Personal Experience In My Life - 1344 Words

I worked hard at my studies, homework and research and I put my education above everything else. If I was going to pass this tough course with good grades, or pass it at all, my studies had come first, above everyone and everything else which wasn t going to be easy, but it had to be done. I took my computer, notes and books on every vacation, starting off every day and ending every night working diligently on my dissertation. I got frustrated and discouraged at times, but with all the support and encouragement around me, I always got back on track, and plowed through hours, days, months, and years of mind-bending classes, research, and writing. I did exactly what Dr. G. had told me without reservation, it just happened. Out of the†¦show more content†¦The Course was brilliant and thorough with much detail. Like I said before, I was extremely eager to go to classes, thrilled with the academic criteria and appreciative for the knowledge my professors taught me. The subjects I favored were: Gender Identity Disorders, Paraphilias: Diagnosis and Treatment, Forensic Sexology, Sexology and law, Treatment of Juvenile Sex Offenders, My favorite of all was Paraphilias: Diagnosis and Treatment, which wasn t surprising, as I had had over twenty years of personal, hands-on experience by 2002, working with people with paraphilias. I felt I had an significant edge over other students in that class and I was eager to share my knowledge with them. I was honored and privileged to have Dr. William Granzig as my foremost professor for specific subjects. Dr. Shere Hite (famous author who wrote The Hite Report), was also one of my professors. I was asked each semester to give a guest lecture presentation to the students in my classes about my life story, my experience with alternative lifestyles, my experiences at Command Performance,Show MoreRelatedMy Personal Experience In Personal Life774 Words   |  4 PagesMy mother perpetually advises me by stating â€Å"à ¦ ¸Ã   ¦ °Ã  § Ã  ¦ ¬Ã  ¦ ¦Ã  ¦ ¾ à ¦â€ Ã  ¦ ªÃ  ¦ ¨Ã  ¦ ¾Ã  ¦ ° à ¦ ¸Ã  §â€¡Ã  ¦ °Ã  ¦ ¾ à ¦â€¢Ã  ¦ °Ã  ¦ ¾,† which translates from Bengali to English as â€Å"always do your best.† Taking heed of my mother’s advice has led me to always try to be the best possible version of myself, in school and outside of it. Knowing myself, junior year was going to be arduous as is; I would be studying profusely for my SATs and ACTs, going nights with minimal sleep as I would be taking nine total classes, eight of which were Advanced Placement classes, andRead MoreMy Personal Experience : My Experience In My Life1003 Words   |  5 Pagesdifficult to write about my life—not because I do not know what to say, but because I am often fearful of sharing my experiences and having them impact how people view me. My identity and upbringing are not necessarily unique, but I have been in situations that society tends to be uncomfortable with. Repeated sexual assaults, psycholog ical abuse, neglect, and financial hardships are factors in my life that I tried to forget when I started college. Now that I am at the end of my undergraduate educationRead MorePersonal Experience In My Life1002 Words   |  5 PagesA personal experience I have encountered would be growing up without my birth parents. At the age of 6 my mother put me up for adoption. My father was no we’re to be in sight, I never meet him in my entire life. Growing up in the foster system has a lot of pros and cons for example, I was separated from my brothers and sisters for a very long time, also there would be days that I would go to two or three different homes in a single day. Bouncing around from family to family is not the way a kid shouldRead MoreMy Personal Experience : My Experience In My Life1132 Words   |  5 Pagesget together and notice they have differing opinions, it can lead to arguments. That’s what happened in my case. Recently, I experienced my first big fight w ith my parents over how many college classes I should be able to take. Ever since I was little, I have always tried to do my very best in classes and really push myself. I have also always been a perfectionist and been very on top of my work. I have always wanted to get things done as soon as possible and get ahead anytime I can, whether thatRead MoreMy Personal Experience : My Experience In My Life1097 Words   |  5 Pagesbirthed in Syria and a mother from the coast of Long Beach, California, my childhood was, to say the least, interesting. However, everything that happened from my birth until now, all made me who I am today, someone I am very proud to have become after these seventeen years. The first three years of my life were spent on the West Coast in the city of Irvine, California. I don’t remember too much from these years, but I do know my parents labored long shifts, sacrificing precious time to support anRead MorePersonal Experience In My Life997 Words   |  4 PagesJohnny and Cora, my younger siblings, their lunches again today. It’s been very hard on me, I have so much more responsibility than I have ever had before. With my older sister, Betsy, sick in bed with the Spanish Flu, my mama working in a factory, and my father away fighting in the Great War, I have to do everything I can for my family. I cook, clean, get the kids ready, help with homework, care for Betsy, and I don’t mind it all that much. The only thing I miss most about my old life is getting toRead MorePersonal Experience In My Life1399 Words   |  6 PagesMy time working at a children’s psychiatric hospital helped me realize my strength and taught me more compas sion than the rest of my life combined. Many times I had questioned if I was cut out for this work and if I was doing any good trying to help these children. I had to learn to walk on the fine line between growing thick skin and showing love and acceptance to kids who are seemingly unlovable. My experiences have continued to shape who I am had help give me perspective for when I find myselfRead MoreMy Personal Life Experience1293 Words   |  6 Pagesinterests, life experiences and commitments, I know that I will enrich the UWM community. I believe that life experiences are extremely crucial in self-development. The more you experience, the more you grow as an individual. I say that with such pride because I can say myself that the life experiences I have gone through has shaped who I am. Commitments rather they are large or small, you are dedicating yourself to something which comes easy to me. When I am dedicated to something, I give it my all. OneRead MoreMy Personal Experience In My Life990 Words   |  4 Pagesare only given one shot. Therefore, it is at our best interest to live life to the fullest. Over the years, I have been able to analyze how I’ve struggle from stepping out my comfort zone. I found myself on the same routine for the first 18 years of my life. With that being said, it is a major key to try new things as we learn to grow, therefore you won’t live a bring life. Every chance I get I take on new things to enhance my person. While doing so, I’ve been able to step outside the box. TryingRead MoreMy Personal Experience In My Life940 Words   |  4 Pagescareer and in life, your character must drive you toward your aspirations. Throughout life, several experiences have molded me into a person of resilience, empathy, and composure. Such values have allowed me to reach my goals and serve my community. In supplement to my intelligence, these assets render me an exceptional student and employee. The ability to be resilient is at the core of who I am, and the challenges that have created this strength have taught me empathy. Because of my weight, I faced

What Do You Believe You Reached Your Goals Essay

