The voice over narration Essay Example For Students

The voice over narration Essay How does Lean use film form to represent the character of Laura?  The character of Laura is a very divided troubled individual, but do we ever stop to think why we make these assumptions about her? The way David Lean uses film form and film technique to show the various sides of the way Laura is feeling is exceptional. In this essay I am going to explore this. For example in the voice over narration in the opening scene, Laura is on the train sitting opposite someone she hasnt met before. The voice over narrative here gives us a path into what Laura is thinking, although she is being spoken to by someone she knows, her head is running with thoughts. This here suggests that Laura is troubled. The introspective nature of Laura, a sign of paranoia and anxiety, is expressed here through Leans use of a voice over narration. Although this early into the film we are unsure as to why Laura is anxious, we know that there is something external bothering her. This is shown through her lack of interest in her internal surroundings. We will write a custom essay on The voice over narration specifically for you for only $16.38 $13.9/page Order now Later in the film, once it has been established that Laura is divided between her loyal and committed husband Fred and her new flamboyant passionate lover Alec, Lean invites us into the mind again via the voice over narration. This happends throughout the film, represented just how much of a divided character Laura is. The voice over narrations at home with Fred contrast with the visual imagery of Lauras passionate affair with Alec. These voice overs tell us that Laura is stuck between passion and repression. Laura has fallen in love with Alec, a feeling she hasnt had for a long time, but she is married to an honest man who fathered her two children. Laura is battling between her heart and her mind. The voice over narrations here show Lauras escape from the edwardian environment she is in. Although she has fallen in love with another man, she knows she cannot leave her children and husband. Towards the end of the film after Laura has told Alec she cannot see him again. This scene is a continuation of the opening scene, this time we are aware of Lauras predicament. Laura, again, oblivious to her surrounding, is in a world of her own. Laura gazes out the window watching the scenery fly past in a blur. It is here again that Lean escapes from the realist style of the film to develop more expressionism using the window as a path into Lauras imagination. Here there is two screens superimposed on top of eachother, contrasting the reality of Laura being on the train home never to see Alec again with the dream of living her life with Alec. This contrast on screen is synonymous with the contrasting struggle in Lauras mind.

