Cultural Competency With The Palauan People - 1558 Words

Cultural Competency with the Palauan People Cultural Competence based on the Purnell Model can provide a comprehensive, systematic, and concise structure for learning and understanding the Palauan culture. Based on the previous paper regarding my Palauan friend, S.S., I will be discussing five areas where I can further improve my transcultural care pertaining to this specific community. These areas are in communications, high-risk health behaviors, nutrition, pregnancy and the childbearing practices, and death rituals (Purnell, 2014). Furthermore, I will present a reassessment of my culture competency to evaluate my learning that can positively affect the nursing care of individuals from diverse cultures represented by the Palauans. COMMUNICATIONS: S.S. does not maintain eye-contact well and often looks away during conversation. Direct eye contact may be considered offensive or aggressive in her culture. Because I do know that this is inherently Palauan, I do not need to maintain direct and sustained eye contact while conversi ng with her (Purnell, 2014). I will certainly keep in mind to greet a Palauan in a clinical setting whenever possible as it is rude not to. Another consideration is the issue of timeliness. Depending on the situation, punctuality is not necessarily valued. Lateness is not considered disrespectful to Palauans as they are event-oriented people. I will have to explain the importance of timeliness if required and be flexible instead with appointment times

Domestic Violence And Its Effects On Children - 1421 Words

Jasmin Garcia Susan Nusser ENG-151 5/3/16 Domestic Violence Domestic violence that affects children in elementary school are a good amount. Children are the primary one s who get more affected when domestic violence is going on in there homes. There are many signs a child can give you when they are suffering from a trauma or depression from domestic violence. Some children get affected differently some have trouble internalizing, others have fear and pressure, and others will try to solve the problem. When domestic violence is detected in a home, the children are most likely to have trauma or depression which changes their behavior. â€Å"Children exposed to trauma of domestic violence tend to experience difficulties with internalizing†¦show more content†¦Also they may start to feel pressured with simple things that go on in school, like doing class activities, partner work, they may also show impatience. â€Å"It can also be a place associated with fear and pressure, due to the fact that the problems at home ca n become aggravated in school, expressed in bullying or subjection to bullying or exclusion or because it becomes a site where conflicts between parents are played out† (Eriksson, Bruno and Nà ¤sman 81-91). Not all children react the same way when they suffer from domestic violence. Some may tend to be very aggressive and others may just be more to themselves and not talk as much or be more away from friends or peers. Children can also think that arguing and or hitting is a good thing, because they see it at home and think its right to do it at school. That’s another way you can detect when they are suffering domestic violence. Children are like sponges they observe everything someone does or says, or even sees, also at their age they get bribe very easy it can be with the simplest gesture. When kids see what s going on at home and see â€Å"daddy† doing something bad, they will say he s the bad guy but when â€Å"daddy† tries to fix things like for example, daddy was bad when he made mommy cry, but he bought her flowers so now he is good(Baker and Cunningham 199-207). When male parent are doing something

Movie Review Taken 3 Essay Example For Students

Movie Review Taken 3 Essay Taken 3, is the third installment of the Taken franchise. The lead actor is Liam Neeson, who plays Bryan Mills. The movie starts off with Brian and his ex-wife Lenore, played by Famke Janssen, attempting to begin a reconciliation. Lenore is currently in an unhappy marriage with Stuart St. John, played by Dougray Scott. Just moments into the film, Lenoir is murdered, and Brian is framed for her death. Brian immediately goes on the run, and the movie continues on, with Brian being hunted by detective Frank Dotzler, played by Forest Whitaker. Brian is on a mission to keep his daughter Kim mills, played by Maggie Grace, from also being harmed, and to find the real killers. Taken 3 is directed by Oliver Megaton, and produced by Luc Besson. In order to fully form an opinion on Taken 3, we need to evaluate some of the key factors of the film. It is important to understand the background of the franchise. We need to consider the casting, and director of the film. It is also important to review the action scenes, and finally the plot. The original taken, which first aired in 2008, was based on Brian Mills just retiring from the CIA to form a relationship with his estranged daughter Kim. Kim goes on a trip to Paris with a friend, and ends up being kidnapped to later be sold for human trafficking. Brian then travels to Paris to search for his daughter. Throughout the movie, Brian ends up killing almost an entire Albanian gang, in order to save his daughter. In 2012, taken 2 was released. Taken 2 takes place in Istanbul, where Lenore and Brian are taken hostage, by a father of one of the kidnappers, Brian killed while rescuing his daughter in the first installment. This time, it is Kim that rescues Bryan, and Lenore. The actors seem to have lost their interest in the franchise. While I believe that all of the main characters are excellent actors, none of them seem to be trying very hard to make the movie realistic. Liam Nessons age is beginning to show, and is less believable in the action scenes. Maggie Grace come across as being pushed to do the film. Although she hits her mark as Brian’s helpless daughter, she fails to display the emotion that one would expect in the event of your mother being murdered. Oscar winner, Forest Whitaker, is new to the Taken movies, and while I do consider him to be a great actor, he does not deliver to the extent that he is capable of. One of the worst parts of the whole film, is that fact that the actor that play’s Lenore’s husband has changed. In the original Taken, he was played by Zander Berkeley, while in the third installment, Stuart was played by Dougray Scott. The fact that the character of Stuart changed, from an older wealthy businessman, to a much younger criminal, makes the movie confusing and really unrealistic. The director, Oliver Megaton, missed the mark in a big way with this film. He doesnt have a single director or movie making excellence to his name. Oliver Megaton, had received horrible reviews for previous movies he has directed, such as Transporter 3, Columbiana, and even Taken 2. Why they brought him back is beyond me. The first installment was directed by Pierre Morel, and considering how much of a success that installment was, one would think that he would have been asked to return. Considering this is supposed to be an action movie, the actual action scenes in this film are seriously lacking. You have the scene shot on the highway, where the only good visual you have is a refrigeration cart rolling down the highway. .ucc4e43842dde1fb5c76aa18ad343bfe3 , .ucc4e43842dde1fb5c76aa18ad343bfe3 .postImageUrl , .ucc4e43842dde1fb5c76aa18ad343bfe3 .centered-text-area { min-height: 80px; position: relative; } .ucc4e43842dde1fb5c76aa18ad343bfe3 , .ucc4e43842dde1fb5c76aa18ad343bfe3:hover , .ucc4e43842dde1fb5c76aa18ad343bfe3:visited , .ucc4e43842dde1fb5c76aa18ad343bfe3:active { border:0!important; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .clearfix:after { content: ""; display: table; clear: both; } .ucc4e43842dde1fb5c76aa18ad343bfe3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucc4e43842dde1fb5c76aa18ad343bfe3:active , .ucc4e43842dde1fb5c76aa18ad343bfe3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .centered-text-area { width: 100%; position: relative ; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucc4e43842dde1fb5c76aa18ad343bfe3:hover .ctaButton { background-color: #34495E!important; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucc4e43842dde1fb5c76aa18ad343bfe3 .ucc4e43842dde1fb5c76aa18ad343bfe3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucc4e43842dde1fb5c76aa18ad343bfe3:after { content: ""; display: block; clear: both; } READ: The play script and the film The Crucible EssayThe only other real action scene, is at the end, in the apartment of the killers. This scene is also very short lived, and the camera switches angles so often that it is all pretty much a blur. The cinematography of the action scenes is not good. The camera never gets a good close up shot during the action scenes. The frames tend to change every second, so all you really see is a blur. This makes it hard to tell what is going on. The first installment of this franchise, was full of non-stop exciting action scenes, which this installment is seriously lacking. Quite frankly, Liam Nesson and Forest Whitaker are by far too good of actors for this. Finally, we get to the plot. If this was not part of the Taken franchise, and it was a movie all on its own, it would be good. The plot of the movie, just don’t seem to line up at all with the other Taken movies. In the previous movies, someone was actualy kidnapped, or being held hostage, and the whole movie was based on Brian tearing the town apart trying to rescue his family member. Previously that made for a great action movie. This installment, was not actually revolved around anyone being taken. It is more of Brian on a mission to clear his name. Towards the end you find out that Stuart was the one that had Lenore killed, and Brian framed, but it does not actually make sense if you are basing this movie off of the first two. The first two installments had no mention of Stuart being involved in anything illegal, nor being involved with the type of people this this movie has labeled as the bad guys. In reality, Taken 3 is a good movie. It’s just not what you would expect, being part of the Taken franchise. If you are hoping to love this movie just as much as you did the first, this might not happen. If your objective is to just see a good movie, and not invest too much time into the franchise, then this will be a good choice of movie for you. The third installment of the Taken franchise has very good actors and a good plot, just not what was expected. I do hope that this is the last Taken movie though, due to the fact that every installment is just getting worse. If they are to make another Taken movie, I would hope that they would go back to their original director, Pierre Morel. If he had directed this film, I do believe that it would have been much better. Bibliography: Anderson, Kyle. Taken 3. 7 January 2015. Entertainmentweekly.com. 14 March 2015. Goldberg, Matt. collider.com. January 9 2015. Taken 3 review. 2015 12 2015. Sachs, Ben. Chicagoreader.com. 7 January 2015. Taken 3. 14 March 2015.