To what extent do you believe you reached your goals? I strongly believe that I have made significant improvement regarding all of the established goals on the learning contract. Additionally, I believe that I have accomplished a majority of the goals that were established on the learning contract as I have demonstrated the behaviors, actions, and knowledge that the goals were established to improve on. At the same time, I feel that with more experience and time in the social work field I will continue to make improvements and continue to increase the ability to exceed each of the goals that were established in the learning contract. I am one who believes that there is always room for improvement especially for someone such as myself that has a strong desire to continue to grow. In the future, I will continue to establish professional goals that relate to the position that I obtain in the social work field to continue to increase knowledge, experiences, and effectiveness. Provide exa mples of how you leveraged at least two of your strengths or talents to help you reach your goals. The strengths and talents that I applied most often to reach my goals were responsibility, significance, and learner. I leveraged the strength of responsibility by taking responsibility of my learning experiences while at my internship. I was able to gain experience in many different areas to meet my goals by volunteering to help others, to complete tasks, and to participate in trainingsShow MoreRelatedThe Meaning Of Life By Richard Taylor1189 Words   |  5 Pagesarguing that life tends to be a cycle of goals that cumulate to nothing. These goals require sequences of exhausting work and attempt that will continue throughout the rest of life but will have no meaning. As one goal is reached, the next is sought out for, forgetting the one that was just achieved. I do not support Taylor on his objective meaningless of life. Life has a meaning, even if it is just being alive, we were created by God and he has a plan for us. Goals help us become better people and theyRead MoreThe Theme O f Persistence In Where The Red Fern Grows1093 Words   |  5 Pages â€Å"Success means having the courage, the determination, and the will to become the person you believe you were meant to be.† Sheehan meant in this quote that you can do anything if you are willing to use your willpower and energy to do so. This leads to the theme shown in Where the Red Fern Grows by Mr.Rawls. In the development of the book Where the Red Fern Grows the main theme persistence will lead to your own success is shown strongly throughout. To demonstrate the means of how Rawls showedRead MoreThe Goals Of Social Media1503 Words   |  7 PagesHow many times have you read or been told that in order to keep yourself accountable to your goals, that you should announce them to the people around you? This is something that we see in many books and articles and we see people following this information as they post their goals on social media. However, how many times do we actually see them accomplish these goals? New studies are actually showing that announcing your goals is one of the worst things that you can do if you really want to achieveRead MorePersonal, Value, And Personal And Career Values969 Words   |  4 Pagesprinciple, a standard, or a quality that you consider worthwhile or desirable. Everyone has values. They are the personal beliefs that tell you what is the right or just way to think, believe, be and live. Values direct you when you are deciding what choices to make in everyday life. It is important to know what your values are when you are making career and business decisions as you do not want to find yourself involved in something that does not match your values. Read MoreLove Is An Intense Feeling Of Deep Affection880 Words   |  4 Pagesthem know if they are in love. My goal is to clarify the misunderstanding many teens get being in love with someone and loving someone are the same. Being in love is having that one person that makes you happier than anyone else. Just having him or her in your presents brightens your day. This means that small interactions have the biggest impact on you. That person saying, â€Å"hello†to you and giving you a hug could have you believe you re on cloud nine. They cause your emotions to remain on a constantRead MoreThe Problem Of Addiction And Addiction1387 Words   |  6 Pages Reeled In Ever heard of the phrase â€Å"shop ‘till you drop†? People shop for numerous reasons, whether it is to spend time with friends, for one’s own basic needs, or just to have some time to yourself. Shopping is always an enjoyable experience, it gives you the chance to relax and not worry about your issues. Once you realized that you maxed out your credit card on the different stuff you bought while shopping, it makes you think that you might have an addiction. The feeling of always wantingRead MoreSpeech on Goal Setting1079 Words   |  5 PagesYou may have heard me say, â€Å"It’s better to aim for the stars and miss, than to aim for a pile of crap and hit it.† The original saying is from Michelangelo. He said, â€Å"The greater danger for most of us is not that our aim is too high and we miss it, but that it is too low and we hit it.† If someone is going to set some goals, why not set them high? That way if you falter in reaching your goals, you are still further ahead than with not having a goal at all. Let me give you an example of myRead MoreEssential Characteristics for Professional Success Essay729 Words   |  3 Pagesin many different ways. Have you set your goals? Have you decided the path you have to take to pursue your goal? What are the sacrifices you can do to achieve your ambition? How much can you think out of the box to resolve a particular issue or bring new idea to the table? How flexible are you to adapt according to particular situation? Personal characteristics play an important role in how you liaise with a client, how you demand something from your employer or how you achieve an agreement that bringRead MorePersonal Characteristics Essay711 Words   |  3 Pagesin many different ways. Have you set your goals? Have you decided the path you have to take to pursue your goal? What are the sacr ifices you can do to achieve your ambition? How much can you think out of the box to resolve a particular issue or bring new idea to the table? How flexible are you to adapt according to particular situation? Personal characteristics play an important role in how you liaise with a client, how you demand something from your employer or how you achieve an agreement that alignsRead MoreAristippus : The Philosophy Of Socrates1147 Words   |  5 PagesAristippus (elder) was a Socratic philosopher that lived in Greece. He was a pupil of Socrates, and became close to Socrates even though his philosophical views differed. Aristippus believed the goal of life and living revolved around pleasure, seeking pleasure no matter what the circumstance is. Aristippus believed having pleasure meant having happiness, and ones happiness revolved around everything else. Ultimately, pleasure was the true motive of living. Aristippus was the founder of the Cyreneic

A Brief History of Hci Free Essays