Introduction to Folklore Folklore Genres and Analysis

Introduction to Folklore Folklore Genres and Analysis Folklore is a complex term, whose definition has stirred up mixed thoughts and ideologies in the folklorists’ world. There is no single definition that is universally accepted since different folklorists- in the past and current- have different thoughts. But, these varied thoughts are interlinked with Alan Dunde’s list of folklore, which entails different genres that are difficult to categorize (Oring, 1989).Advertising We will write a custom report sample on Introduction to Folklore: Folklore Genres and Analysis specifically for you for only $16.05 $11/page Learn More As a result, varied definitions have been developed to help understand the genres better. To some extent, the two words that give rise to the general term â€Å"folklore† influence the folklorists’ work in coming up with a definition. The meanings associated with the words â€Å"folk† and â€Å"lore† should be envisaged in the general definition of the word. According to Newell (1890), folklore is â€Å"oral tradition and belief handed down from generation to generation without the use of writing† (Oring, 1989, p. 7). Initially, folklore referred to survivals such as legends that enabled the continuation of a practice over time. The use of tales and beliefs was associated with some kind of mythology and coming up with an articulate distinction between mythology and folklore was fundamental. However, this cause became weak when Newell’s redefinition of folklore surfaced. Folklorists link folklores to peasantry because the primitive and less privileged people tend to value their cultural practices and values, which are passed on from one generation to another, compared with civilized people. Natural and spiritual facets of folklore have been eroded among the urban civilized people. The peasantry still value their natural and spiritual lives that have not been distorted by urbanization. A typical example is the current world we are living in, which due to technological change and development has placed more focus on making life better rather than dwelling on maintaining the authenticity of folklore. A visit to communities that have not been polluted by westernization and its ramifications shows that these societies are still entwined into their ancient practices. I therefore believe that despite the varied definitions of folklore, it is inclined to a particular group sharing a particular â€Å"ancient factor†.Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Folklore never dies; it somehow finds a way to relive even though not in its original state as long as it thrives in some way. However, it is argued that its value lies in its connection to common daily experiences of the people despite the transformation. Folklore should not merely emanate from institutions. When folklore evolves over time and is transformed to fit into the contemporary society, then it loses its traditional and ancient aspects that are fundamental in defining folklore. A typical example is in Frank’s (1985) literature that shows Cape Bretoners as people, who have been rapidly expanding their livelihood activities to suit the changing times. The history of Cape Breton as an industrial society dates back to the 1820s. During this time, mining may have been the traditional economic activity for the people around the coal mines. However, the high demand for labour when civilization permeated resulted in drawing people from their typical livelihoods as farmers and fishers (folklife). Under such circumstances, the folklife of the people was swept away by the domineering coal companies leading to a change of belief systems and way of life. In addition, the operations of these companies were legislated and structured in a manner that gutted the natural expressions and folklife of the people. The expressions exhibited by the coal miners â€Å"voting for labor candidates, joining co-operatives and building unions† are not folklore. These activities were not voluntary expressions. The people were compelled by harsh treatment from the coal companies to come up with strategies that would safeguard their human rights (Frank, 1985, p.203). Folklores are meant to pass on specific messages/practices that are relevant to the society in which they are developed over time without themselves getting altered. For example in rural Cape Breton, songs and stories were highly appreciated and valued in the region. In this region, there was a high rate of immigration and ethnic ties were salient. American anthropologists argue that ethnic ties (folk society) bound people of the same community together. It was difficult for an outsider to penetrate into the folk societies. Folklore domains are a form of cultural identity. Therefore, people with the same background orientation share simil ar stories, delimit their folk society and they have a similar understanding of issues.Advertising We will write a custom report sample on Introduction to Folklore: Folklore Genres and Analysis specifically for you for only $16.05 $11/page Learn More The church was an important social institution for the Cape Bretoners. Despite the fact that the church does not qualify to be folklore, the sentiments, attitudes and belief systems of the people towards the church are folklore (Frank, 1985, p. 204). Merely 23 individuals could not state the religion they were affiliated to hence, an indication that the people had strong faith and belief in the church. Regardless of people’s strong belief in the church, the formulated and documented activities by the clergymen were not part of the people’s folklore because they were not a true reflection of the followers’ thoughts and ideas. Instead, the church’s activities were aimed at deriving som e form of benefit as the church imposed its doctrines on the people. In his writing, Frank clearly demonstrates this through a folklore genre (joke), â€Å"I had to take my hat off every time I saw him and go to church twice on Sunday to hold my position† (Frank, 1985, p. 208). This quote is folklore but at the same time shows how the church, the foundation of people’s faith did not qualify to be folklore. The quote represents an individual’s attitude towards the church. Most of folklore genres are mainly used for amusement and entertainment like tales, songs, jokes and dances. The ancient characteristic they possess makes them peculiar to the eye, thereby creating a feeling of excitement. In Cape Breton, there was a mixture of music and songs as indicated by Frank (1985). However, music becomes folklore only if it is congruent with the definition of unwritten traditions. Cape Breton community is an illustration of the role played by music in creating harmony de spite its diversity. The songs sung had a common theme shared by the coal miners: â€Å"that they did not have a slave-spirited soul† (Frank, 1985, p. 206). The above discussion on understanding folklore shows that folklore forms a basis for cultural identity. Culture is very important because it gives an individual a sense of belonging. According to â€Å"The Intangible Heritage Messenger† (2003), there is a strong link between intangible cultural heritage and folklore. UNESCO defines intangible cultural heritage as â€Å"the practices, representations, expressions, knowledge, skills- as well as instruments, objects, artefacts and cultural spaces associated therewith- that communities, groups and, in some cases, individuals recognize as part of their cultural heritage† (What is Intangible Cultural Heritage, 2003, p.1).Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reasons discussed in this paper form a basis for explaining why UNESCO uses the phrase â€Å"intangible cultural heritage (ICH)†. To begin with, the domains under the intangible cultural heritage are abstract systems that different cultures take pride in irrespective of their history. Some cultures are associated with farming while in others, fishing is the livelihood. Therefore, UNESCO acknowledges the diverse nature of cultures and thus is bent on ensuring that each culture’s intangible heritage is well protected. Folklore on the other hand delimits the genres and especially when transformation is apparent. Manipulated genres are not absolute folklore and more so if they are not part and parcel of people’s lives. UNESCO does not place restrictions on ICH. Hence, every intangible domain that defines culture, irrespective of its nature and subsequent manipulation, is part of the ICH. An example is the ancient farming society compared with the contemporary farmin g society. The current use of workers and machines for commercial production has disrupted the traditional practice of farming, which was fundamental in people’s daily lives because they solely relied on it. While modern farming falls under ICH, it is not folklore. In addition, literature indicates that the domains listed by UNESCO are not an exhaustive list of folklore hence, it would be misleading to use it as a collective term. Folklore is a more complex term and using it would require the convention to delve deeper into the past to get all those genres that define ancient people and their practices with the least possible transformation in comparison with UNESCO’s ICH (What is Intangible Cultural Heritage, 2003). References Frank, D. (1985). Tradition and Culture in the Cape Breton Mining Community in the Early Twentieth Century. In K. Donovan (ed.), Cape Breton at 200 (pp. 203- 221). Sydney: University College of Cape Breton Press. Newell, W. (1890). The Study of Folklore. Transactions of the New York Academy of Sciences, 9, 134-36. Oring, E. (1986). On the Concepts of Folklore. In E. Oring (ed.), Folk Groups and Folklore Genres (pp. 1-22). Logan: Utah State University Press. The Intangible Heritage Messenger. (2003). Web. What is Intangible Cultural Heritage. (2003). Web.

Understanding Nursing Theory Essay Example | Topics and Well Written Essays - 500 words - 1

Understanding Nursing Theory - Essay Example Grand theory presenters start theoretical formulation at abstraction level and these formulations never link the realities. Roy’s (1971) work was designated for the grand theory. Roy presented the adaptation model. In the adaption model of Roy, a person was perceived as receiving the adaptive system for inputs. This input may be as the stimuli from the external environment, which is processed by the feedback or internal processes. These processes are inherent in the changing abilities of individuals and result into an output in the form of either ineffective response or adaptive (Parse, 2001). Middle range Theory is less abstract and more specific in its scope, which reflects a practice and also addresses the specific phenomenon. This theory deals with a limited number of aspects of real world concepts. A mid-range theory is made up of relative concrete concepts, which are concrete propositions and defined operationally. These concepts can be tested empirically. A period of ten years ago, Georgene Eakes, Mary Burke, and Margaret Hainsworth developed the theory of Chronic Sorrow. This is the application of the middle range theory of nursing that explains the periodic recurrence of a continuous sadness or grief feeling over an important loss. This presents the normal response to the loss. Because, parents always felt sadness over their children’s mental retardation and this response was not permanent. Clinicians could intervene in these conditions if they had similar beliefs. This theory also related with the feelings of parents who have premature infants. Hainsworth, Eakes, & Burke (1994) found that mothers of those children with the spina bifida also had a pervasive sadness. This theory focuses upon the specific phenomenon, which mirror out the clinical practices and has narrowest interest range. This theory is limited to a particular population or a specific field of

3 extra credits Assignment Example | Topics and Well Written Essays - 750 words

3 extra credits - Assignment Example to remind Greg of this in a low tone, but Greg cuts her off, avoids eye contact and in a loud voice; tells her that her cheerleading team is so boring that one could drop dead from watching them and that she might as well quit. Jess, then says nothing and Greg in turn inform her that they are moving to the next occasion. Jess tries to explain to Greg that she is a cheerleader and cannot afford to miss the game, but Greg pulls her by the waist and leads her towards the college gate telling her that they will have more fun at the party. Emily reluctantly agrees and follows Greg to the party missing her equally important game. Right from the start, Greg does not show any interest in what Jess has to say. He does not give her a chance to talk and when Jess tries to he immediately cuts her off. Jess, on the other hand, does not communicate with Greg about the importance of the cheerleading team and at some point goes quiet. The characters also avoid eye contact. Greg makes all the decisions in the relationship without wanting to get Jess’s opinion and Jess do not have the courage to refuse his proposals even when they are not in line with what she has planned. The characters should have maintained eye right from the beginning of the conversation. Disclosure is important in communication; Jess should, therefore, learn to disclose her feelings to Greg. Jess should also have been assertive in her communication with Greg. Greg should have listened to Jess; not only by waiting for her to voice out her issues, feedback, and not interject her in the middle of her conversation. The first sentence of the article population growth and control review is contradictory to what the author talks about in the main article. The author begins the sentence stating that, through history, human beings have been an inconsequential pressure on the planet. This might not be the way that the writer would want to start his article because, throughout the article, the writer talks about how

Intellectual property Essay Example | Topics and Well Written Essays - 500 words - 2