Raphaels Portrait Leo X with Cardinals Guilio de Medici free essay sample

In Nelson Minnichs religious interpretation of Raphaels famous portrait of Pope Leo X, Minnich first begins with the very basics of the portrait; what is contained within its canvas and why it is there. From small clues such as these, he is able to lay the foundation for which theories and conclusions can be based. He first points out the location of the figures in the painting. Minnich believes that they are in a large room, seated before a green cloth on the wall, or cloth of honor. There is some speculation, however, as to exactly where this room is located. Several theorists, as well as he, believe that the location is a room in the Vatican, perhaps the library. He points out that there is reflection of a window in several objects in the portrait, allowing more narrowing down the location even further and debunking the library idea. We will write a custom essay sample on Raphaels Portrait Leo X with Cardinals Guilio de Medici or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With the location not quite known, Minnich moves on to the color scheme. He points out that the painting is known for its use of red on the robes of the pope and cardinals, the furniture, and the table coverings. Red was considered a papal color, so this is not unusual in a papal portrait. What is unusual however, is the other two men accompanying the pope in the portrait who were painted in later. Minnich identifies these cardinals as Luigi deRossi, Leos first cousin, and Guilio deMedici, another of Leos cousins. Leo was extremely close with Luigi and this is shown by Luigis hands on Leos chair. Guilio was considered Leos right hand man, and is depicted as so in the portrait by being almost a part of Leos right arm. Minnich also points out that it is ironic that Guilio is depicted as a cardinal because his clerical status wasnt determined at the time. From here we move on to another important item in the portrait, the bell. This specific bell was made for Leo after his election and is a hand bell used for praying. Minnich explains that its presence is most likely to represent Christ in the portrait. Next to the bell is a magnifying glass which Minnich says is merely there to represent the popes nearsightedness. Leo would have needed the glass to read the next item on the table, his bible. The bible is obviously not an unlikely item, being that it is a portrait of a pope, but it is where the bible is opened to that is of importance; St. Johns Gospel. Minnich tells us that Leos first baptismal name was Giovanni, a name that came from this gospel. After inspecting the painting for obvious clues and symbols, Minnich is ready to discuss the possible reasons for the paintings existence. The first being the obvious, that it is merely a papal state portrait. He points out several reasons that this could be a wrong assumption. The painting was kept in Florence and not in Rome, like most papal portraits. It was much smaller than an average state portrait. And the most obvious objection was that there were three people present in the painting, which is highly unusual for a portrait. Minnich then suggests the possibility that Raphael was merely painting a family portrait. But then he quickly points out that no other of Leos relatives was involved. He also points out that the items involved, a bell, the bible, are not usually in state portraits. With the state portrait theory clearly discredited, Minnich tells readers of the theory that the painting is simply an occasional piece, saying that it was painted just to be displayed at the wedding of the Medici and Valois houses in lieu of the pope and his two relatives not being able to make the festivities. Minnich states that the clothing in the portrait clearly leads one to believe that the painting was done months before the wedding. The pope and his relatives would have to have known far in advance that they could not make the occasion and Luigi deRossi was actually recognized as being present the day of the wedding. He says that occasional pieces are not usually so planned out, but does however, mention that a lot would be explained had Raphael begun painting a portrait and then suddenly attempted to switch it into a wedding gift and add the two cardinals. Not fully committed to a purpose, Minnich takes a quick look at the eligious meaning behind the portrait. He mentions that Josephine Jungie has the most persuasive theory on the painting. She believes that the bible represents the stage of the Holy spirit, the bell represents the new age, and that Leo looking to the left represents his looking to the arrival of the new age, and thinking about his own appointment as an Angelican P astor who will lead the Church in the final age. Minnich points out that this is persuasive because Leo was attempting to take on the roles that an Angelican leader would, yet points out the Jungie failed to find reason for the two cardinals in the portrait.

The Handmaids Tale and On Chesil Beach Essay Example

The Handmaids Tale and On Chesil Beach Paper In both novels, a strong theme of sexual inequality is present. This is produced in different and yet very similar ways. For example, Context (time periods) aids the novels to put across this point. Both authors also at least hint at some form of sexual abuse, which fortifies the idea of sexual degradation throughout both novels. There is also a persistent theme in both books, of rapid reversal, where the female character goes from a status of individuality and freedom, to one of subordination to mens desires. Both authors use narrative techniques to show the characters perspective to the reader. Margaret Atwoods sexual themes in The Handmaids Tale are obviously motivated by the times in which she wrote and published the book (early 80s). To go even further, you could say that Margaret Atwoods approach to a dystopian American future is motivated by the political and theological sexual ethics of pre- 1985. Whilst writing her novel, Margaret Atwood toyed with the idea of adding, in the epigraph, the recent UN quote: women represent fifty percent of the adult world population, [ ] and own less than one percent of the world property. This idea of women [owning] less that one percent of the world property (UN) and men owning the rest, is an apparent oppression against women, present in The Handmaids Tale, in which the extent of this ownership covers the female body. It is obvious that the Gileadean regime has created this scenario so that women cannot live independently, and rely on men, they therefore must accept being inferior. This is shown when Offred speaks about the time when the Gileadeans took over the country, when all women were relieved of their jobs. Its strange, now, to think about having a job. We will write a custom essay sample on The Handmaids Tale and On Chesil Beach specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Handmaids Tale and On Chesil Beach specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Handmaids Tale and On Chesil Beach specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Job. Its a funny word. Its a job for a man. Do a jobbie, theyd say to children when they were being toilet-trained. Or of dogs: he did a job on the carpet. (182) Offred does many things when she plays with the word job in her head. Firstly she creates a very patronizing tone towards women, Do a jobbie, theyd say to children when they were being toilet-trained, suggests that Offred feels that herself, as well as other women, needed to be looked after. However, by knowing Offreds personality, we know that she does not truly feel this, but feels how the regime wants her too. She then goes on to compare herself to a dog, mans best friend. This shows that she feels like her husband, Luke, owned her, at the time, she did not own herself, and doesnt as we progress through the novel. On Chesil Beach contrasts to Atwoods novel (in this case). McEwans novel was published in 2007, a recent year, in a time period with no noticeable sexual changes going on. However the context of the plot gives more insight into how sexual inequality was used to create pressure on Florence. The novel is set in the early 60s, the cusp of the sexual revolution, nicknamed The swinging-sixties. When people were beginning to experiment with non-marital sex (Free Love), and more importantly, women begin to have more control in the bedroom. At the point which Edward and Florence are in their marital suite Florences sexual opinions are based upon the cusp of this new-era sexual status quo, and the former etiquette in which the man is dominant, this causes room for an unspoken pressure upon Edward and Florence equally, to dominate the scenario. This causes Florences body to be used as the scape goat for Edwards lack of control of his own body Both novels appear to have some hint of sexual abuse present in the lives of the female characters. In The Handmaids Tale Offred and the other Handmaids are made to take part in The Ceremony; the basis of the Gileadian regime. During The Ceremony, the Commander has sexual intercourse with Offred which, according to the laws of the regime is purely for procreative purposes. Throughout the ceremony Offred distracts herself from the present, not by thinking of the past or future directly, but by overthinking the situation, this gives the reader a narration from an onlookers point of view. This distraction shows that although the physical body is all the Regime has interest for, the mind is a much more powerful resource to the individual. Atwood uses Offreds ever blunt language to generate the audiences emotions, Below it the Commander is fucking. What he is fucking is the lower part of my body (105) By using a more crass phrase, Offred explains that The Ceremony is vile act that she has to endure, by saying What he is fucking is the lower part of my body she detaches herself from the act, which shows that she views it, the Commander and herself with contempt for being part of this. She continues I do not say making love, because this is not what hes doing. Copulating too would be inaccurate, because it would imply two people and only one is involved. She tells us that all of this is [his] doing, she again tries to distance herself from any involvement, this is contrasted by Nor does rape cover it: nothing is going on here that I havent signed up for. Offred seems to be partially indoctrinated by the regime here, suggesting that this was her choice, but as we know this is not entirely true, their only other choice was what many would consider a worse fate, going to the Colonies and working in terrible conditions until they died of starvation, radioactive poisoning and other such painful demises. Or, as we find later, she could become a common prostitute, serving the commanders for sexual pleasure rather than procreation. This clearly shows that in the theocracy, women are viewed as resources; procreation, manual labor, or pleasurable sex. d This links closely to On Chesil Beach: McEwan hints throughout the novel that Florences phobia of sex is rooted in her past. Here came the past anyway, the indistinct past McEwan explains the Florence has obviously been trying hard to forget this part of her childhood, therefore telling the audience that whatever she is now unintentionally remembering, is a sincerely troubling one. She was twelve years old, lying still like this, waiting, shivering in the narrow bunk with polished mahogany sides . Florence compares the way she lay on a bunk in a bed on her fathers boat, to how she is lying, feeling vulnerably naked while Edward undresses in preparation for their love making, this suggests that a traumatic sexual experience occurred at this point in her life. Such trauma is shown by the emphasized detail of the wooden interior, it appears that she was trying to concentrate on anything but the present situation, much like she is doing in the hotel room. It was late in the evening, and her father was moving around the cabin, undressing, like Edward now. We are told that her father is taking off his clothes the same way the Edward is. McEwan explains subtly that there are different methods of de-robing, and having explained earlier that Edward undressed hurriedly, we are giving insight into an implied paternal rape of Florence at a young age. A shocking discovery, that McEwan only hints at, further emphasising the fact that it is an instance too terrible to discuss. The fact that Florence is one a boat, crossing the channel means that she cannot escape from her father, she is trapped, physically, where as now she is trapped mentally; she wants to please Edward, but she doesnt want to have to be put in a sexual situation again. Edward is oblivious to this fact, but does not ask either. The reader is presented with the morale knowledge that if Edward were perhaps more sensitive, and did not see Florence as a commodity for sex on their wedding night, he would be able to understand the issue much better, perhaps to an extent that they could save their marriage. Another technique used by both writers to show that the female is nothing but the body, is that of rapid reversal of rights. During one of Offreds flashbacks, she re-lives the day of the Gileadean coup. When she is remembering lying in bed with her husband, having just been told she could no longer work, or own her own possessions, and take care of her accounts, and that they were all controlled, instead, by the man in the relationship, she comes to the conclusion that, We are not each others, any more. Instead, I am his. (192). Offred, uses this simple sentence to some up what happened over the course of a few days, by bringing the time frame from days to a few words, shows how quickly she has lost every freedom that she once had. describes how the equality that she once had in her relationship, has declined, and she is powerless, and Lukes subordinate. Throughout the novel Atwood describes how it is not just the handmaids who succumb to the rapid reversal in the Gileadean society. The novel has a succinct hierarchy, that is, one without any exceptions. If, before the coup took place, a women were infertile, a side effect of the biological weapon; Agent Orange (as we find out in the Historical Notes), and had no husband, and no uses, she would be deemed an unwoman, and be sent to the colonies to work herself to death. If they were infertile but useful (i. e: wife to a upstanding member of society, or had skills and were willing to be part of the Republic of Gilead), they would become a Commanders Wife, a Martha, an Aunt, among other things. Women had very little say in any of these matters. Such an oppression of their rights, reducing them so quickly to common stereotypes, shows how rapid reversal was used to turn the women into cogs in a machine, they all had a part, and it always depending on their physical potential. On Chesil beach shows a different, more subtle, but nonetheless reduction of a womans rights. McEwan shows Edwards obvious lust for Florence, throughout the novel we hear of his misinterpretations of Florences behavior, from examples of her committing perfectly innocent actions, which he deems to be a sign of a similar sexual lust. However in every instance before their marriage that he judged as a time for sexual lust, turned out to be obviously wrong; he could not escape the memories of those times he had misread the signs, most spectacularly in the cinema [ ] when she leaped out of her seat and into the aisle Here we see that Edward is actually hopelessly clueless as to what his intentions should be at that stage in their relationship, and as we progress, we see that Edward schemed to get Florence to marry him, in order to bed her, he seems to justify his urge to have sex with her with marriage vows, showing us that he has managed to turn her into a stereotypical wife of the early 20th century, who pleases her husband. From Florence being what we could deem as a feminist, with her own individual will, and passion, to this shows a strong, again purposeful rapid reversal of rights. Margaret Atwood writes The Handmaids Tale in the first person through Offred. Whilst reading the novel they subconsciously read as if it were written down by Offred, however in the historical notes, we are told that the story is compiled of dictated transcripts found many years after Offreds abrupt escape. Katharina Ochsenfahr writes: She is recording her story on tape afterwards, probably when she is in a safe house. So she is telling it from her memory. Despite this the reader sees her story through her eyes and therefore gets to know the treatment of women in Gilead. By doing this, Atwood forces the reader to think back to especially emotional parts of the narrative and imagine it being spoken. It causes the word plays to make more sense, deepening the personal impact of the story, and making the reader carry on thinking about it long after closing the book. McEwan uses a contrasting narrative, whereas Offreds narration is subject to her understanding of events (although quite an intuitive one), McEwans narrative is described by Jake Seliger (The Storys Story) as: A clever variation of the omniscient viewpoint in a way similar to but different from the way he wrote Atonement, and it conveys the uncertainty of the characters while informing and clarifying for the reader. We are left with a central scene from a life, but not a still life, for the motion of the characters minds and the aftermath of their encounter reverberates through time. He suggests that McEwans hopping between person, time and place bring the characters of Edward and Florence alive from the numb state which they are in on Chesil Beach. This technique is similar to that of modernist writers of the early twentieth century such as Woolf, and Joyce who tunneled massive caverns of history behind their characters which built up their personalities. In this case it causes a clash between Edward and Florence as Edward feels he should be in control, but is not in control of himself, a feeling that is shown through instances in his life such as his mother becoming brain damaged by a freak accident. Florence contrasts this by feeling out of control, and feels like that is her rightful place, this has been induced by her aforementioned experiences of sexual abuse. Both novels have strong links, and equally strong differences. However, both writers have expressed these similarities or differences using the same techniques. Resulting in a clear theme of unequal sexual ethics towards women. They have used role reversal, language, disturbing experiences of abuse, contextual knowledge and narrative technique to conclude with the ideology of The Female [being] Nothing But the body.