A Brief History of Human Computer Interaction Technology Brad A. Myers Carnegie Mellon University School of Computer Science Technical Report CMU-CS-96-163 and Human Computer Interaction Institute Technical Report CMU-HCII-96-103 December, 1996 Please cite this work as: Brad A. Myers. We will write a custom essay sample on A Brief History of Hci or any similar topic only for you Order Now â€Å"A Brief History of Human Computer Interaction Technology. † ACM interactions. Vol. 5, no. 2, March, 1998. pp. 44-54. Human Computer Interaction Institute School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213-3891 bam@a. gp. s. cmu. edu Abstract This article summarizes the historical development of major advances in human-computer interaction technology, emphasizing the pivotal role of university research in the advancement of the field. Copyright (c) 1996 — Carnegie Mellon University A short excerpt from this article appeared as part of â€Å"Strategic Directions in Human Computer Interaction,† edited by Brad Myers, Jim Hollan, Isabel Cruz, ACM Computing Surveys, 28(4), December 1996 This research was partially sponsored by NCCOSC under Contract No. N66001-94-C-6037, Arpa Order No. B326 and partially by NSF under grant number IRI-9319969. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of NCCOSC or the U. S. Government. Keywords: Human Computer Interaction, History, User Interfaces, Interaction Techniques. [pic] 1. Introduction Research in Human-Computer Interaction (HCI) has been spectacularly uccessful, and has fundamentally changed computing. Just one example is the ubiquitous graphical interface used by Microsoft Windows 95, which is based on the Macintosh, which is based on work at Xerox PARC, which in turn is based on early research at the Stanford Research Laboratory (now SRI) and at the Massachusetts Institute of Technology. Another example is that virtually all software written today employs user interface toolkits and interface builders, concepts which were developed first at universities. Even the spectacular growth of the World-Wide Web is a direct result of HCI research: applying hypertext technology to browsers allows one to traverse a link across the world with a click of the mouse. Interface improvements more than anything else has triggered this explosive growth. Furthermore, the research that will lead to the user interfaces for the computers of tomorrow is happening at universities and a few corporate research labs. This paper tries to briefly summarize many of the important research developments in Human-Computer Interaction (HCI) technology. By â€Å"research,† I mean exploratory work at universities and government and corporate research labs (such as Xerox PARC) that is not directly related to products. By â€Å"HCI technology,† I am referring to the computer side of HCI. A companion article on the history of the â€Å"human side,† discussing the contributions from psychology, design, human factors and ergonomics would also be appropriate. A motivation for this article is to overcome the mistaken impression that much of the important work in Human-Computer Interaction occurred in industry, and if university research in Human-Computer Interaction is not supported, then industry will just carry on anyway. This is simply not true. This paper tries to show that many of the most famous HCI successes developed by companies are deeply rooted in university research. In fact, virtually all of today’s major interface styles and applications have had significant influence from research at universities and labs, often with government funding. To illustrate this, this paper lists the funding sources of some of the major advances. Without this research, many of the advances in the field of HCI would probably not have taken place, and as a consequence, the user interfaces of commercial products would be far more difficult to use and learn than they are today. As described by Stu Card: â€Å"Government funding of advanced human-computer interaction technologies built the intellectual capital and trained the research teams for pioneer systems that, over a period of 25 years, revolutionized how people interact with computers. Industrial research laboratories at the corporate level in Xerox, IBM, ATT, and others played a strong role in developing this technology and bringing it into a form suitable for the commercial arena. † [6, p. 162]). Figure 1 shows time lines for some of the technologies discussed in this article. Of course, a deeper analysis would reveal much interaction between the university, corporate research and commercial activity streams. It is important to appreciate that years of research are involved in creating and making these technologies ready for widespread use. The same will be true for the HCI technologies that will provide the interfaces of tomorrow. It is clearly impossible to list every system and source in a paper of this scope, but I have tried to represent the earliest and most influential systems. Although there are a number of other surveys of HCI topics (see, for example [1] [10] [33] [38]), none cover as many aspects as this one, or try to be as comprehensive in finding the original influences. Another useful resource is the video â€Å"All The Widgets,† which shows the historical progression of a number of user interface ideas [25]. The technologies covered in this paper include fundamental interaction styles like direct manipulation, the mouse pointing device, and windows; several important kinds of application areas, such as drawing, text editing and spreadsheets; the technologies that will likely have the biggest impact on interfaces of the future, such as gesture recognition, multimedia, and 3D; and the technologies used to create interfaces using the other technologies, such as user interface management systems, toolkits, and interface builders. [pic] [pic] Figure 1: Approximate time lines showing where work was performed on some major technologies discussed in this article. [pic] 2. Basic Interactions †¢ Direct Manipulation of graphical objects: The now ubiquitous direct manipulation interface, where visible objects on the screen are directly manipulated with a pointing device, was first demonstrated by Ivan Sutherland in Sketchpad [44], which was his 1963 MIT PhD thesis. SketchPad supported the manipulation of objects using a light-pen, including grabbing objects, moving them, changing size, and using constraints. It contained the seeds of myriad important interface ideas. The system was built at Lincoln Labs with support from the Air Force and NSF. William Newman’s Reaction Handler [30], created at Imperial College, London (1966-67) provided direct manipulation of graphics, and introduced â€Å"Light Handles,† a form of graphical potentiometer, that was probably the first â€Å"widget. † Another early system was AMBIT/G (implemented at MIT’s Lincoln Labs, 1968, ARPA funded). It employed, among other interface techniques, iconic representations, gesture recognition, dynamic menus with items selected using a pointing device, selection of icons by pointing, and moded and mode-free styles of interaction. David Canfield Smith coined the term â€Å"icons† in his 1975 Stanford PhD thesis on Pygmalion [41] (funded by ARPA and NIMH) and Smith later popularized icons as one of the chief designers of the Xerox Star [42]. Many of the interaction techniques popular in direct manipulation interfaces, such as how objects and text are selected, opened, and manipulated, were researched at Xerox PARC in the 1970’s. In particular, the idea of â€Å"WYSIWYG† (what you see is what you get) originated there with systems such as the Bravo text editor and the Draw drawing program [10] The concept of direct manipulation interfaces for everyone was envisioned by Alan Kay of Xerox PARC in a 1977 article about the â€Å"Dynabook† [16]. The first commercial systems to make extensive use of Direct Manipulation were the Xerox Star (1981) [42], the Apple Lisa (1982) [51] and Macintosh (1984) [52]. Ben Shneiderman at the University of Maryland coined the term â€Å"Direct Manipulation† in 1982 and identified the components and gave psychological foundations [40]. The Mouse: The mouse was developed at Stanford Research Laboratory (now SRI) in 1965 as part of the NLS project (funding from ARPA, NASA, and Rome ADC) [9] to be a cheap replacement for light-pens, which had been used at least since 1954 [10, p. 68]. Many of the current uses of the mouse were demonstrated by Doug Engelbart as par t of NLS in a movie created in 1968 [8]. The mouse was then made famous as a practical input device by Xerox PARC in the 1970’s. It first appeared commercially as part of the Xerox Star (1981), the Three Rivers Computer Company’s PERQ (1981) [23], the Apple Lisa (1982), and Apple Macintosh (1984). Windows: Multiple tiled windows were demonstrated in Engelbart’s NLS in 1968 [8]. Early research at Stanford on systems like COPILOT (1974) [46] and at MIT with the EMACS text editor (1974) [43] also demonstrated tiled windows. Alan Kay proposed the idea of overlapping windows in his 1969 University of Utah PhD thesis [15] and they first appeared in 1974 in his Smalltalk system [11] at Xerox PARC, and soon after in the InterLisp system [47]. Some of the first commercial uses of windows were on Lisp Machines Inc. (LMI) and Symbolics Lisp Machines (1979), which grew out of MIT AI Lab projects. The Cedar Window Manager from Xerox PARC was the first major tiled window manager (1981) [45], followed soon by the Andrew window manager [32] by Carnegie Mellon University’s Information Technology Center (1983, funded by IBM). The main commercial systems popularizing windows were the Xerox Star (1981), the Apple Lisa (1982), and most importantly the Apple Macintosh (1984). The early versions of the Star and Microsoft Windows were tiled, but eventually they supported overlapping windows like the Lisa and Macintosh. The X Window System, a current international standard, was developed at MIT in 1984 [39]. For a survey of window managers, see [24]. 3. Application Types †¢ Drawing programs: Much of the current technology was demonstrated in Sutherland’s 1963 Sketchpad system. The use of a mouse for graphics was demonstrated in NLS (1965). In 1968 Ken Pulfer and Grant Bechthold at the National Research Council of Canada built a mouse out of wood patterned after Engelbart’s and used it with a key-frame animation system to draw all the frames of a movie. A subsequent movie, â€Å"Hunger† in 1971 won a number of awards, and was drawn using a tablet instead of the mouse (funding by the National Film Board of Canada) [3]. William Newman’s Markup (1975) was the first drawing program for Xerox PARC’s Alto, followed shortly by Patrick Baudelaire’s Draw which added handling of lines and curves [10, p. 326]. The first computer painting program was probably Dick Shoup’s â€Å"Superpaint† at PARC (1974-75). †¢ Text Editing: In 1962 at the Stanford Research Lab, Engelbart proposed, and later implemented, a word processor with automatic word wrap, search and replace, user-definable macros, scrolling text, and commands to move, copy, and delete characters, words, or blocks of text. Stanford’s TVEdit (1965) was one of the first CRT-based display editors that was widely used [48]. The Hypertext Editing System [50, p. 108] from Brown University had screen editing and formatting of arbitrary-sized strings with a lightpen in 1967 (funding from IBM). NLS demonstrated mouse-based editing in 1968. TECO from MIT was an early screen-editor (1967) and EMACS [43] developed from it in 1974. Xerox PARC’s Bravo [10, p. 284] was the first WYSIWYG editor-formatter (1974). It was designed by Butler Lampson and Charles Simonyi who had started working on these concepts around 1970 while at Berkeley. The first commercial WYSIWYG editors were the Star, LisaWrite and then MacWrite. For a survey of text editors, see [22] [50, p. 108]. †¢ Spreadsheets: The initial spreadsheet was VisiCalc which was developed by Frankston and Bricklin (1977-8) for the Apple II while they were students at MIT and the Harvard Business School. The solver was based on a dependency-directed backtracking algorithm by Sussman and Stallman at the MIT AI Lab. †¢ HyperText: The idea for hypertext (where documents are linked to related documents) is credited to Vannevar Bush’s famous MEMEX idea from 1945 [4]. Ted Nelson coined the term â€Å"hypertext† in 1965 [29]. Engelbart’s NLS system [8] at the Stanford Research Laboratories in 1965 made extensive use of linking (funding from ARPA, NASA, and Rome ADC). The â€Å"NLS Journal† [10, p. 212] was one of the first on-line journals, and it included full linking of articles (1970). The Hypertext Editing System, jointly designed by Andy van Dam, Ted Nelson, and two students at Brown University (funding from IBM) was distributed extensively [49]. The University of Vermont’s PROMIS (1976) was the first Hypertext system released to the user community. It was used to link patient and patient care information at the University of Vermont’s medical center. The ZOG project (1977) from CMU was another early hypertext system, and was funded by ONR and DARPA [36]. Ben Shneiderman’s Hyperties was the first system where highlighted items in the text could be clicked on to go to other pages (1983, Univ. of Maryland) [17]. HyperCard from Apple (1988) significantly helped to bring the idea to a wide audience. There have been many other hypertext systems through the years. Tim Berners-Lee used the hypertext idea to create the World Wide Web in 1990 at the government-funded European Particle Physics Laboratory (CERN). Mosaic, the irst popular hypertext browser for the World-Wide Web was developed at the Univ. of Illinois’ National Center for Supercomputer Applications (NCSA). For a more complete history of HyperText, see [31]. †¢ Computer Aided Design (CAD): The same 1963 IFIPS conference at which Sketchpad was presented also contained a number of CAD systems, including Doug Ross’s Computer-Aided Design Project at MIT in the Electronic Systems Lab [37] and Coons’ work at MIT with SketchPad [7]. Timothy Johnson’s pioneering work on the interactive 3D CAD system Sketchpad 3 [13] was his 1963 MIT MS thesis (funded by the Air Force). The first CAD/CAM system in industry was probably General Motor’s DAC-1 (about 1963). †¢ Video Games: The first graphical video game was probably SpaceWar by Slug Russel of MIT in 1962 for the PDP-1 [19, p. 49] including the first computer joysticks. The early computer Adventure game was created by Will Crowther at BBN, and Don Woods developed this into a more sophisticated Adventure game at Stanford in 1966 [19, p. 132]. Conway’s game of LIFE was implemented on computers at MIT and Stanford in 1970. The first popular commercial game was Pong (about 1976). 4. Up-and-Coming Areas Gesture Recognition: The first pen-based input device, the RAND tablet, was funded by ARPA. Sketchpad used light-pen gestures (1963). Teitelman in 1964 developed the first trainable gesture recognizer. A very early demonstration of gesture recognition was Tom Ellis’ GRAIL system on the RAND tablet (1964, ARPA funded). It was quite common in light-pen-based systems to include some ges ture recognition, for example in the AMBIT/G system (1968 — ARPA funded). A gesture-based text editor using proof-reading symbols was developed at CMU by Michael Coleman in 1969. Bill Buxton at the University of Toronto has been studying gesture-based interactions since 1980. Gesture recognition has been used in commercial CAD systems since the 1970s, and came to universal notice with the Apple Newton in 1992. †¢ Multi-Media: The FRESS project at Brown used multiple windows and integrated text and graphics (1968, funding from industry). The Interactive Graphical Documents project at Brown was the first hypermedia (as opposed to hypertext) system, and used raster graphics and text, but not video (1979-1983, funded by ONR and NSF). The Diamond project at BBN (starting in 1982, DARPA funded) explored combining multimedia information (text, spreadsheets, graphics, speech). The Movie Manual at the Architecture Machine Group (MIT) was one of the first to demonstrate mixed video and computer graphics in 1983 (DARPA funded). †¢ 3-D: The first 3-D system was probably Timothy Johnson’s 3-D CAD system mentioned above (1963, funded by the Air Force). The â€Å"Lincoln Wand† by Larry Roberts was an ultrasonic 3D location sensing system, developed at Lincoln Labs (1966, ARPA funded). That system also had the first interactive 3-D hidden line elimination. An early use was for molecular modelling [18]. The late 60’s