Intellectual property - Essay Example The piracy of intellectual property is the illegitimate use of another individual’s ideas, concepts or artistic work (Esoderberg 2011). This use might involve a range of lack of respect for the ethical and financial liberties of copyright makers or owners. Such violations might engage rarity acts that go against the equal use or selling in nationwide legislation through to sweeping and duplicating of disks, editorials, designer handbags and watches on a strictly lucrative objective. Piracy and sham violations of intellectual property further define the sale of copies of commodities devoid of the consent of the owner of the liberties to those commodities. IP piracy normally refers to the sale of illegal replications, devoid of required claims on its originality. A copyright is an outline of fortification given to the author of unique â€Å"works of authorship.† Such works comprise of fictional musical, dramatic, creative, and other definite intellectual works, whether published or not. According to the 1976 Copyright Act, the owner of copyrighted works has been granted exceptional freedom of the reproduction of the copyrighted work, groundwork for copied works, supply of replications or phonorecords of the copyrighted work, its public performance, or display of the same copyrighted works. The copyright also secures a form of expression instead of the subject material of an intellectual works’ writing. For instance, the definition of equipment can be copyrighted. Nevertheless, this would simply hinder other people from duplicating the definition, and not hinder them from putting down a definition of their own or from creating and employing the equipment. American massive computer designer and manufacturer Apple legally stated that Samsung, another rival company, breached patents by creating their most recent tablet computer, Galaxy (Esoderberg 2011). Apple claims that Galaxy has made the tablet with remarkably similar features