Compare how the theme of love is presented in Shakespeares sonnets and any other poem of your choice from those studied Essay Example

Compare how the theme of love is presented in Shakespeares sonnets and any other poem of your choice from those studied Essay Example Compare how the theme of love is presented in Shakespeares sonnets and any other poem of your choice from those studied Paper Compare how the theme of love is presented in Shakespeares sonnets and any other poem of your choice from those studied Paper Essay Topic: Poetry Love poetry has been written for many centuries. The ideas expressed by Shakespeare and Browning are still relevant today. Love is not a tangible thing; it is an emotion so it can be perceived in many different ways. Shakespeare has infamously used sonnets to express his ideas on love. Shall I compare thee? is a sonnet in which Shakespeare focuses on immortalisation through words. Let me not is another sonnet written by Shakespeare in which he expresses his views and the theme of the strength of love. I choose Robert Brownings, Porpyrias lover to compare to the above poems. As it is a dramatic monologue, which provides an insight into another existing love. The love conveyed in Porphyrias lover is obsessive love. This provides are sharp contrast to the above sonnets. Let me not is written in third person, which gives it an authoritive tone in this case. The authoritive tone adds to the theme of the strength of love. This theme is expressed within this poem in a rather exaggerated manner. Although this manner is very appropriate for this poem, because it hammers home the point of the poem! The imagery of a sailing ship in a storm is used in the second quatrain- to describe Shakespeare view on love. Also love is said to be a star to every wandering barke- which is a ship. This explains that Shakespeare believes love and marriage is the right path to go along. The imagery used within this poem describes love in the form of tangible things like a ship. This makes it easier for the reader to imagine and realise Shakespeares message. The other two poems do not use this literary devise of expressing love in tangible forms. Although Shakespeare is attempting to describe love by giving it limits through tangible forms, he still says that the worths are unknowne meaning love is inestimated and limitless. This is a similar theme to one in shall I compare thee? which is everlasting. A sub theme of everlasting is also expressed in this sonnet love alters not with breefe houres and weekes. All three of the poems attempt to defy time through love, although they do this in very different ways. Shakespeare is almost trying to teach a lesson to the society of that time, a lesson that is still relevant today. Due to the lesson being on love and marriage it adds to the religious element within this poem. Also due to the large volume of hyperbolic language, it seems as though Shakespeare is religiously preaching to us. For example love. Beares it out even to the edge of doom. The religious aspect of avoiding divorce is shown here. The religious tone in this poem differentiates it very much from the other two poems. As the tone in Shall I compare thee? Is light and airy and the tone in Porphyrias lover is conspiring. The rhyming couplets of Shakespeares sonnets are the most power literary tool. His confidence in his belief of this sonnet adds greatly to the creditability of it. This rhyming couplet exemplifies this If this be error and upon me proved, I never writ nor no man ever loved Shakespeare is challenging anyone to come and prove his belief to be wrong- if they dare that is. Shall I compare thee is also written in third person. However is this instance this makes the voice of the poem detached from the poem. This further gives all the importance of the poem to the subject, who is Shakespeares lover. The tone in this poem is light and airy to add to the theme of summer. The beloved within this poem is being described as superior to a summers day. The sonnet starts with a question- shall I compare thee to a summers day? And the rest of the sonnet is the answer. Shakespeare describes the summer as a subordinate to his beloved. He complains summer- the best season for sometimes being too hot or too windy and too short And Sommers lease hath all too short a date. Shakespeare believes his lover will outlast the summer By thy eternall Sommer shall not fade Shakespeare is describing his lover as everlasting, which as I mentioned before is one of the themes of love expressed in Let me not. We are progressively being introduced to a problem throughout the poem. The problem is, how is this girl going to outlive death Nor shall death brag thou wandrst in his shade. The solution is in the rhyming couplet. Shakespeare has immortalised the girls beauty within the words of the poem. She wont literally avoid death but she will verbally last forever. The poem is what gives life to the lover forever because the poem is what is going to last forever. A sharp contrast to this poem would be Porphyrias lover. Here the lover also attempts to immortalise his beloved although not in the same romantic way. In Porphyrias lover the lover tries to immortalise the moment Porphyria is all his by strangling her to death with her own hair. Porphyrias lover starts with turbulent scenes with wild weather, which of course the lover is describing. The weather also represents the lovers feelings at that time the sullen wind was soon awake. and did its best to vex the lake- The lover is in an angry mood this is evident by the harsh tone. When Porphyria enters the cottage the harsh atmosphere is broken. There is now a warmer atmosphere Blaze up all the cottage warm she is described to glide in which is sensuous. The lover now builds up an erotic scene so the impact of the shock will be great at the end. Porphyria makes all the advances in this poem but the lover remains passive. And called me, when no voice replied this tells us a lot about their relationship. It seems to be one-sided in this instance, but because we have access to the lovers secret thoughts so we know he is obsessed with her. As the seductive scene is going on the lover reveals his thoughts on Porphyria. The lover believes Porphyria doesnt love him, as she is too vain and her pride stops her passion for him- from setting free she too weak for all her hearts endeavour, to set its struggling passion free from pride and vainer ties dissever and give herself to me forever There is a long build up to the strangling, although we do see danger signs in the lover for the need to murder Porphyria Nor could to-nights gay feast restrain a sudden thought of one so pale. The lover shows control of the situation, which is expressing a possessive side to him, a theme of love, which is not expressed in neither of the other two poems. The tone in the poem is chilling at this point while I debate what to do Even more so chilling when he says I found a thing to do Then he strangles her with her own hair. After she dies he says No pain felt she and then repeats by changing the syntax she felt no pain the repetition further expresses the theme of possessiveness within the poem. He thinks he has the authority to say whether she felt pain or not. The repetition could either mean he is resenting what he did or convincing himself he did the right thing. The lover uses a simile to describe Porphyrias dead eyes. As a shut bud that hold a bee. This implies she herself was someone who stung him meaning hurt him. He opened her eyelids and personifies her eyes by saying they laughed at him without a stain implying she was innocent. The laughing is a misconception in the obsessed lovers mind. The lover then untightened her hair from her neck, then props up her head as if she were alive. The lover is no glad because he got what he wanted so glad it has its utmost will that all that scorned at once has led and I its love am gained instead Here the lover refers to Porphyria as it. The lover thinks he has gained all he could out of the situation and is surprisingly happy. Also he thinks God has sanctioned his actions! And all night we have not stirred And yet God has not said a word Out of the three poems I have compared, I feel shall I compare thee expresses love in the most appealing, way as it probably had the best inspiration. It combines the element of immortalisation from Porphyrias lover and the trueness of let me not -in the correct manner to achieve full effect. The hyperbole in let me not makes us understand that poems message very seriously, as Shakespeare probably wanted us to do, but it doesnt show us how love could actually make us feel as Shall I compare thee does The shock in Porphyrias lover makes that poem less appealing thus less successful in making the reader enjoy it. Plus it doesnt express a true love, which everyone wants to experience.