and early 70’s saw the flowering of 3D raster graphics research at the University of Utah with Dave Evans, Ivan Sutherland, Romney, Gouraud, Phong, and Watkins, much of it government funded. Also, the military-industrial flight simulation work of the 60’s – 70’s led the way to making 3-D real-time with commercial systems from GE, Evans, Singer/Link (funded by NASA, Navy, etc. ). Another important center of current research in 3-D is Fred Brooks’ lab at UNC (e. g. [2]). Virtual Reality and â€Å"Augmented Reality†: The original work on VR was performed by Ivan Sutherland when he was at Harvard (1965-1968, funding by Air Force, CIA, and Bell Labs). Very important early work was by Tom Furness when he was at Wright-Patterson AFB. Myron Krueger’s early work at the University of Connecticut was influential. Fred Brooks’ and Henry Fuch’s groups at UNC did a lot of early research, including the study of force feedback (1971, funding from US Atomic Energy Commission and NSF). Much of the early research on head-mounted displays and on the DataGlove was supported by NASA. Computer Supported Cooperative Work. Doug Engelbart’s 1968 demonstration of NLS [8] included the remote participation of multiple people at various sites (funding from ARPA, NASA, and Rome ADC). Licklider and Taylor predicted on-line interactive communities in an 1968 article [20] and speculated about the problem of access being limited to the privileged. Electronic mail, still the most widespread multi-user software, was enabled by the ARPAnet, which became operational in 1969, and by the Ethernet from Xerox PARC in 1973. An early computer conferencing system was Turoff’s EIES system at the New Jersey Institute of Technology (1975). †¢ Natural language and speech: The fundamental research for speech and natural language understanding and generation has been performed at CMU, MIT, SRI, BBN, IBM, AT Bell Labs and BellCore, much of it government funded. See, for example, [34] for a survey of the early work. 5. Software Tools and Architectures The area of user interface software tools is quite active now, and many companies are selling tools. Most of today’s applications are implemented using various forms of software tools. For a more complete survey and discussion of UI tools, see [26]. †¢ UIMSs and Toolkits: (There are software libraries and tools that support creating interfaces by writing code. ) The first User Interface Management System (UIMS) was William Newman’s Reaction Handler [30] created at Imperial College, London (1966-67 with SRC funding). Most of the early work was done at universities (Univ. of Toronto with Canadian government funding, George Washington Univ. with NASA, NSF, DOE, and NBS funding, Brigham Young University with industrial funding, etc. . The term â€Å"UIMS† was coined by David Kasik at Boeing (1982) [14]. Early window managers such as Smalltalk (1974) and InterLisp, both from Xerox PARC, came with a few widgets, such as popup menus and scrollbars. The Xerox Star (1981) was the first commercial system to have a large collection of widgets. The Apple Macintosh (1984) was the first to actively promote its toolkit for use by other developers to enforce a c onsistent interface. An early C++ toolkit was InterViews [21], developed at Stanford (1988, industrial funding). Much of the modern research is being performed at universities, for example the Garnet (1988) [28] and Amulet (1994) [27] projects at CMU (ARPA funded), and subArctic at Georgia Tech (1996, funding by Intel and NSF). †¢ Interface Builders: (These are interactive tools that allow interfaces composed of widgets such as buttons, menus and scrollbars to be placed using a mouse. ) The Steamer project at BBN (1979-85; ONR funding) demonstrated many of the ideas later incorporated into interface builders and was probably the first object-oriented graphics system. Trillium [12] was developed at Xerox PARC in 1981. Another early interface builder was the MenuLay system [5] developed by Bill Buxton at the University of Toronto (1983, funded by the Canadian Government). The Macintosh (1984) included a â€Å"Resource Editor† which allowed widgets to be placed and edited. Jean-Marie Hullot created â€Å"SOS Interface† in Lisp for the Macintosh while working at INRIA (1984, funded by the French government) which was the first modern â€Å"interface builder. † Hullot built this into a commercial product in 1986 and then went to work for NeXT and created the NeXT Interface Builder (1988), which popularized this type of tool. Now there are literally hundreds of commercial interface builders. †¢ Component Architectures: The idea of creating interfaces by connecting separately written components was first demonstrated in the Andrew project [32] by Carnegie Mellon University’s Information Technology Center (1983, funded by IBM). It is now being widely popularized by Microsoft’s OLE and Apple’s OpenDoc architectures. 6. Discussion It is clear that all of the most important innovations in Human-Computer Interaction have benefited from research at both corporate research labs and universities, much of it funded by the government. The conventional style of graphical user interfaces that use windows, icons, menus and a mouse and are in a phase of standardization, where almost everyone is using the same, standard technology and just making minute, incremental changes. Therefore, it is important that university, corporate, and government-supported research continue, so that we can develop the science and technology needed for the user interfaces of the future. Another important argument in favor of HCI research in universities is that computer science students need to know about user interface issues. User interfaces are likely to be one of the main value-added competitive advantages of the future, as both hardware and basic software become commodities. If students do not know about user interfaces, they will not serve industry needs. It seems that only through computer science does HCI research disseminate out into products. Furthermore, without appropriate levels of funding of academic HCI research, there will be fewer PhD graduates in HCI to perform research in corporate labs, and fewer top-notch graduates in this area will be interested in being professors, so the needed user interface courses will not be offered. As computers get faster, more of the processing power is being devoted to the user interface. The interfaces of the future will use gesture recognition, speech recognition and generation, â€Å"intelligent agents,† adaptive interfaces, video, and many other technologies now being investigated by research groups at universities and corporate labs [35]. It is imperative that this research continue and be well-supported. ACKNOWLEDGMENTS I must thank a large number of people who responded to posts of earlier versions of this article on the announcements. hi mailing list for their very generous help, and to Jim Hollan who helped edit the short excerpt of this article. Much of the information in this article was supplied by (in alphabetical order): Stacey Ashlund, Meera M. Blattner, Keith Butler, Stuart K. Card, Bill Curtis, David E. Damouth, Dan Diaper, Dick Duda, Tim T. K. Dudley, Steven Feiner, Harry Forsdick, Bjorn Freeman-Benson, John Gould, Wayne Gray, Mark Green, Fred Hansen, Bill Hefley, D. Austin Henderson, Jim Hollan, Jean-Marie Hullot, Rob Jacob, Bonnie John, Sandy Kobayashi, T. K. Landauer, John Leggett, Roger Lighty, Marilyn Mantei, Jim Miller, William Newman, Jakob Nielsen, Don Norman, Dan Olsen, Ramesh Patil, Gary Perlman, Dick Pew, Ken Pier, Jim Rhyne, Ben Shneiderman, John Sibert, David C. Smith, Elliot Soloway, Richard Stallman, Ivan Sutherland, Dan Swinehart, John Thomas, Alex Waibel, Marceli Wein, Mark Weiser, Alan Wexelblat, and Terry Winograd. Editorial comments were also provided by the above as well as Ellen Borison, Rich McDaniel, Rob Miller, Bernita Myers, Yoshihiro Tsujino, and the reviewers. References 1. Baecker, R. , et al. â€Å"A Historical and Intellectual Perspective,† in Readings in Human-Computer Interaction: Toward the Year 2000, Second Edition, R. Baecker, et al. , Editors. 