Reflective Assessment on Mathematics and Calculus

Reflective Assessment on Mathematics and Calculus Relearning the calculus, relating it to real-life Mela Aziza Background I have loved doing mathematics since I was in elementary school. However, this feeling changed a little bit when I was at secondary school. My mathematics teacher asked me to memorise many formulas and principles related to advanced topics without knowing when I can use those in my real-life. I thought that an advanced topic was really hard to learn because it was commonly abstract concept. Consequently, a student like me would find difficulties how to make it concrete and connect it to the real world. In addition, my mathematics teacher only encouraged us to study mathematics hard in order to achieve high scores in examinations. She rarely explained about the application of mathematics in our daily life. This situation made me less enjoyed learning mathematics. For example, while I was learning calculus that I assumed as an advanced topic, I did not know when I can use it in my life so that I was not motivated to learn it. At the time, I guessed calculus was useless. Calculus was ju st about patterns, formulas, and calculations without knowing why I needed to learn it. Therefore, this experience has been inspiring me in how I should teach my students in the future. I hoped to explain and show my students about how powerful and useful mathematics can be. Unfortunately, it was really hard to find the connection between mathematics and daily activities, especially for the calculus. My students were questioning when they could use calculus in their life. I became confused and could not give the appropriate answer because I have not known the application of calculus that was relevant to my students life. I taught calculus using the similar method to my previous mathematics teacher, solving any kind of calculus questions from my own textbooks using the formulas or rules. However, I am interested in exploring and developing the usefulness of calculus in daily life because I want to establish answers for my own previous question, when I can use it. Hence, when getting the chance to take the developing subject knowledge course, I was excited to focus on some calculus questions using real-life contexts. Solving calculus problems I started my independent learning by solving the max box problem given by my personal tutor (see Appendix A). This problem about the paper which has side a, then I was instructed to make a box by cutting a square with side x from each of the four corners. I have to find the value of x so that I can make the biggest box. I tried to find the x value for creating the biggest box by doing some algebraic equations and finally, I obtained the pattern for finding the x value. Finding out the answer gave me an opportunity to relate it to the concept of differentiation. It was a new thing for me and when I searched on the internet, found it was popular in teaching and learning mathematics related to the calculus topic. However, I did not know why I found Indonesian mathematics teachers rarely used this practical question while teaching the concept of differentiation. Next, I moved to how to introduce the first principle of differentiation, f'(x), from function f(x). I started by drawing a graph of the function, then formulated gradient of two adjacent points using the gradient of a straight line and limit concept (see Appendix B). Finally, I found that the first derivative equals with the gradients of a point from the function. Then, I tried similar calculations for some different functions, and finally, I established the pattern of the first derivative. While doing this, I was thinking which I should teach first, gradient or differentiation, in order to make students understand where the first derivative comes. Furthermore, a noticeable point for me by solving this problem, I was aware that as a teacher I can teach mathematics through using algorithmic/algebraic/analytic/calculating, visual (image/graph), and inductive (pattern) thinking. For example, when finding the maximum value of the function, I acquired the same answer by using two differe nt methods, graphing and calculating. In addition, I explored how to draw the graph of the first derivatives of different functions by using gradient concept (see Appendix C). I drew both common and uncommon functions. I felt those were interesting and challenging because I could create the graph of the first and the second derivative just by looking at the graph of the original function. However, when I want to find the first derivative function, I have to calculate using an algebraic method. Although I could not get directly what the function of the first derivative f(x) through drawing, I could differentiate when the function reached maximum value, (when f (x) f (x) > 0), and neither maximum nor minimum value (when f (x) = 0), for instance, f(x)= x3-6x2+12x-5 having an inflexion point (see Figure 1). I also tried to find the gradient of uncommon functions such as an absolute function (f(x)=|x|) by plotting the graph manually and checking it using software GSP (The Geometers Sketchpad), then I found that there was a point on the |x|function that cannot be differentiated (non-differentiable point) that was when x = 0, but for other points, those were differentiable (see Figure 2). Furthermore, I explored six common mistakes (Cipra, 2013) that students made in doing calculus related to how they solve some routine problems and understand a concept of finding the area of function by integral concept (see Appendix D). The students mostly just calculated the area using formula without drawing the function so that occasionally they found a negative area. The area will be never negative. The students should know that the area above x-axis will be positive because y-axis values are always positive while the area below x-axis will be negative because of y-axis negative values (Stewart, 2016). Hence, students have to multiply the area of function below x-axis with negative (-) in favour of becoming a positive area. Reflection During this course, I relearned calculus concept by solving some problems. I felt back a sense of doing mathematics when solving the problems both routine and real-life problems. This sense made me excited to find the solutions for every problem that I faced. I became aware that abstract concepts cannot be separated from calculus. Although routine problems are commonly abstract, students will be able to learn the importance of symbol concepts in calculus through solving these problems. I also tried to connect calculus by solving some real-life problems which use real-life contexts and can be imagined as daily experiences (Gravemeijer Doorman, 1999), for instance, the max box problem that can be connected to a manufacturer. After doing some real-life problems, I agree that these problems should be taught in the classroom (Gainsburg, 2008). Teachers are able to use these problems to enhance students motivation and to develop reasoning as well as problem-solving skills of students in l earning mathematics (Karakoà § AlacacÄ ±, 2015). Therefore, the teachers will be able to make mathematics become more meaningful for their students through real-life problems. On the other hand, I think not all real-life problems are practicable for students because the problems do not relate to their life directly. I have done some problems from some websites and a textbook of calculus (SMP, 1973), but not all problems were relevant to a real context and could be solved. I encountered there was a problem when some facts are abandoned in order to make students understand the question easily. A problem which is relevant to one students life may not be relevant for others. Therefore, teachers should check the