International Taxation Issues Essay Example | Topics and Well Written Essays - 1750 words

International Taxation Issues - Essay Example 3) Advise what taxation consideration need to be given if the purchase from the Iberican operations by an Australian company were not for arms' length prices. Explain the reason and the rational of this concept requiring to be addressed for Australian Taxation purposes. In Australia, companies and individuals can be taxable persons. They are tax on income derived inside Australia and/or from outside sources and the tax treatment depends whether or not they are residents or non-residents of Australia. A resident individual is taxable on its assessable income derived from any source, whereas a non-resident individual is taxable only on the assessable income derived in Australia. Taxes imposed may come from business income, or in the payment of interests, dividends, royalties, rent, or capital gains. Taxes can be further classified as withholding tax or taxes on the sale of goods or render of service. A company is resident in Australia for tax purposes if: 1) It is incorporated in Australia (irrespective of where central management and control is exercised). Once a company has been incorporated in Australia it can never lose its Australian residence for tax purposes; 2) Central management and control is exercised in Australia (irrespective of which country the company was incorporated in); and, 3) The company is neither incorporated in Australia nor is its central management and control exercised there but carries on business in Australia and its voting control is in the hands of resident Australian shareholders.1 A company which is a resident in Australia is liable to Australian income tax to all its assessable income which is not specifically exempt, less allowable deductions with a credit for qualifying foreign taxes paid. Assessable income includes the income calculated by the normal accounting concepts, with specified adjustments, and certain capital gains. Normally, tax losses can be carried forward indefinitely or transferred amongst group companies, for offset against future profits. A non-resident company is liable to income tax only on assessable income derived from sources in Australia.2 Double Taxation If a resident company or individual in Australia is doing business outside Australia, the taxes applicable to that country can also be available to it, and vice-versa, even if it already paid the same tax in the country of origin. That is what we call double taxation. Double taxation of foreign income for resident Australian companies has traditionally avoided by entering into a tax treaty with other countries. At present, Australia has entered into tax treaty with more than 40 countries. They prevent double taxation and fiscal evasion and foster cooperation between Australia and other international authorities by enforcing their respective tax laws.3 Income from subsidiaries resident in "unlisted" jurisdictions is taxed a second time in Australia but a tax credit is given for any tax

Leadership and Organisational Behaviour Essay Example | Topics and Well Written Essays - 1500 words

Leadership and Organisational Behaviour - Essay Example According to the discussion  Schmidt is in the practice of listing down his best employees and communicate with them in a personal manner to encourage them to perform better. There are also numerous systems in the organization to reward top performing employees such as stock option, financial incentives, etc. He makes his employees feel that they are the owners of their work and to facilitate such an environment he provided a broad definition of the goals of the company.This paper outlines that  Schmidt leaves the implementation part of achieving the goals of the organization entirely to his employees. He doesn’t prefer to interfere in this regard. Schmidt reinforced the entire system of his organization such that the hierarchies of the organization do not get in the way of employees with regard to their performance. Google Inc is in the practice of following a â€Å"distributed leadership† culture for its employees. Distributed leadership culture states that people living in the environment are primarily responsible and also accountable for group and personal development. Team work is the best alternative to find the path that is best suited for an organization. It is concerned about the fact that each member of an organization must take a different role and that there must be demonstration of collective responsibility in this regard.  Google Inc expects its employees to share their expertise and ideas in this ever changing environment to achieve constant growth.

Role of Inflammation in the Development of Atherosclerosis Essay

Role of Inflammation in the Development of Atherosclerosis - Essay Example As the discussion highlights atherosclerosis is a condition in which the wall of the artery thickens due to accumulation of fatty substances like cholesterol and triglycerides. The condition affects arterial blood vessels secondary to chronic inflammation of the innermost wall of the arteries and is mainly caused due to accumulation of macrophages. Accumulation of macrophages is promoted by low density lipoproteins. Stiffening of arteries occurs due to formation of multiple plaques within the arteries. There are basically 3 groups of atherosclerotic lesions and they are progressive atherosclerotic lesions, nonatherosclerotic intimal lesions and healed atherosclerotic plaques. Certain preexisting intimal lesions have intimal thickening and fatty streaks and adult lesions can arise from these Intimal thickening mainly involves the smooth muscles cells which lie in a proteoglycan-rich matrix. In early lesions, moderate cell replication can occur, but in adult lesions, they are mainly cl onal. Fatty streaks are basically intimal xanthomata in which there is accumulation of fat-laden macrophages. These lesions have lesser number of smooth muscle cells and lesser number of T-lymphocytes. These are nonatherosclerotic lesions. In progressive atherosclerosis lesions, there can be stable or non stable plaques. The plaques have intimal thickening with deposition of lipid. But there is no evidence of necrosis. Smooth muscle cells and proteoglycans overly the area of plaques along with T-lymphocytes and macrophages. Healed atherosclerotic plaques are those which have had thrombotic lesions, but have recovered.  