1995, Morgan Kaufmann Publishers, Inc. : San Francisco. pp. 35-47. 2. Brooks, F. â€Å"The Computer â€Å"Scientist† as Toolsmith–Studies in Interactive Computer Graphics,† in IFIP Conference Proceedings. 1977. pp. 625-634. 3. Burtnyk, N . and Wein, M. , â€Å"Computer Generated Key Frame Animation. † Journal Of the Society of Motion Picture and Television Engineers, 1971. 8(3): pp. 149-153. 4. Bush, V. , â€Å"As We May Think. † The Atlantic Monthly, 1945. 176(July): pp. 101-108. Reprinted and discussed in interactions, 3(2), Mar 1996, pp. 35-67. 5. Buxton, W. , et al. â€Å"Towards a Comprehensive User Interface Management System,† in Proceedings SIGGRAPH’83: Computer Graphics. 1983. Detroit, Mich. 17. pp. 35-42. 6. Card, S. K. , â€Å"Pioneers and Settlers: Methods Used in Successful User Interface Design,† in Human-Computer Interface Design: Success Stories, Emerging Methods, and Real-World Context, M. Rudisill, et al. , Editors. 1996, Morgan Kaufmann Publishers: San Francisco. pp. 122-169. 7. Coons, S. â€Å"An Outline of the Requirements for a Computer-Aided Design System,† in AFIPS Spring Joint Computer Conference. 963. 23. pp. 299-304. 8. Engelbart, D. and English, W. , â€Å"A Research Center for Augmenting Human Intellect. † Reprinted in ACM SIGGRAPH Video Review, 1994. , 1968. 106 9. English, W. K. , Engelbart, D. C. , and Berman, M. L. , â€Å"Display Selection Techniques for Text Manipulation. † IEEE Trans actions on Human Factors in Electronics, 1967. HFE-8(1) 10. Goldberg, A. , ed. A History of Personal Workstations. 1988, Addison-Wesley Publishing Company: New York, NY. 537. 11. Goldberg, A. and Robson, D. â€Å"A Metaphor for User Interface Design,† in Proceedings of the 12th Hawaii International Conference on System Sciences. 1979. 1. pp. 48-157. 12. Henderson Jr, D. A. â€Å"The Trillium User Interface Design Environment,† in Proceedings SIGCHI’86: Human Factors in Computing Systems. 1986. Boston, MA. pp. 221-227. 13. Johnson, T. â€Å"Sketchpad III: Three Dimensional Graphical Communication with a Digital Computer,† in AFIPS Spring Joint Computer Conference. 1963. 23. pp. 347-353. 14. Kasik, D. J. â€Å"A User Interface Management System,† in Proceedings SIGGRAPH’82: Computer Graphics. 1982. Boston, MA. 16. pp. 99-106. 15. Kay, A. , The Reactive Engine. PhD Thesis, Electrical Engineering and Computer Science University of Utah, 1969, 16 . Kay, A. , â€Å"Personal Dynamic Media. IEEE Computer, 1977. 10(3): pp. 31-42. 17. Koved, L. and Shneiderman, B. , â€Å"Embedded menus: Selecting items in context. † Communications of the ACM, 1986. 4(29): pp. 312-318. 18. Levinthal, C. , â€Å"Molecular Model-Building by Computer. † Scientific American, 1966. 214(6): pp. 42-52. 19. Levy, S. , Hackers: Heroes of the Computer Revolution. 1984, Garden City, NY: Anchor Press/Doubleday. 20. Licklider, J. C. R. and Taylor, R. W. , â€Å"The computer as Communication Device. † Sci. Tech. , 1968. April: pp. 21-31. 21. Linton, M. A. , Vlissides, J. M. , and Calder, P. R. , â€Å"Composing user interfaces with InterViews. † IEEE Computer, 1989. 2(2): pp. 8-22. 22. Meyrowitz, N. and Van Dam, A. , â€Å"Interactive Editing Systems: Part 1 and 2. † ACM Computing Surveys, 1982. 14(3): pp. 321-352. 23. Myers, B. A. , â€Å"The User Interface for Sapphire. † IEEE Computer Graphics and Applications, 198 4. 4(12): pp. 13-23. 24. Myers, B. A. , â€Å"A Taxonomy of User Interfaces for Window Managers. † IEEE Computer Graphics and Applications, 1988. 8(5): pp. 65-84. 25. Myers, B. A. , â€Å"All the Widgets. † SIGGRAPH Video Review, 1990. 57 26. Myers, B. A. , â€Å"User Interface Software Tools. † ACM Transactions on Computer Human Interaction, 1995. 2(1): pp. 64-103. 27. Myers, B. A. , et al. The Amulet V2. 0 Reference Manual . Carnegie Mellon University Computer Science Department Report, Number, Feb, 1996. System available from http://www. cs. cmu. edu/~amulet. 28. Myers, B. A. , et al. , â€Å"Garnet: Comprehensive Support for Graphical, Highly-Interactive User Interfaces. † IEEE Computer, 1990. 23(11): pp. 71-85. 29. Nelson, T. â€Å"A File Structure for the Complex, the Changing, and the Indeterminate,† in Proceedings ACM National Conference. 1965. pp. 84-100. 30. Newman, W. M. â€Å"A System for Interactive Graphical Programming,† in AF IPS Spring Joint Computer Conference. 1968. 28. pp. 47-54. 31. Nielsen, J. Multimedia and Hypertext: the Internet and Beyond. 1995, Boston: Academic Press Professional. 32. Palay, A. J. , et al. â€Å"The Andrew Toolkit – An Overview,† in Proceedings Winter Usenix Technical Conference. 1988. Dallas, Tex. pp. 9-21. 33. Press, L. , â€Å"Before the Altair: The History of Personal Computing. † Communications of the ACM, 1993. 36(9): pp. 27-33. 34. Reddy, D. R. , â€Å"Speech Recognition by Machine: A Review,† in Readings in Speech Recognition, A. Waibel and K. -F. Lee, Editors. 1990, Morgan Kaufmann: San Mateo, CA. pp. 8-38. 35. Reddy, R. , â€Å"To Dream the Possible Dream (Turing Award Lecture). † Communications of the ACM, 1996. 9(5): pp. 105-112. 36. Robertson, G. , Newell, A. , and Ramakrishna, K. , ZOG: A Man-Machine Communication Philosophy . Carnegie Mellon University Technical Report Report, Number, August, 1977. 37. Ross, D. and Rodriguez, J . â€Å"Theoretical Foundations for the Computer-Aided Design System,† in AFIPS Spring Joint Computer Conference. 1963. 23. pp. 305-322. 38. Rudisill, M. , et al. , Human-Computer Interface Design: Success Stories, Emerging Methods, and Real-World Context. 1996, San Francisco: Morgan Kaufmann Publishers. 39. Scheifler, R. W. and Gettys, J. , â€Å"The X Window System. † ACM Transactions on Graphics, 1986. 5(2): pp. 79-109. 0. Shneiderman, B. , â€Å"Direct Manipulation: A Step Beyond Programming Languages. † IEEE Computer, 1983. 16(8): pp. 57-69. 41. Smith, D. C. , Pygmalion: A Computer Program to Model and Stimulate Creative Thought. 1977, Basel, Stuttgart: Birkhauser Verlag. PhD Thesis, Stanford University Computer Science Department, 1975. 42. Smith, D. C. , et al. â€Å"The Star User Interface: an Overview,† in Proceedings of the 1982 National Computer Conference. 1982. AFIPS. pp. 515-528. 43. Stallman, R. M. , Emacs: The Extensible, Customizable, Sel f-Documenting Display Editor . MIT Artificial Intelligence Lab Report, Number, Aug, 1979, 1979. 44. Sutherland, I. E. â€Å"SketchPad: A Man-Machine Graphical Communication System,† in AFIPS Spring Joint Computer Conference. 1963. 23. pp. 329-346. 45. Swinehart, D. , et al. , â€Å"A Structural View of the Cedar Programming Environment. † ACM Transactions on Programming Languages and Systems, 1986. 8(4): pp. 419-490. 46. Swinehart, D. C. , Copilot: A Multiple Process Approach to Interactive Programming Systems. PhD Thesis, Computer Science Department Stanford University, 1974, SAIL Memo AIM-230 and CSD Report STAN-CS-74-412. 47. Teitelman, W. , â€Å"A Display Oriented Programmer’s Assistant. † International Journal of Man-Machine Studies, 1979. 1: pp. 157-187. Also Xerox PARC Technical Report CSL-77-3, Palo Alto, CA, March 8, 1977. 48. Tolliver, B. , TVEdit . Stanford Time Sharing Memo Report, Number, March, 1965. 49. van Dam, A. , et al. â€Å"A Hypertext Editing System for the 360,† in Proceedings Conference in Computer Graphics. 1969. Universi ty of Illinois. 50. van Dam, A. and Rice, D. E. , â€Å"On-line Text Editing: A Survey. † Computing Surveys, 1971. 3(3): pp. 93-114. 51. Williams, G. , â€Å"The Lisa Computer System. † Byte Magazine, 1983. 8(2): pp. 33-50. 52. Williams, G. , â€Å"The Apple Macintosh Computer. † Byte, 1984. 9(2): pp. 30-54. How to cite A Brief History of Hci, Papers

Recruitment and Selection free essay sample