effectiveness of the problems by asking students first (Burkhardt, 1981), and then they will notice the good problems that can be used in the future. In addition, calculus is advanced knowledge for most students because they find it difficult to concretise so that occasionally it should remain abstract (Wilensky, 1991). Furthermore, teachers need to consider the time when they give the students real-life problems. They cannot give them these problems fo r every meeting because they also should provide opportunities to students for learning all calculus concepts, both concrete and abstract. Thus, most teachers assumed the nature of mathematics topic and the time may become limitations for connecting it to the real-world (Karakoà § AlacacÄ ±, 2015). Teachers can motivate students to think inductively in learning mathematics. They may involve students to find the first derivative pattern by using the gradient of a straight line and limit concept. They should not give a pattern f'(xn) =nxn-1 directly to students when introducing differentiation, but they ask students to establish the first derivative pattern by their own self. In addition, I found that teachers are able to use a slope of zero (f'(x)=0) for figuring out what is the maximum or minimum value of the function quickly. However, teachers also have to ask students to check the graph or the second derivative of the function to find the exact category of the x value (maximum, minimum, or inflexion point). Hence, as a mathematics teacher, I should deem some factors before deciding an effective teaching method that encourages my students to understand calculus concepts easily. I assumed that using technology can make sense of calculus for students. I considered using GSP while teaching to draw a graph of the function and to look closer whether the function can be differentiated for every point. Furthermore, I think that mathematics teachers may be able to explore any kind of calculus questions on websites such ashttps://www.math.ucdavis.edu andhttp://www.dqime.uni-dortmund.de which I assert as resources for finding real-life mathematics problems using the English language. However, teachers who come from non-native-English-speaking countries should be careful in understanding the meaning of the problems because there was a specific English term of mathematics that sounds unfamiliar or synonymous. For instance, I was confused to distinguish between two words that felt to be synonyms like capacity and volume. I firstly thought that those two words had similar meaning, however, capacity related to how much liquid held while volume related to how many material s needed (solid) in the container. Teachers also may adapt examples of the calculus projects and the application of calculus videos that are provided on the internet. Personally, I obtained the new perspective by watching some videos showing activities that teachers did like creating a group project related to the application of calculus. However, teachers should consider about the time because doing a project or watching a video will be time-consuming. Teachers require looking at why students made the mistakes and analysed what they should do to prevent similar mistakes among students. Students solve calculus problems using algorithms involving symbol concepts but they commonly forget to crosscheck the use of the symbol in their works. As a result, they made mistakes in using symbols which are shown in Appendix D. Furthermore, visual thinking is an important skill to abandon mistakes in finding solutions for calculus problems especially to find the area of the function. It happened because they did not draw the graph of the function. Meanwhile, students only will be able to identify the position of the graph either above or below the x-axis when they look the graph directly. Hence, teachers should be more aware that algebraic, symbol, and drawing the graph or visualisation are crucial concepts in learning calculus. Implementation in Indonesia One of the reasons why I wanted to explore the usefulness of mathematics and how to teach it in the classroom is the aim of teaching mathematics in Indonesia. Indonesia has adopted RME (Realistic Mathematics Education) from the Netherlands, and then known as PMRI (Pendidikan Matematika Realistik Indonesia) which correlates to teaching mathematics in real contexts and emphasises the application of mathematics (Sembiring, 2008). However, RME does not mean teachers have to involve the students in real activities but create a meaningful learning activity so that students can imagine it like they do reality (Van den Drijvers, 2014). Even though some previous researchers found that the implementation of PMRI in Indonesia had positive effects on students mathematics achievement (Armanto, 2002; Fauzan, 2002), Indonesia has not made relevant PMRI curriculum materials (Sembiring, 2008). Therefore, Indonesia still needs to develop some resources related to the implementation of PMRI. In addition, Indonesian mathematics teachers ability itself will be a difficulty in implementing teaching mathematics in real contexts. Although one of their concerns is connecting mathematics to the real world in order to encourage students to deal with their daily life problems (Zamroni, 2000), some of them are only able to teach instrumental understanding (Skemp, 1976) in the classroom so that students learn calculus as formulas without realising how they use it. Students just follow teachers instruction; memorising formulas, understanding the examples, and then solving the exercises. Undeniably, students own negative perspectives on mathematics, including the calculus, are due to this fact. Thus, teachers should find ways to improve these students perspectives in order to enhance their understanding and achievement in mathematics. Mathematics teachers can develop realistically applied mathematics in the classroom through the collection of realistic problems (Burkhardt, 1981) that provide an opportunity for students to apply their mathematical skills. Personally, there are some real-life problems that Indonesian teachers can use such as Max box. I am curious what will happen when I and other teachers use this problem before introducing calculus to the students, maybe, we will recognise kinds of methods from the students that we have never imagined before. Furthermore, Indonesian mathematics teachers should explore resources on the internet and use software like GSP in order to stimulate students sense of learning calculus. However, they may encounter further difficulty in using GSP or e-based learning method because not all of them can operate it and not every school has technological equipment as well as internet connection. Another point that Indonesian mathematics teachers should deem is students common mist akes in learning calculus. Teachers should be aware that students have to check their own work to find the mistakes because if they check by themselves, they likely will not repeat the same mistake. Teachers also have to check their students mistakes to analyse the reasons, then reviewing and correcting the misconceptions that student have from the mistakes. Conclusion Despite the fact that it is common that students feel calculus is difficult to be understood, solved and applied, I think there will be some solutions that teachers can do such as giving both realistic and unrealistic problems, using software, and watching application of calculus on videos. Besides these ways being likely to motivate and encourage students to learn calculus, these ways also can stimulate students using it in their real-life. However, teachers have to consider the practical problems for students and keep giving some routine problems to look closer what some misconceptions or mistakes that they made in doing calculus.