Analysis of Computer Use in Developing Country Education

Analysis of Computer Use in Developing Country Education Abstract This study identified the extent to which Iranian secondary school principals used computers and explored the relationship between a numbers of variables related to ICT use. These factors included high level of computer access, strong perceptions of the attributes of ICT, high level of computer competence, as well as the high level of transformational leadership behaviours, all contributed significantly to the level of computer use by principals. All four constructs are equally important but have varying impact on computer use. Therefore, all four constructs should be viewed in an integrated manner in accordance to the conceptual model proposed in this study. Keywords: ICT, Secondary school principals, Computer use Introduction One developing country that is currently pursuing the technological track in education is Iran. Irans National philosophy of Education calls for developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, and emotionally balanced and harmonious. The catalyst for this massive transformation will be technology which will improve how the educational system achieves the National Philosophy of Education, while fostering the development of a work force prepared to meet the challenges of the next century. With respect to this vision, Ministry of Education provided ICT related workshops and courses for principals and teachers. The plan emphasized that they should acquire seven fundamental digital computing skills (Kousha Abdoli, 2004). Although several institutions have completed the training programmes of their staff, research studies have not been done on the efficiency of this plan, knowledge, skills, and attitude that principals and teachers acquire during these courses. In fact, national programmes in developing countries are not based on research. Hence, successes of these programmes are limited (Albirini, 2006a). In addition, the Ministry of Education in Iran has invested much more fund to facilitate integration of ICT in schools. In spite of this large expenditure of funds, the potential for ICT to alter how principals use computers for instructional and administrative purposes, how teachers teach and how children learn in Iranian schools has not been fully realized since many Iranian schools do not use ICT in their teaching and learning and administrative purposes (Jahangard, 2003). It displays that computer was provided with no supplementary measures to enable principals and teachers to develop positive attitudes toward ICT in education and to use them. Also, in exploring the literature about the implementation of ICT in schools, an area which is noticeably absent in research on ICT implementation and integration is the role of the school principals as technology leaders. Although, some research studies have demonstrated that ICT has a huge impact on the ways in which principals work (Yuen , Law Wong, 2003; Schiller, 2003), the ICT research literature has tended to overlook the role of the principal as technology leaders (Schiller, 2003; Michael, 1998; Riffel Levin, 1997). This gap in the research literature is rather strange because there is considerable literature relating to school effectiveness, school improvement and change which identifies the school principal as a key factor in bringing about successful change in schools (e.g. Hall Hord, 2001; Fullan, 2002). According to Schiller (2003), school leaders are key factors in implementation ICT in schools. They have a main responsibility for creating school change through use of ICT and facilitate complex decisions about integration of ICT into learning and teaching. Although the role of the principal in supporting technology integration is very important there are little Iranian researches on the role of the principal in the implementation of ICT. Also, little is known about the use of ICT by principals and factors that are related to their level of computer use. This article will report on these issues from an analysis of data gathered from secondary school principals in Tehran, Iran. Review of the literature Effective leadership is an important element in the success of schools seeking to implement change (Calabrese, 2002). Anderson and Dexter (2005) reported on the analysis of data from the 1998 Teaching, Learning, and Computing survey of more than 800 schools in the USA and concluded that although technology infrastructure is important, for educational technology to become an integral part of a school, technology leadership is even more necessary (p. 74). Without the support of school leaders the educational potential of information and communications technology may not be realized. They play various roles such as change agent, lifelong learner, main supporter, and resource provider in relation to ICT implementation in schools (Han, 2002). If principals want to lead effectively their school in technology integration, they should embrace technology and realize the role that technology can play in the teaching-learning process. In fact, it is difficult to imagine a leader who does not us e technology trying to convince teachers that it is important (Cafolla Knee, 1995, P.3). Therefore, principals need to understand the capacities of the new technologies, to have a personal proficiency in their use, and be able to promote a school culture which encourages exploration of new techniques in teaching, learning and management (Schiller, 2003). According to Albirini (2006a), access to computer resources has often been one of the most important barriers for the integration of technology in both developed and developing countries. Norris, Sullivan, Poirot and Soloway (2003) reported on the analysis of data from the snapshot survey of more than 4,000 K-12 schools in the USA and concluded that there was a significant and substantive correlation between level of access to computer and level of computer use. Also, Rogers (2003) stated that the perceived attributes of an innovation are one of the important factors in explaining the rate of adoption of an innovation. A large amount of the variance in the rate of adoption of innovations, from 49 to 87 percent, is explained by five attributes: relative advantage, compatibility, complexity, trialability, and observability (Rogers, 2003). The five attributes refer respectively to: (1) the degree to which an innovation is perceived as better than the idea it supersedes; (2) the extent t o which an innovation is perceived as consistent with the existing values, past experience, and needs of potential adopters; (3) the degree to which an innovation is perceived as relatively difficult to understand and use; (4) the extent to which the results of an innovation are visible to others; and (5) the degree to which an innovation is experimented with on a limited basis. Regarding the relationship between perceived innovation characteristics and computer technology adoption, Al-Gahtani (2003) conducted a quantitative research in Saudi Arabia and found that relative advantage, compatability and observability were positively related to the adoption of technology, whereas complexity was negatively correlated. Hence, innovations that are perceived by individuals as having greater relative advantage, compatability, observability, and less complexity will be adopted more rapidly than other innovations (Rogers, 2003). Principals attitudes toward ICT have been recognized as an important factor for the success of technology integration in education (Han, 2002; Mooij Smeets, 2001; Rogers, 2003). Attitude is defined as a positive or a negative feeling associated with performing a specific behaviour (Ajzen Fishbein, 2005). In fact, an individual will have a favorable attitude if he or she believes that the performance of the behaviour will lead to mostly positive results and vice-versa (Ajzen Fishbein, 2005). Ajzen and Fishbein (2005) indicated that attitudes consist of three elements: affect, cognition, and behaviour. The affective element refers to the individuals emotional feelings or liking of a person or an object. The cognitive element refers to the persons knowledge about a person or an object. The behavioural element refers to the persons overt behaviour towards a person or an object. A complete description of attitude requires that all three components be assess by obtaining measures of all the three response classes (Ajzen Fishbein, 2005). Han (2002) conducted a case study on pre-school leaders practices in the use of ICT and found that principals who have positive attitudes toward technology are very helpful and supportive in introducing these new technologies into the school. For example, they encourage their colleagues to have ICT training, equip the school with sufficient computers and ensure staff has access to relevant technology. Apart from that, Liaw (2002) stated that no matter how capable the technology is, the effective implementation of technology depends upon users positive attitudes towards the technology. According to Noraini Idris et al. (2007), individuals with positive attitudes will have positive feelings about people and situations; have a sense of purpose, excitement, and passion; approach problems in a creative manner; make the best out of every situation; realize that attitude is a choice; feel that they have control of their thoughts; and feel that they are making a contribution through their wo rk. Therefore, principals who have positive attitudes toward ICT feel more contented using it and regularly incorporate it into their tasks (Kersaint, Horton, Stohl Garofalo, 2003). According to Rogers (2003), innovation-decision process consists of five steps which are knowledge, persuasion, decision, implementation, and confirmation. These five steps usually follow each other in a time-ordered manner. Knowledge is the first stage of the successful adoption of computer technologies and it is essential for other steps in the innovation-decision process. If principals do not have enough competent in computer use, they cannot be expected to adopt computer technologies into their instructional and administrative tasks. Without the knowledge and skill of computer technology, principals might have a high level of uncertainty that influence their opinions and beliefs about the innovation (Rogers, 2003). In line with this idea, Felton (2006) stated that competence is a key to the use of computers by principals on a daily basis. In fact, competence in operating a computer and in utilizing software may improve the quality and efficiency of administrative performance in s chools. Improved quality could lead to improved decision-making. In order to achieve high levels of principals competence in ICT, there is a need to provide training, and perhaps unsurprisingly, there is a great deal of literature evidence to suggest that effective training is crucial if principals are to use ICT effectively in their work (Kirkwood, 2000). If training is inadequate or inappropriate, then principals will not be sufficiently prepared, and perhaps not sufficiently confident, to make full use of technology. Hence, lack of principals competence and lack of quality training for principals can be barriers to principals use of ICT. Many technology experts have indicated that the integration of ICT in education should occur in the light of the cultural conditions of the country and the prevailing school culture (Albirini, 2006b; Govender Govender, 2009). In fact, cultural barriers, either societal or organizational, are very important among the barriers to the adoption of technology. Societies and organizations can overcome most of the technical barriers through different means of support, but cultural barriers are harder to deal with. It is widely accepted that culture, within a society or an organization, shapes individuals perceptions of innovations. In the field of education, it has been noticed that principals reactions to technology innovations are mediated by their cultural perceptions (Felton, 2006). According to Rogers (2003), a cultural perception is a very general idea of social system norms. Also, it refers to the cultural suitability of computers (Thomas, 1987). Furthermore, Albirini (2006a) carrie d out a study examining the factors relating to the teachers attitudes toward ICT. He collected evidence from high school English teachers about their perceptions of computer attributes, cultural perceptions, computer competence, and computer access. The sample consisted of 63 male and 251 female teachers. The results showed that computer attributes, cultural perceptions, and computer competence are factors that explain the greatest amount of variance in computer attitudes. Also, he stated that cultural perceptions toward different computer-related technologies are key factors related to both the initial acceptance of these technologies as well as future behaviour regarding their usage. Similarly, Lee, Choi, Kim and Hong, (2007) conducted a study on the relationship between users cultural profiles and technology adoption in the context of the mobile Internet. Their findings of large-scale on-line surveys in Korea, Hong Kong, and Taiwan indicate that cultural factors have a significa nt influence on users adoption perceptions of mobile Internet services. So, they concluded that cultural differences are a contributing factor in the adoption of technology, particularly in third world countries. According to Flanagan and Jacobsen (2003), leadership plays a key role in the success of technology utilization in education. Thomas (2001) stated that there is a strong link between educational technology and school leadership. Leadership style is exhibited by the leader could help or hinder technology infusion (Flanagan Jacobsen, 2003; Thomas, 2001). One of the best styles of leadership that can change and transform individuals is transformational leadership (Northouse, 2001). Transformational leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality (Bass Riggio, 2006). In other words, transformational leadership is a process that both the manager and followers should change themselves (Northouse, 2001). Although the transformational leader plays an essential role in precipitating change, followers and leaders are inextricably bound together in the transformation process (N orthouse, 2001). This type of leadership is becoming more and more important to organizations, as workforces become more diverse, technology improves and international competition heightens. Transformational leadership is comprised of four distinct dimensions: charismatic leadership or idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Bass Riggio, 2006). Idealized influence (attributed) demonstrates attributes of principals that motivate respect and pride and display a sense of power and confidence; idealized influence (behaviour) refers to the principals behaviour to communicate values, purpose, and importance of mission; inspirational motivation refers to leaders that motivate and inspire others by challenging them to exert effort; Intellectual stimulation stimulates followers efforts to be innovative and creative by questioning assumptions, reframing problems, and approaching old situations in new ways; and individualized consideration focuses on development and mentoring of followers and attends to individual needs(Bass Riggio, 2006). Beatty and Lee (1992, as cited in Thite, 2000) conducted several case studies of the implementation of CAD/CAM systems in numerous British and Canadian companies in an effort to investigate the linkage between leadership and technological change in organizations. Through semistructured interviews and using a critical incident approach to assessing leadership abilities, the researchers tracked managerial involvement throughout the implementation process. The outcome of their qualitative research suggests that a transformational approach to leadership is likely to be more effective in overcoming barriers to change than a transactional leadership approach that concentrates on technical problem solving to the neglect of people and organizational issues. According to Burns (2003), transactional leadership involves exchanging one thing for another. In fact, the effective transactional leaders are expert in giving and taking. This style is useful for stable situations but is less useful for organizations that are faced to environmental turbulence or rapid change (Kirkbride, 2006). Transactional leadership was measured by contingent reward and management-by-exception ­ (active and passive). Contingent reward leaders explain the expectations of followers and the compensation they will receive if they meet their performance expectations. Management-by-exception-active leaders attend to followers mistakes and failures to meet standards and management-by-exception-passive leaders react to correct action after problems become serious enough (Bass Riggio, 2006). Regarding the importance of transformational leadership as an influence on principals use of technology, Christopher (2003) conducted a study at the University of Virginia. A self-designed instrument was used in this study. Leadership items were taken from Bass and Avolios Multifactor Leadership Questionnaire Leader Form. Surveys were sent to a random sample of 397 principals throughout the Commonwealth of Virginia, and 185 principals participated in the survey. Her analysis indicated that the overall extent that principals used decision support technologies was significantly correlated with their perceptions of all four transformational leadership behaviors (individual influence, inspirational motivation, intellectual stimulation, and individual consideration). Also, she suggested that educational leadership programs should be provided to train principals to use technology as a management tool. If principals do not use technology on a consistent basis; the principal should not expec t the faculty to use technology regularly. Modeling the use of technology provides an affective method for exposing teachers to new strategies and demonstrating to the staff that it is acceptable to take risks and make mistakes, without the fear of retribution (Dawon Rakes, 2003) The study The purpose of this study was to identify the extent to which secondary school principals use computers in Tehran (a large province in Iran) and to explore factors related to level of computer use by principals. Selected factors used in this study were based on Rogers (2003) diffusion theory, Technology Acceptance Model, and previous researchs which include perceived computer attributes; computer competence; computer access; principals attitude toward computers; leadership style of principals; and cultural perceptions. Principals profiles (gender, age, and administrative experience, type of school, and academic degree, as well as information regarding background in computer training) were also included in order to ensure maximum possible control of extraneous variables by building them into the design of the study (Gay Airasian, 2000). More specifically, this study addresses the following questions: What is the level of computer use by secondary school principals? What are the principals attitudes toward computers? What are the principals perceptions of: Computer attributes? Their level of computer competence? Cultural relevance of computers to Iranian society and schools? Their level of access to computers? What is the leadership style (transformational and transactional leadership) of principals? What is the relationship between the level of computer use by secondary school principals and their perceptions of each of the above variables? What is the proportion of the variance in the level of computer use by secondary school principals that can be explained by the selected independent variables and the relative significance of each independent variable in explaining the dependent variable? Methodology This was a descriptive study of an exploratory nature. Creswell (2003) stated that exploratory studies are most advantageous when not much has been written about the topic or the population being studied (p. 30).The target population in this study was Iranian secondary school principals in the province of Tehran during the 2007-2008 school years. The list of principals was based on the secondary principals Directory. The Directory is maintained and updated on a quarterly basis by Tehran Department of Education. The total number of secondary school principals was 1312 in the Directory of the Department of Education in Tehran. Furthermore, a set of questionnaire was used to obtain the required data for this study. The questionnaire was divided into two parts. Part A measured the perceived level of computer use by principals. Factors that were related to it were measured in part B. Questionnaires were distributed to 320 sample principals selected randomly from the population. In this study, stratified sampling was used because Tehran is one of the biggest cities in Iran and consists of 19 educational areas. Also, the population to be sampled was not homogeneous but, in essence, consisted of several subpopulations (Wiersma, 1995). When sub-populations vary significantly, it is advantageous to sample each subpopulation (stratum) independently. Researcher used this stratified sampling method to have less variability in selection. Two indispensable characteristics of measurement that must be considered in establishing the appropriateness and usefulness of measurement instrument are reliability and validity. Although theses instruments were valid, face and content validity of these instruments were established again by a panel of expert. To ensure that Iranian secondary school principals had a complete comprehension of the instrument used in the study, the survey was translated from English into Persian using the double back translation method to ensure the accuracy of the Persian version. Furthermore, Cronbachs alpha was used to measure internal consistency and calculated via the SPSS 15 statistical package. Cronbach alpha is the most common form of internal consistency reliability coefficient. The Cronbachs alpha coefficients for these scales were: Computer Access Scale=0.867, Computer Attributes Scale =0.909, Attitude toward ICT Scale =0.92, Computer Competence Scale=0.97, Cultural Perceptions Scale=0.611, Transformational leadership style Scale=0.812, Transactional leadership style Scale=0.596 and Level of computer use Scale=0.917. To carry out this study, first, approval was obtained from the Ministry of Education and also contact was made with the research department of Tehrans Ministry of Education A meeting was arranged to discuss the proposed study. Furthermore, a letter of introduction and a questionnaire packet were delivered to the superintendent in the research department for review. Finally, approval was received from the superintendent and permitted the researcher to attend the principals meeting in each educational area of the Ministry of Education. A total of 350 pockets were distributed among all members of the sample in these sessions. In the packet, there were materials. These materials include a cover letter, the questionnaire, and a stamped, addressed return envelope was enclosed for some respondents convenience in returning the completed questionnaires. The completed questionnaires were collected at the end of these sessions. Principals who could not fill their questionnaires completely were given approximately three weeks from that date to return the questionnaires by mail. In all, 350 surveys were distributed, 320 were returned, resulting in a return rate of 91.4%. All of the returned surveys, a total of 320, were used in the analysis. In this study descriptive statistics were used to describe and summarize the properties of the mass of data collected from the respondents (Gay Airasian, 2000). Correlation analysis was used to determine the relationship between each of the independent variables and the level of computer use by secondary school principals in Tehran. Furthermore, multiple regression was used to measure the degree to which the independent variables would explain the proportion of variance in the dependent variables and to identify the relative significance of each independent variable in explaining the dependent variable. By convention, an a level of 0.05 was established a priori for determining statistical significance. Findings and Discussion The findings indicated that about 51.6% of the respondents were males and more than half of the respondents (50.3%) were within the 45-54 age range. About 44.7% of the respondents had 21 or more years of experience. More than half of the respondents (53.1%) worked in private schools, and approximately 60.3% of the respondents held bachelors degrees. Moreover, the majority of the participants (95.5%) reported that they had computer training, and 83.8% of them had more than 60 hours training. In terms of the type of training, more than half of the principals participating in the study (52.8%) reported that they received their training through in-service training. Computer Use by Principals The dependent variable, level of computer use, was quantified by the score of 39 items using a five-point Likert scale. Each item was rated by respondents from 1 (Never use) to 5 (use daily). This scale was developed by Felton (2006). According to this questionnaire, four domains of computer use such as Internet use, hardware and software use, instructional use, and administrative use were measured. Table 1 Distribution of Mean Scores on the Computer Use Scale According to Table 1, the principals perceptions of the level of computer use were moderate; with an overall mean score of 3.32 (SD= 0.76). Also, findings indicated that principals spent a few times a week working on their computers. It would seem that Iranian principals need effective and extensive trainings to raise their proficiency in computer use and integrate technology into their schools. Moreover, analysis of collected data on the computer use scale showed that among the subscales of the level of computer use, Internet use had the highest mean (M = 3.49). Also, findings showed that nearly all the respondents used the Internet at home and at school , and the most frequent use of Internet was for sending and receiving e-mail (46.9% 2 or 3 times a week). It would seem that e-mail was the most accepted application among principals who were surveyed. In fact, there may be several reasons for this—e-mail is efficient, widely available, and effective. Thus, it is not surprising that email was accepted and used far more by the sample population of this study. Principals can increase their professional knowledge in the form of knowing current research, new technologies, and best teaching practices through the use of the Internet. Findings of this study showed that most of the respondents used a web browser a few times a week to explore professional and educational resources. Three reasons may underline the obtained results. The first possible reason is that low telecommunication density and very low bandwidth during peak hours sometimes makes it impossible to download files or software. Furthermore, most of the principals have little Internet experience; it was not comfortable for them to spend time on uses other than e-mail or some sort of urgent browsing. Lastly lack of knowledge and skill for searching and downloading the valuable professional and educational resources also limit the use of the Interne. In fact, the Internet can be an avenue for researching information and data. It helps principals to find information regarding their pr ofession and educational subjects in order to develop processes for effective decision-making and problem solving which result in better accountability (Felton, 2006). Therefore, trainings should be provided for principals to learn all possible Internet resources with underlying techniques of strategic browsing to enhance their Internet literacy (Atkinson Kydd, 1997). As for the hardware and software use subscale, the main use for computers was in word processing, whereas construction of spreadsheets, databases and presentations (such as Powerpoint) was used never or a few times a month. Only 2.5 percent of principals stated that they read spreadsheets daily at work with 20.0 percent indicating use 2 or 3 times a week, while 56.9 percent indicated that they had read never or a few times a month a spreadsheet. These results are consistent with Schillers (2003) study. He found that the word processing was the most frequently utilized software among the principals and they used it to create documents and slides. Regarding the instructional use domain, the majority of participants indicated that they two or three times a week used computers for recording observation; monitoring student achievement for specific objectives and grades; creating master schedules; recording discipline referrals; writing up classroom observations; monitoring achievement test data; locating curriculum resources; developing or write curriculum; and creating graphs and charts. Plomp and Pelgrum (1992) stated that one way in which computers might work their way into the school is through administrative use and that this might lead to the use of computers in instruction. An examination of data showed that mean score of the administrative use subscale was lower than another subscales, and computer use for instructional purposes was generally ahead of administrative uses. Moreover, findings indicated that within the area of administrative uses, communicating with staff, and members of the wider school, initiating and sust aining collaborative activities with colleagues within and outside their school were the areas of greatest use, while financial matters, maintaining of administrative records about students, using a programme to analyze information for solving problems, using technology to support levels of professional collaboration, and using technology to participate new kinds of professional development were the areas of least use. Therefore, the early assumption that the introduction of computers into schools for administrative purposes would spread to their use for instructional purposes was not supported by the data. Principals Attitudes toward ICT in Education Attitude scale contained 23 items that asked respondents to describe their attitudes towards ICT. This scale was developed by Albirini in 2006a and comprised of three subscales: affective domain; cognitive domain, and behavioral domain. Respondents attitudes were measured on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicated positive attitudes towards ICT while lower scores indicated less positive attitudes. Table 2 Distribution of Mean Scores on the Attitude toward ICT Scale As Table 2 illustrates, principals attitudes towards ICT were positive, with an overall mean of 4.05 and a standard deviation of 0.44. Principals positive attitudes towards ICT exhibit their initiation into the innovation-decision process (Rogers, 2003). It seems that Iranian principals have already gone through the Knowledge and Persuasion stages (Rogers, 2003) and are probably proceeding to the Decision phase. As many theorists have indicated, attitudes can often foretell future behaviours (Ajzen Fishbein, 2005). Thus, it can be concluded that principals who have positive attitudes towards ICT in education, use computer in their administrative and instructional tasks once computers become more available to them. At this stage, principals exp

