination, i.e. if an employer can demonstrate that to apply different treatment because of someone’s age constitutes a proportionate means of meeting a legitimate aim, then no discrimination will have taken place. The Act continues to allow employers to have a default retirement age of 65, as long as the default retirement age remains. b) Disability- The Act includes a new protection arising from disability and now states that it is unfair to treat a disabled person unfavorably because of something connected with a disability. An example provided is the tendency to make spelling mistakes arising from dyslexia. Also, indirect discrimination now covers disabled people, which mean that a job applicant could claim that a particular rule or requirement disadvantages people with that disability. c) Gender reassignment- It is discriminatory to treat people who propose to start to or have completed a process to change their gender less favorably, for example, because they are absent from work for this reason. d) Marriage and civil partnership- The Act continues to protect employees who are married or in a civil partnership. Single people are however not protected by the legislation against discrimination. e) Pregnancy and maternity- The Act continues to protect women against discrimination because they are pregnant or have given birth. f) Race- The Act continues to protect people against discrimination on the grounds of their race, which includes color, nationality, ethnic or national origin. g) Religion or belief- The Act continues to protect people against discrimination on the grounds of their religion or their belief, including a lack of any belief. h) Sex- The Act continues to protect both men and women against discrimination on the grounds of their sex. i) Sexual orientation- The Act continues to protect bisexual, gay, heterosexual and lesbian people from discrimination on the grounds of their sexual orientation. http://www.fpb.org/hottips/601/The_Equality_Act_2010:_protected_characteristics_and_types_of_discrimination.htm 3. Research examples of discrimination and place them into the chart in the correct place Type of Discrimination Example Direct discrimination For example, when people are treated less favorably than others because they have some ‘irrelevant’ characteristic; i.e., they are from a different ethnic background or belong to a religious minority. Indirect discrimination For example, a dress code that requires women to wear a knee length skirt (which has no direct relation to their ability to carry out their work) could be indirectly discriminatory against women from certain cultural or religious groups. Harassment Victimisation For example, a person is victimized (punished or treated unfairly) because  they have made a complaint, or are believed to have made a complaint, or supported someone who has made a complaint (this is a form of harassment). Discrimination by association For example, refusing to promote a woman who has some caring duties because her mother has recently had a stroke is discrimination arising from association. Perception discrimination For example, a heterosexual man who has a gay friend cannot be discriminated against because someone believes (wrongly) that he is also gay. Third party harassment For example, a waitress of Asian origin has complained on several occasions to her employer that a particular customer has been making racist remarks to her. The employer should take steps to protect the employee from harassment by a third-party, such as banning the customer from the restaurant.

Justify the Need for Keeping Records and Describe the Types of Record You Would Maintain

Record keeping enables the teacher to provide evidence of individual student’s charter from the start to finish of a course. It enables to plan, organize and to create best learning environment for the learners. This is classified depending on the subject taught, organization and any other records needed as per UK regulations. JUSTIFICATION FOR RECORD KEEPING Accurate records taken throughout the course facilitates both teacher and student to continuously assess the effectiveness of the teaching and learning relationship. Gravells, (2008) states â€Å"you need to keep records of how your learners are progressing. Being organized with an accurate record for every student helps me in assessing the student’s need and to give a positive feedback on â€Å"how things are going. † On another level, it also keeps me in check as to whether or not I need to refine any aspect of my teaching. Record keeping also helps in taking key decisions when assessing the learner for s uccessful completion of the course (ie) assignments, lab test reports, etc. It is also noteworthy that every individual has different learning needs which needs to be accommodated by a single teacher. Without proper planning and accurate record keeping, it is impossible to deliver results. In short, record keeping, helps me and the learner to set goals and track progress. TYPES OF RECORDS: There are different types of records to maintain depending on what we need them for. As a lecturer, I would maintain three different types of records. 1. Teacher’s records 2. Learners records 3. Mandatory records Teacher’s records: This constitutes of all the records that is needed by me to deliver a course within a subjective frame of time. As a Lecturer, this is usually my first record and plan to deliver the subjects allotted to me. I will be explaining this more in the following sections: Scheme of Work: This is a framework prepared by me based on the syllabus to teach throughout the course. It contains teaching methodology, when, what and how to teach, tutorials, discussion details and assessment plans. It contains a plan of how to assess the learners understanding and making sure that all learning outcomes are achieved. Lesson plan: I always ensure that I have a lesson plan for every subject I teach. This plan contains all details of every day activity. It contains learning objectives for that particular day, teaching procedures, required materials, assignment and details about learner’s appraisal for that day. This level of detailed planning from a teacher’s end is required for a consistent delivery of any course material. Both scheme of work and the lesson plan will enable the teacher and the learner to spread the weight of the lessons into sizable chunks to ensure the required understanding and subject knowledge is achieved. LEARNERS RECORDS A learner’s record helps to track individual student’s performance. It clearly identifies the area of strengths and weaknesses of a learner. From a lecturing perspective, it gives me focus as to where the learners need more or less. The different types of learner records are classified as below: Individual Learning Plans (ILPs): ILPs are developed in conjunction with the learner to assess strengths, performance, progression and barriers to learning. According to this, I can plan to support their developmental needs. Progress report: Progress reports are nothing but scorecards. The progress report gives us the exact percentage/numbers in each area though not in any details. Both teachers and the students get pointers from this, which can lead into development of ILPs. This is by far the most widely used record in all types of learning environment. Assessment course forms: Assessment course forms are usually developed by the awarding bodies for individual courses. These are then given to tutors to assess competencies of students for that particular course. It is mainly used for scoring/giving feedback in exams/assessments. It provides the assessor, the learner’s grasp for the subject and helps tutors to refine the ILPs accordingly. MANDATORY RECORDS Attendance Register: It is used to monitor learner’s presence. This helps to improve learners overall academic performance and to get higher grades and reassessing the teaching methods. Personal details records: This is a basic record required by any organization to admit candidates to a course. It contains contact details, next to kin, previous qualification, experience and achievements. It enables the institute to match candidates to right course. These details are maintained and managed according to the confidentiality agreement and Data Protection act 1998. Health and safety records H&S records are maintained by both organizations and teachers respectively. These contain any risk assessments done for individual classrooms and/or buildings to maintain safety and security for all accessing the site.