Censorship :: essays research papers

Censorship by definition is the suppression of words, images or ideas that are â€Å"offensive†. It occurs when certain people succeed in imposing their personal or moral values on others. The debate over censorship deals mainly with the first amendment and whether it is constitutional for a group of people to decide what is right for other people. It has exploded within recent years with the advent of the Internet. Many different kinds of people can and are considered censors. Parents, teachers, administrators and employers who forbid others to speak in certain ways can be censors. In fact, the word censor actually comes from ancient Rome, which referred to someone whose job it was to oversee morals and conduct. Before I get into censorship on the Internet, here are other cases of censorship: Perhaps the first known case of censorship occurred in 1873 with the passing of the Comstock law by Congress. The law was advocated by Anthony Comstock, head of the Society for the Suppression of Vice (Explain vice). The law forbade the mailing of anything, in his opinion, lewd, obscene or indecent. In his life burned 120 tons of books and art including the works of Chaucer- Caterbury Tales, Oscar Wilde, Ernest Hemmingway, Eugene O’Neill and John Steinbeck. Censorship primarily occurs in the arts, especially music. The PMRC or Parents Music Resource Center finally after about a decade of pushing forced the RIAA or Recording Industry of America to start use labeling systems and logos such as â€Å"Parental Advisory – Explicit Lyrics†. However, the putting of the labels on the records was left entirely to the record companies who neglected the sticker on many deserving albums. In 1992, Washington became the first state to pass a law forbidding the purchase of cdâ⠂¬â„¢s with certain logos if you’re under 18, this law was quickly deemed unconstitutional. Some performers have been banned from performing certain songs in certain places, for example Ozzy Osbourne was sued thrice after three teens committed suicide and their parents blamed his lyrics in â€Å"Suicide Solution†, Ice-T was heavily protested for his song Cop Killer in the early 90’s which promoted violence specifically on police. Madonna was arrested in Toronto after she ignored warnings of her potential arrest and went on with her normal act of acting out masturbation on stage. The debate over music most definitely flared up again after the shootings at Columbine in which Marilyn Manson was once again accused of causing horrible crimes as many people continue their war with him and his music.

Pet Wonderland Services (PWS) Essay

Introduction to the organization Pet Wonderland Services (PWS) is a new business in pets industry. PWS first shop was at Shah Alam section 13. Although there are several pets shop in Shah Alam, PWS wil brings new services to the animal lovers communities as. Vision To serve the best quality, friendly and effective service and fulfill customer satisfaction. Mission To be one of the top pet shop that brings the most high quality and effective services in the Malaysia. â€Å"Your pets is our responsible too† Objective The main objective of this service is to ease community that they would not have to bring their pet to our shop but we will go to their house and give the services that they wanted to. In our services, we only provide the best pets product and we will consult with the owner about their pets first so that we can use an appropriate an suitable pet’s product to their pets. We want to deliver a quality services so that customer will believe in us. We are not just gaining profit, we are also gaining trust to our customer and love to the animal.

Comparison of AvantGarde Formal Art work essays

Comparison of AvantGarde Formal Art work essays A Comparison of Formal and Avant-Garde Artwork Modern art is a unique creation all its own, and since its beginnings there have been two very distinct groups present. They are the Formalists and the Avant-Garde. The Formalist group believes in the literal representation of the art work. They value the form used, whether it be how the colors are stressed or the techniques used, over the idea behind the art work. The Avant-Garde artists on the other hand are more interested in the creation of art in order to challenge what exactly art is and can be. They have tried to break down the boundaries of what I selected Piet Modrian for as the artist I looked at regarding Formalism. His work seemed to change over a period of time. His Woods done in 1910 showed a typical painting of the forest. By typical I mean that the depiction of the forest was done to look like a forest on the canvas. The next piece of Tree done in 1911 showed a more abstract form of trees while you could still detect on a lot of movement within the painting. The shapes and negative space between the lines is what became more important in his work. He then created Composition with Trees in 1914. This piece as his previous ones was even more abstract and was honing in on the form of the painting. Later he created a piece known only as Composition, removing the trees and woods all together from the title. He was trying to create the essence of nature using rectangles and simplifying lines to their primary essence. He also used more primary colors versus his previous works done in black and white. This idea that Mondrian was using while creating his works of art was one of the ideas that Clement Greenberg was dealing with in his works. Greenberg said that the actual painting over the form is what makes the art work abstract.1 Greenberg believed that on...