One Hundred Years of Solitude: Linear and Circular Time :: One Hundred Years of Solitude

One Hundred Years of Solitude: Linear and Circular Time Cien Anos de Soledad Style in Gabriel Garcia Marquez's One Hundred Years of Solitude is closely linked to myth. Marquez chooses magic realism over the literal, thereby placing the novel's emphasis on the surreal. To complement this style, time in One Hundred Years of Solitude is also mythical, simultaneously incorporating circular and linear structure (McMurray 76). Most novels are structured linearly. Events occur chronologically, and one can map the novel's exposition, rising action, climax, falling action, and denouement. One Hundred Years of Solitude is also linear in its broad outlines (Bell-Villida 98). The plot of the novel is simple: Jose Arcadio Buendia marries his cousin Ursula, they found Macondo, the family grows, declines, and is eventually blown off the face of the earth by a hurricane. There is a beginning, and time moves the story to a total, apocalyptic conclusion (117). Within this linear background, the structure of One Hundred Years of Solitude is circular (McMurray 77). Events throughout the entire novel repeat themselves in cycles. The names Aureliano and Jose Arcadio are repeated in each generation, resulting in a total of five Jose Arcadios and 22 Aurelianos. The men's personalities also seem to be repeated; the Jose Arcadios are "impulsive and enterprising," and the Aurelianos are "lucid and withdrawn" (77). The cyclical rhythm is reinforced by six instances of incest that occur over five of the family's six generations. One of the most striking instances of cyclical structure is found in the novel's opening line: "Many years later, as he faced the firing squad, Colonel Aureliano Buendia was to remember that distant afternoon when his father took him to discover ice" (Garcia Marquez 1). Two generations later, chapter eleven opens the same way: "Years later on his death bed, Aureliano Segundo would remember the rainy afternoon in June when he went into the bedroom to meet his first son" (186). These two sentences are grammatically parallel . They open with an adverbial phrase ("Years later"), followed by the subject and then the predicate in exactly the same verb tense. The sentences begin with an event in the distant future and conclude with an allusion to a future event that, in both cases, occurs within the same chapter. As critic Barroa notes, "the words 'many years later' appear so often they become the heartbeat of the novel" (104).

“Cat Bill” Analysis Essay

In his statement of veto of the â€Å"Cat Bill,† Governor Stevenson manifests sarcastic diction to appeal to common sense and knowledge, and uses examples of personification and dramatization to craft his effective argument ridiculing the bill. Governor Stevenson organizes his veto using common knowledge so that anyone of any background can comprehend his reasoning. He implies the impracticality of the bill by juxtaposing the basic effects it would have on both owners and the cats themselves. He uses subtle mockery by portraying cats as innocent and attributing their roaming behavior as a part of their nature. He depicts the cats to be naturally unbounded and indicates the absurdity of an owner trying to domestic them to the degree of escorting them on a leash. He predicts what possible conflicts passing this bill create, and the specific effects the bill would have on different areas, such as farms, villages, and cities. Stevenson even alludes to the writers of the bill to simply dislike cats, sarcastically calling the entire roaming cats situation as a â€Å"worthy cause to which its proponents give such unselfish effort.† Through his arguments relevant and understandable to anyone, Governor Stevenson is able to re veal the absurdity of the proposal, and allows his point to be clearly stated. Stevenson’s use of comparison and personification are additives to the overall effective of his veto. He plays on cats’ natural rights, creating a sense of justice versus injustice. He creates an almost eerie setting by measuring the liberty of cats to humans. By using words such as â€Å"capture† and â€Å"imprison,† the reader receives emotions of sympathy towards cats, unable to agree with the injustice they receive. Stevenson uses words of contempt, such as â€Å"hunt† and â€Å"traps,† to stir readers’ emotions to believe how evil and pagan-like these â€Å"zealous citizens† are behaving. He creates a picture of an implausible situation, such as a â€Å"cat on a leash,† allowing the reader to see how inconceivable it is. Stevenson uses examples of impossibility like these to serve his purpose – to show his reasoning behind his disapproval of the bill. Governor Stevenson created a veto that contained sufficient reasoning behind his disapproval, using techniques of organization and personification. Through his argument, he is able to obtain the reader’s sympathy towards cats. His writing is perceivable and effective in gaining the audience’s understanding.