When The Legends Die Essays - English-language Films, Free Essays

When The Legends Die Essays - English-language Films, Free Essays When The Legends Die When The Legends Die Novel/Movie Contrast Joe McNew June 8, 2000 The book, When the Legends Die, was pretty good. Then some idiot had to go and make a movie out of it. In contrasting the two, I found alot more differences than similarities. The first similarity came when Blue Elk came and took Thomas Black Bull to the reservation. Tom had trouble with the kids as in the book. Brother Bear was chained up and eventually Tom took him back to the woods and left him just as Tom did in part I of the book. Of course, Red Dillion was a jerk in both the movie and the book, although the book illustrated a better image in the readers mind. There were quite a few things the two had in common but the differences outnumber the similarities. I am not going to attempt to represent every difference but I wil give a few examples. For instance, we first see Tom, or any characters for that matter, after George and his mom dies. The movie represents Tom as older, during his rodeo days. In the book, during Red and Toms 2 fight, he only knocks him down but in the movie he beats him up really bad. He goes home with the nurse but in the book he does nothing of that sort. So far he hasnt gone for the bear yet but were not finished yet. The book had alot going for it and I thought that it was much better than the movie. The movie was a horrible experience and is probably the only time I wished my teacher wouldnt have shown it. Usually, I like the movie better than the book but this was the exception. Whoever made this movie should be charged with murder (of the book). The movie missed alot of the key points. The movie was interesting and did illustrate some things better than the book. It did an excellent job of show Toms transitiion from rags to riches. In addition, the movie moved alittle faster which made it more exciting. I believe that it did a better job when Tom actually ditched Red and got into the big tournament. Both had their strong points. The book was better...way better. This is a good example of why a movie shouldnt be made from a book or at least a person may want to consider skipping the movie if they really liked the book. Although, the movie was better in some areas overall I would definitely recommend the book over the movie. In conclusion, movie = F book = A.

The Story of Baseball Player Michael When He Gets Injured and Loses Essay

The Story of Baseball Player Michael When He Gets Injured and Loses Sight - Essay Example Despite all Michael's fame and fortune, Michael feels incredibly lonely at times. His father, Phil, is virtually never around home because he spends a large part of the year traveling around the world as a symphony orchestra conductor. Up until now, Phil has been able to make up for his long absences with expensive gifts from the four ends of the earth. On the other hand, Michael’s mother, Sarah, is completely the opposite type of character; she is very weak physically as a result of a recent stroke. As such, Sarah cannot travel as much as Phil does. Despite her limitations, Sarah is a strong-willed woman who tries her best to keep Michael in check. Because of their close proximity to each other, Michael and his mother have a close yet sometimes fractured relationship. To make up for her lack of mobility, Sarah has made use of Julia, who works as a servant around the family home. Life for Michael couldn’t be better when tragedy strikes – he suffers a facial injur y during a baseball game that could result in the loss of sight in both or one of his eyes. At first, Michael does not know what to think. Ever since he was a young child, his goal was to become a professional in one of the bigger leagues. If he cannot recover from this injury, his lifelong dream may be in jeopardy. After flying to a specialist eye hospital many hours away, the doctor examines Michael and then informs him of some depressing news – Michael has suffered massive internal bleeding that has the potential to threaten his long-term eyesight. However, there is one small ray of hope that Michael clings onto for dear life. It might be possible for him to have an operation to regain his eyesight, but only after his internal bleeding is cured. This is a process that may take up to two years and is a long shot at best.  

Culture, Service and Product Essay Example | Topics and Well Written Essays - 2000 words

Culture, Service and Product - Essay Example These barriers have to be addressed so that entering a new market would be successful. This paper comes in two parts. First part discusses glocalization issues, and the second part talks about case of Disneyland as it entered glocalization in HongKong and the soon to be opened Shanghai Disney. Conceptual framework of the study analyzes importance of glocalization, gives its meaning, and how it is applied by Disney in its business practice in setting up its resorts to an environment totally different from its origin. These comes as are positive challenges to the this icon of entertainment. In this study, I borrowed the concept of Luigi and Vineran (n.d.) that proposed: â€Å"in order to be successful globally, managers must act locally in the different markets they chose to enter.† Glocalization is coined word from globalization and glocalization which is used describe a product or service that is developed and distributed globally, but is also fashioned to accommodate the user or consumer in a local market†. (Investopedia. n.d.) Glocalization meant differently as to each region because of differences cultures, language, religion, traditions and laws. Luigi, D. and S. Vineran (n.d.) in their study put forward a definition that states: â€Å"providing a global offer (brand, idea, product, idea, or service, etc.) while taking local issues into account†. A global product / service that can face competition from both local and international brands in a better way because it meets certain local needs or preferences at lower costs due the global edge of the company. What key areas does a company need to consider when moving a product/service developed in one country to a different country? How should a company assess how a product or service is being received in a different country? Global marketing has introduced may changes on business approaches, such as the way how a company transacts business to