Jose Pichardo Essay

Jose Pichardo Essay Jose Pichardo Essay Jose Pichardo Eng. / Rdg. 072 April 8, 2014 Prof. T. Peacock Topic: Should Schools Provide Information about birth/ contraceptives to students under the age of 16 without parental consent? Some schools currently provide basic information about birth control/ contraceptives to its students. Some people believe that because students nowadays are engaging in sexual activity at younger ages, schools should provide information about birth control/ contraceptives without parental consent to students under the age of 16. I agree with this approach. First, students under the age of 16 are at a very vulnerable phase of their lives and should be instructed about sex wisely. Some parents do not have the appropriate preparation to talk to their children about such a delicate topic. Moreover, parents do not feel comfortable having the sex discussion with their children. This is because parents know that children under the age of 16 are embarrassed and are not mature enough to address such subject with them. Also, parents believe that if they bring up the subject to their youngsters, they may be awakening the desire for sex, as opposed as if a teacher, who may be better qualify, brings up subject to them, may do a better job. Another reason why parents should not to talk to their children about the matter is because the sex discussion may make the parent-children relationship bonding fragile. Second, instructions through schools about birth control/ contraceptives to students under the age of 16 may provide awareness about preventing pregnancy and the spread of STDs. By schools providing this basic information to our children on how to properly protect against STDs and unwanted pregnancy, the rate of sexually transmitted diseases and students conceiving at the age of 16 and younger will drop favorably. In addition to that, this may also help the students understand the consequences of being pregnant at the age of 16 or younger. With the help of schools, this will aid to inform these inexperienced folks that if sex is not addressed properly, the result may

Justice and Mercy In the World of Shakespeare

Justice and Mercy In the World of Shakespeare Free Online Research Papers Justice and Mercy In the World of Shakespeare Life isn’t fair. How often have we, in our despairing states and unfortunate circumstances cried out against the injustice of our predicaments? When a young child dies of a bone cancer, or a volcano destroys an entire village, we shake our heads and despair at the injustice of the situation. If we see a woman on the road get hit by a car, and in the same instant, see the car speed away- at once we anger at the unfairness dealt by the driver and sorrow at the unfairness dealt to the woman. Unfortunately, we can do little about the cancer and even less about the volcano, but our sense of what is fair allows us not only to make a judgment about the driver of the car, but to take action and attempt to make the situation just through application of punishment or retribution according to the wrong committed. However, sometimes what is just or what is deserved is not always meted out; sometimes the one who delivers the retribution shows mercy, and the appropriate and just punishment is avoided. In the play Measure for Measure, Shakespeare illustrates the superiority of mercy by showing that although both Claudio and Angelo deserve to die under the law, allowing them to live and become better men is a greater virtue than ending their life. In the play, Angelo represents absolute justice. As the administrator and executor of the laws in Vienna, he seeks to establish a virtuous society by enforcing the laws that had remained idle under the duke. The first example offender is Claudio, who has committed fornication. In Angelo’s eyes, to be just is to enact the law. Thus, Claudio is sentenced to death for his crime. However, Angelo soon hypocritically breaks the same law he was so adamant on enforcing by proposing to go to bed with Isabella and actually doing so (although the woman he slept with was actually Marianna). Under the law, Claudio deserves what he gets; it is the law and his punishment is just. But Angelo also deserves to receive the same punishment as Claudio- he has broken the same law. It must be understood here that to deserve something, e.g. to deserve a pardon, is identical to saying it is only just and fair to receive the pardon. When we say someone deserves something, we are really saying that it i s only right and it fulfills justice that they receive that thing. Thus, Angelo certainly deserves to die. He has committed fornication and gone against the law. Yet he does not die and neither does Claudio. Why is justice not fulfilled in these cases? The just law is not executed because the two are shown mercy. However, the fact that Angelo was spared an execution does not seem fair. Well, it isn’t fair. It isn’t just. The waiver of execution was based on nothing else but mercy. Mercy is a separate entity and has nothing to do with what is just or fair or even rational. In fact, since the reception of mercy comes only when a deserved punishment is not meted out, it is simply the giving or receiving of a punishment less than what is deserved, or no punishment at all; a merciful sentence is thus an unjust sentence. The duke in the play begins with a reputation for mercy; it is because of his permissiveness that the city of Vienna has become so corrupt. However, toward the end, in Act V, he becomes bent on enacting a just punishment for Angelo- he paraphrases a passage from the New Testament, found in Matthew 7: â€Å"Judge not, that ye be not judged. / For with what judgment ye judge, ye shall be judged: and with what measure you mete, it shall be measured to you again† (Matthew 7:1-2). In the New Testament, Christ is concluding His Sermon on the Mount, and He is warning that they who seek to give judgments when they themselves are not free from sin are destined to have the same judgments passed on them. This principle is further clarified in verse 3, which states, â€Å"And why beholdest thou the mote that is in thy brother’s eye, but considerest not the beam that is in thine own eye?† (Matthew 7:3). The duke here is simply bringing about the fulfillment of the â€Å"retu rn judgment† prophecy on Angelo- certainly Angelo judged Claudio unrighteously; the same sin was in his own heart. In the end, it is only Isabella that saves the life of Angelo. Even though she still at this point believes that her brother is dead, she still pleads for the duke to spare Angelo. Isabella understands here the importance of mercy- if mercy had been shown to her brother, Claudio would still be alive. So, she kneels and tells the duke, â€Å"Let him not die. My brother had but justice, / In that he did the thing for which he died† (101). In other words, Claudio had only justice on his side, and not mercy. Comprehending now the value of showing mercy, Isabella pleads vehemently for it to be shown to Angelo. The duke’s captivation with Isabella and her plea in the end causes him to show mercy and to waive the execution of Angelo. To deliver a message in a play, a playwright will end the final act in the situation most desirable to the audience, or else illustrate the conclusion as very unfavorable in order to convince his audience of the undesirability of the predicament. In this play, Shakespeare does the former- he ends the play on this final note of mercy. It is a comedic, or happy, ending; not only the protagonist but also the antagonist is saved and all ends well. Certainly, justice and mercy have a precarious relationship- the line between where to show mercy and when to enact justice is ambiguous at best. It cannot be concluded that Shakespeare does not believe in ever meting out justice; to do so would be to abandon all order and stability. And, he does not really demonstrate what are the best situations for showing mercy and what are those for delivering justice; because mercy is not rational and based on what someone does not deserve, it is impossible to make any clear distinction. However, by showi ng the final result of merciful actions, Shakespeare demonstrates his strong belief in forgiveness and sympathy for wrongdoers, especially when an executor of the law is not completely innocent himself. Certainly it is important to strive to for fairness and justice, but not every situation requires measure for measure. 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Evil and Omnipotence J. L. Mackie Essay Example | Topics and Well Written Essays - 1000 words

Evil and Omnipotence J. L. Mackie - Essay Example Alternatively, his suggestions explore the diverse nature of approaching evil from a logical and empirical context instead of applying sentimentality. Mackie’s argument in his brilliant article Evil and Omnipotence describes evil as inconsistent with a belief in God. According to the author, evil thrives independently and this often necessitates several problems that are worth noting. For example, a belief in God interferes with the decisions that people make in their lives. Consequently, this causes humanity to solve their challenges using logical or scientific methodologies that are not connected to the finer details of evil. Likewise, the existence of evil is fueled by the disbelief in God in terms of decisions and actions that individuals make to survive. Therefore, the inconsistency arises when good surpasses the power of evil in influencing belief systems. The idea that God does not exist equally dilutes the essence of the argument because most atheists assert the lack of rationality in a supreme being. God’s omnipotence, thus, is fallacious because evil cannot thrive if he is in control of the universe as expl ored by Mackie in his piece. Alternatively, theological positions adopted by most believers allege that while God is good, evil is still present and is committed by human beings. Lack of correct propositions is other forms of illusions that make evil inconsistent because it does not acknowledge the universal good of reality. As a result, fallacies and ethics fail to meet the stipulated standards of ascertaining the consistency of good in society. Constituent propositions have also become negative in differentiating between good and evil while also affirming the belief in God (Mackie 201). Overall, the universe only progresses both materially and spiritually because evil overcomes the complex patterns of the human freewill and the solution. The two options that Mackie discusses as possible solutions are the issue of unlimited

Does the Japanese state deserve most of the credit for Japan's Essay

Does the Japanese state deserve most of the credit for Japan's development - Essay Example During Japan's postwar economic miracle, it was the Japanese state that deserves most of the credit for successful industrial development. The state's use of industrial policy was the single most important cause of the transformation and growth of the economy. All factors, including external environment, political leadership, and the role played by the private sector, are insignificant when compared to industrial policy. Without the industry-specific interventionist policies followed by the MITI, the economy would not have developed at the pace or in the direction it ultimately did. At the outset, those who answered the question affirmatively can point out that the roots of Japan's successful post-war industrialization and economic development can be traced to efforts of the Japanese state as early as the period of the restoration of imperial rule in Japan. Prior to the restoration of Japanese imperial rule, the Tokugawa Shogunate after its experience with Commodore Matthew Perry's gunboat diplomacy in 1853 had accepted many unequal treaties leading to dissatisfaction among the country's samurais and feudal clans. For example, Japanese tariff rates were kept low and a system of extraterritoriality was established. Restoration of imperial rule through the installation of the political rule of Emperor Meiji became the rallying point of a significant portion of the country's ruling elite and leading warlords in expressing opposition to foreign encroachments. Japan is one of countries of Asia that started early in modernizing their banks. As early as 1872, Emperor Meiji established four national banks in Tokyo and other cities of Japan.

The Cost of Justice Essay Example | Topics and Well Written Essays - 750 words

The Cost of Justice - Essay Example (Collins English Dictionary2011) Defining cost answers the question what is the cost of justice? Cost is defined as something that is not free. If something has a value it can be bought. In terms of being bought, can justice be bought? Justice is something that is supposed to be free to everyone. Everyone deserves the right to justice. In America justice does not live up to its definition. Justice can be bought for a cost. The cost can be money, freedom, discipline, or losing something. Many states offer justice for a cost. Justice can be very expensive when dealing on a statewide level. The cost is great for states wanting to keep justice free and well disciplined. The cost for justice in most states can be very expensive. The state of Virginia spends a great deal of funds on different expenditures. These expenditures can range anywhere from $10.00 to tens of thousands of dollars. justice may have out of pocket expenses. Some seeking justice have no way of paying and are required to seek justice from the state. Although that justice may be free to the individual, it is not free to the state or federal. Justice comes from somewhere at a specific cost. To make sure justice is served, states like the state of Virginia have costs. In 2005, â€Å"the average prisoner in a Virginia prison costs $31,200 for the year.† (Stephan.) If there are 500 prisoners, the costs for one year are well over ten million dollars. That is a lot of money to spend on justice for one year. That amount is only for prison expenditures. There is much other state expenditure that provides justice. Justice does come at other costs. Punishing others and sentencing them to prison is only one way to provide justice at a cost. Health care for corrections has an even bigger costs then keeping a prisoner. The state of Virginia, â€Å"spends over 4,333 million in corrections healthcare costs†. The costs for corrections are huge. After looking over some of the

Science Fiction Can Be an Influence to the Evolution of Technology Essay Example for Free

Science Fiction Can Be an Influence to the Evolution of Technology Essay Introduction Science fiction and technology have been working hand-in-hand for years. Authors like Gene Rodenberry have influenced many inventors to create technological devices such as touch screen computers, iPads and tablets. Even Star Trek’s transporter technology and transparent aluminum are becoming a reality. Scientists, physicists, and engineers are using science fiction to gain insight to new ideas. The science fiction entertainment genre has often influenced technological development through literature, radio, television, and film. Do Inventors create their products under the Influence of science fiction? Many people see technology pop into reality from the mind of the writers of science fiction, as did inventor Martin Cooper who created the mobile phone and gave credit to where he got his idea. People credit Gene Rodenberry for tablets and Transporter Technology, as well as transparent aluminum, and Apple QuickTime, while others have shown that learning computers came from the idea of Cylons from Battlestar Galactica and Terminator, even the world of Tron. Arthur C. Clarke’s science fiction foresaw the use of Geostationary Satellite (GPS), as well as the Internet, which the world uses today. Jules Verne’s science fiction stories brought people submarines and helicopters. H.G. Wells, who people call the father of science fiction, brought the world atomic energy and rockets through his stories. George Orwell’s book 1984, written in 1948, described a monitoring device, the government spying on the people, and coined the term â€Å"Big Brother.† The government is watching you. A former astronaut, Christopher J. Ferguson, gave credit to science fiction writers for the influence of the creation of the space station. According to How Does Science Fiction Influence Scientific Research? (2011), I look at the space station and vehicles docking in space. Who would have imagined 40 years ago, other than on the pages of Buck Rogers and in the mind of Wernher von Braun, that we would be doing these things? But here we are, doing them on a regular basis. (Christopher J. Ferguson Former United States Astronaut, NASA). These are just a few instances where science fiction technology has influenced the creation of the real thing. There has been a majority of technological advancements by Star Trek, as the tablets, communicators, Bluetooth devices, and even technology in the process of development such as the transporter technology created in the minds of the writers of science fiction. †Fiction† could change an individual’s comprehension with the â€Å"relationships within developments.† (Gordon, 2009). As science fiction authors have envisioned items, some never saw them fulfilled while others have. Strauss (2012), â€Å"Martin Cooper, the director of research and development at Motorola, credited the ‘Star Trek’ communicator as his inspiration for the design of the first mobile phone in the early 1970s.† (Cellphone). Cooper gave Gene Rodenberry the credit for the communicators from the original Star Trek. The writers of science fiction show an influence on people who later develop the work, in light of the fictional idea. Even I-Robot is now in the process of becoming a reality. Creators of the science fiction genre have ideas of what they want to see, although the technology is not available now. Geordi La Forge’s Visor in the Next Generation of Star Trek’s TV show is now becoming a reality. According to GeordiS Visor Becoming A Reality? (2012), Once again, a bit of Star Trek sci-fi is on the verge of becoming reality. This time it’s Geordi La Forge’s VISOR, which enabled the blind character to ‘see’ on Star Trek: The Next Generation, that’s close to becoming a practical device.† (para. 1). The author conceives the creative idea that he or she writes in science fiction genre, which then becomes the basis for scientific realities or possibilities. As the writer’s ideas enter the mind of the inventors, through the invention the ideas become a reality. Many inventors have given credit to Gene Rodenberry for his technological devices in Star Trek. Star Wars is even becoming a reality as well as the other science fiction movies. Many use science fiction genre in the classroom. Science fiction genre came into the classrooms from general science, physics, and even engineering to inspire students. (Segall, 2002) â€Å"Although scie nce fiction has appeared in science and physics education for many years, the genre has not been widely used to augment engineering education. Considering the potential for science fiction to help illustrate many common engineering concepts, while at the same time challenging the students to think about the many possibilities of design and technology, this exclusion represents a loss of a valuable resource.† (p. 419) Albert Segall’s paper showed that science fiction could advance technology and, by not using it, could hinder the inventor. Segall’s point was that science fiction is in the science and physics classroom. It is a needed resource for people in the engineering field. As this shows, science fiction is a big part in creating technology and its devices. A physicist, Dr. Michio Kaku, even gives science fiction credit for the influence of technology. According to Transparent Aluminium Is New State Of Matter' (2009), â€Å"(PhysOrg.com) Oxford scientists have created a transparent form of aluminium by bombarding the metal with the world’s most powerful soft X-ray laser. Transparent aluminium previously only existed in science fiction, featuring in the movie Star Trek IV, but the real material is an exotic new state of matter with implications for planetary science and nuclear fusion.† (para. 1). as well as the Associated Press’s article on the data scientists gave on the transporter technology, OCONNOR (2002), CANBERRA, Australia (AP) Australian scientists said Monday they had successfully teleported a laser beam encoded with data, breaking it up and reconstructing an exact replica a yard away.† (para. 1). As inventors continue to create new inventions, promising scientists, physicists and engineers can se e the importance of the use of science fiction in a classroom. As Segall showed that science fiction could inspire engineers and inventors of the past, he demonstrated how science fiction could be helpful to students in the future. Some devices which science fiction created are still not a reality Many could say that science fiction is fantasy because time travel, shrinking or enlarging devices, and computer digitalization, as from the movie Tron, are yet to appear. Some people do not look at science fiction as a resource because of its negative aspects. H.G. Wells, the author of the book, Time Machine which foreshadowed the movie called Back to the Future, The 50-Foot Woman, and Honey, I shrunk the Kids are but a few science fiction ideas that have not happened as far as we know. There are many examples that people use to say that science fiction does not influence technology, but there is more evidence to support that it does. Although Lightsabers of Star Wars are not in the same style as the movie, they have become reality in a similar prototype. What are the positive and negative sides of science fiction becoming a reality? As science fiction becomes reality, its use can be positive or negative: but does it help or hurt humankind? Many technological devices developed from science fiction were taken from the private sector, utilized by the Military, and were altered to be used in another manner than previously intended. For instance, George Orwell’s book, called 1984, was banned by many school administrators from being read in schools because of its political outlook of surveillance devices. Conclusion Through literature, radio, television, and film, the entertainment of science fiction has influenced technology and its devices. Arthur C. Clarke has seen the things he has written about come true. Science Fiction writers like Gene Rodenberry, H.G. Wells, Jules Verne, George Lucas, and other writers have given physicists, scientists, and engineers ideas of inspiration to create technological devices. Noticeably a few areas of science fiction have not become a reality yet, such as a human being digitized into an electronic form; a human being shrunk or enlarged in size; and time travel. Yet, many things in science fiction have come to reality: for example, mobile phones, tablets, and touch screen computers. Even the term â€Å"Big Brother is watching you,† given through the thoughts of George Orwell from his book 1984, written in 1948, has seen a counterpart in modern surveillance equipment. The relationship of science fiction and technology has been working hand-in-hand for generations. Reference Segall, A. E. (2002, October). Science fiction in the engineering classroom to help teach basic concepts and promote the profession. Journal of Engineering Education, 91(4), 419-423. How does science fiction influence scientific research?. (2011). Retrieved from http://curiosity.discovery.com/question/science-fiction-influence-scientific-research Gordon, R. (2009, December). Learning From Fiction: Applications in Emerging Technologies. Bulletin of Science, Technology Society, 29(6), 470 475. Retrieved from http://bst.sagepub.com.ezproxy.apollolibrary.com/content/29/6/470 Strauss, M. (2012). Ten Inventions Inspired by Science Fiction. Retrieved from http://www.smithsonianmag.com/science-nature/Ten-Inventions-Inspired-by-ScienceFiction.html?c=ypage=7navigation=next#IMAGES Putt, S. (2011). Using science fiction to teach science facts. Minnesota State University, Mankato). ProQuest Dissertations and Theses, , 41. Retrieved from http://search.proquest.com/docview/894263497?accountid=358 12. (894263497). Transparent aluminum is new state of matter. (2009). Retrieved from http://phys.org/news167925273.html OCONNOR, P. (2002). Scientists Report Teleported Data. Retrieved from http://www.timeenoughforlove.org/saved/YahooNewsScientistsReportTeleportedDat a.htm Geordis VISOR Becoming A Reality?. (2012). Retrieved from http://www.startrek.com/article/geordis-visor-becoming-a-reality