Recruitment and Selection In the competitive business environment nowadays, companies need to present themselves as serious players with edges in various aspects, one most important of which is quality of their workforce. The quality of an organization’s workforce ,to some degree, determines how far it can go and this kind of quality depends mostly on an essential element in an organization’s operation, which is human resource management (Martin, J. 2008). Human resource management refers to the management of a company’s working staff, or human resource, including the practices of job analysis,human resource planning,recruitment,selection,human resource development, etc. (Kleynhans, R. 2006). Among all these practices, what is fundamental are recruitment and selection. The process of recruitment and selection is to match prospective applicants with certain given jobs to make sure that their capabilities and potentials can be rightly matched with the requirements and rewards inherent in the jobs given(Bach, S. This is a cost-effective option for employers, particularly if their business changes rapidly and they may not need to keep staff permanently. On the other hand you still have to pay the agent and the new employee, adding to the costs. When a business decides to recruit a member of staff they need to consider where they want to advertise, such as locally or national. This will all depend on the scale of the business and location. If the BBC was recruiting for a presenter then they may recruit nationally. There are also lots of different methods of recruitment such as, letters, on-line or over the telephone. * Sending a letter is the traditional method of application. A letter is requested to be sent in with either an application form or your CV. * On-line recruitment is becoming more and more popular way to recruit. There is two ways online to recruit, one is via email. Using email is very much like sending a letter it’s just a quicker approach. The other is by completing online applications and once the application has been completed they will get sent straight to the employer and stored on an online data basis. * Employers are also increasingly using the telephone to help with applications. This means that applicants telephone a recruitment number and are often screened by answering a series of questions, if they are good they continue with the process. Tesco As you can see in this diagram Tesco’s uses a very simple process recruiting and selecting new employees. Firstly they will advertise the vacancy on their website and on through other media. They collect applicants CV’s and if it fits in with what Tesco’s are looking for then they will invite them in for an interview. If they are unsuccessful with this process then they will sent them a letter informing that they were unsuccessful. If they performed well in their interview they will invite the candidate to attend an assessment centre. In this process Applicants are given various exercises, including team-working activities or problem solving exercises. These involve examples of problems they might have to deal with at work. If succeed in this process they will attend a second interview, and if they are successful they will be send an offer letter and contract. Tesco makes it easy for applicants to find out about available jobs and has a simple application process. By accessing the Tesco website, an applicant can find out about local jobs, management posts and head office positions. The website has an online application form for people to submit directly. People interested in store-based jobs with Tesco can approach stores with their CV or register though Jobcentre Plus. The store prepares a waiting list of people applying in this way and calls them in as jobs become available. The strengths and weakness of Tesco’s online recruitment Strength| Weaknesses| * Easy to find * Saves uncompleted applications * Simple to follow * Answer job role questions * You can add you CV| * You have to login in * Can’t see your full potential * Long process * You answer a question wrong you become and unsuccessful candidate| Kendal College Advertise job Take in applicationsSuccessful candidates will be invited for an interview If successful an offer will be given with a contract. This is a simple process of Kendal College’s recruitment and selection process. Once the job has been advertised a deadline for applications will be stated. After the deadline arrives they will begin to shortlist the applications to find successful candidates. When they are chosen they will be invited to an interview where the applicant will need to bring proof of identity and original certificates of qualifications in line with safeguarding requirements. If a successful candidate is chosen they will be telephone within 24hours after their interview, when certain checks have to been completed an appointment will be confirmed and a contract will be issued. I candidate and apply through ringing Kendal College after seeing the advertisement online or in a Newspaper. They will then be asked to fill in an application which will then be sent or handed in to a specific place, most likely the college. If candidate is successful they will be contacted for an interview. The strengths and weakness of Kendal College’s online recruitment Strength| Weaknesses| * Easy to find * States the jobs available * Gives a number to contact * Offers a job information pack * Job application can be printed off| * No process to fill application * A little confusing|

Who does Bennett present as a better teacher Hector or Irwin Essay Example

Who does Bennett present as a better teacher: Hector or Irwin? Essay In your response ensure that you: Use quotation and close analysis of dramatic technique to support your ideas. Show some awareness of biographical, cultural or historical context. The initial presentation of Irwin is clearly negative. In the opening scene of the play Bennett presents to us a clever but cynical historian, advising MPs how to sell a nasty bill that would restrict trial by jury. Utilising his experience as a TV historian, recommending an amused tolerance when faced with cameras. We learn further on in the play that Irwin was a school teacher, employed to aid students with their entrance exams to Oxbridge, and throughout the play Bennett conveys Irwin as a liar, maybe slightly manipulative, and questionable sexuality. Throughout the play, some of Irwins speech is comparable to the likes of certain revisionist TV historians, such as Andrew Roberts as the nineteen-eighties was the birth of TV historians: We will write a custom essay sample on Who does Bennett present as a better teacher: Hector or Irwin? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Who does Bennett present as a better teacher: Hector or Irwin? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Who does Bennett present as a better teacher: Hector or Irwin? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Life only comes alive when contemplating its toilet arrangements. This statement made by Irwin when he is recording his TV show. One could argue that revisionist historians should not be allowed to corrupt the mind of young children because they are assuming that history as it has been traditionally told may not be entirely accurate. During the introduction of the play Bennett states that the play is about two sorts of teaching-or two teachers anyway (characters always more important than themes). Evidently Irwin is one teacher and Hector is the other. Irwin is younger more energetic, possibly less wise, faulting the students (and their work) for being non-excitable and dull. He appears to be modern, or have modernistic ideas on how to produce work. Hector is an older, wiser man, encouraging the boys to think from the heart and quoting them aphoristic snippets of Auden or Hardy. Bennett states that there [is] a journalistic side to answering an examination question; that going for the wrong end of the stick [is] more attention-grabbing than a less conventional approach, however balanced. He tells us how this aspect of exam technique was neglected from his childhood by various teachers, due to sheer snobbery or the notion (here ascribed to Hector) that all such considerations were practically indecent. This sheer snobbery could refer to the current government in power, Thatchers Conservative Party. Primarily Bennett is referring to the work of revisionist historians, maybe conveying the style of media as manipulative but nevertheless an effective teaching method. Here Irwin is clearly perceived as a desired teacher by Bennett: A question is about what you know, not about what you dont know. A question about Rembrandt, for instance may prompt an answer about Francis Bacon. Here Bennett presents Irwin as a teacher he would have liked to have when he was growing up. Contrasting this are the connotations to Hector, showing his as being above this type of teaching. Further on Bennett discusses how once he had the fundamental basics of turning a question on its head technique he started enjoying writing even though he knew that it was [his] only hope. Bennett discusses various books he studied The uses of Literacy specifically Education and the working class. The book studies sixth form boys who had made it to university but had not done well there, the conclusion being that the effort of getting to university often took so much out of working class boys that once there they were exhausted. This relates to Posners story: All the effort went into getting there and then I had nothing left. I thought Id got somewhere, then I found I had to go on. Here, effectively we learn that Irwin overworked Posner. He tried to teach him so much, tried to change him and affect his life. Due to this Posner thought Irwin was preparing him for real life but when he finally reached Oxford it was just the same; teachers; exams etc. This effectively conveys Irwin as a teacher whose interests have been focused on only getting through exams. This could be perceived as a positive attribute; however it lacks the development of the boys social skills. Schools can be defined as educational institutions, but it could be argued that they are also used to allow pupils to gain sufficient knowledge (non-academic) to successfully integrate into society, when they grow up. Another fundamental idea is what other people say about Irwin and Hector. The headmaster describes Hectors results as unpredictable and unquantifiable. This directly notates to his teaching techniques not being effective. Although the headmaster is possibly correct about Hector in the sense of exams, he could be slightly naive as Hector contributes to the boys learning in other ways. For example, Hector has given the boys part of his personality. On numerous occasions the boys behave like Hector, and have the same tone as him. The headmasters only real focus is results. The headmaster talks to Irwin frankly explaining how he doesnt want him to fuck up. He does not talk about Irwin behind his back, this could be because he is a new addition to the school or because he feels no need to try and find out information about Irwin because he feels that Irwin is doing a good job. The play is set in the eighties, the land of the league tables, where good grades seemed to be the only thing wor th living for. As I have previously mentioned, Irwin begins the play conversing with MPs. In his speech Thatcher is perceived as anti-working class, anti-society and obsessed with money. In some ways the headmaster is similar to this. Mrs Lintotts role is interesting. Her first view of Irwin is a clever man; this soon develops when she discusses him with Rudge and questions whether she missed something. During the play she has a chance to look at both male teachers closely, and decide who the better teacher is. After she finds out about Hectors early retirement, brought about subsequently by his paedophilic habits with the boys, she refers to the headmaster as a twat and then a condescending cunt. She then goes on to explain how Hector could be compared to a myth at a previous post: Droves of the half-educated left school with the notion that art or some form or self-realisation was a viable option. She is perhaps describing Hector as a not very bright man because he does not realise the boys intellectual talent. He encourages them to learn quotes by heart which is perhaps a waste of their ability. This portrays him as a teacher who does not know his pupils as well as he should because he does not realise that the boys are far from needing self-realisation as an alternative option. The boys view on both teachers is important. The fact that the boys do not report Hector to the headmaster or their parents shows that they must like him. The fact that Hector has been at the school for longer than Irwin gives him the advantage of knowing the boys far better than Irwin. During his lessons the boys are talkative and constantly going off topic. Amos Bronson Alcott once stated: The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides his eyes to the spirit that quickens him. He will have no disciple. The boys can be seen as Hectors disciples because they behave like him, and quote his gobbets. Hector has not really inspired the boys; he has encouraged them to be like him. Inspiring is urging on or filling with revolutionary ideas. This is where Irwin succeeds Hector; he tries to teach them how to take an idea and turn it on its head, how to be more unique rather than just stating the facts. Put simply Hector encourages the boys to copy him; Irwin encourages the boys to think for themselves and be original. To conclude I think Irwin is the better teacher. This is my opinion for numerous reasons. Firstly he is the most inspirational teacher out of the two. Dakin states that hes never wanted to please anybody the way [he does] Irwin. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. This quote by William Arthur Ward describes Irwin perfectly in my opinion. Secondly Irwin teaches, he does not use the boys for any other purpose, even if he is homosexual he does not act out his desires with the boys, which shows a greater level of respect and decent behaviour to the boys. Finally even though it could be said that he was a liar, maybe even a cheat, he does manage to get all the boys to Oxbridge, proving that he is a good teacher and he gets results. I think part of his success of his views on exams. Hector feels they are the enemy of education, although Irwin sympathises with this opinion he accepts that they are a part of life and adapts to them.

Wise Childrens Narrative Voice Essays

Wise Childrens Narrative Voice Essays Wise Childrens Narrative Voice Essay Wise Childrens Narrative Voice Essay Angela Carters Wise Children is the fictional autobiography of Dora Chance, looking at both past experiences and, from the point of view of the author, real time events. It is written in the first person, from the point of view of Dora Chance, written in such a way as to convey the thoughts and feelings of the narrator without a direct notification of such thoughts and feelings. This means that for Angela Carter to put across Doras feelings and opinions of the events of the novel many other literary techniques must be involved. The narrator herself uses many colloquialisms and phrases, sometimes turning them into puns or twisting them to a different outcome, for example and what does the poor robin do then? Bugger the robin! this addresses the narrators point of view on formalities and stereotypes, allowing the reader to come to terms with her unique style. She acknowledges events and ideas which may be uncomfortable to a modern audience and gently pokes fun at them, for example Ill do it on the horsehair sofa, do what? What do you think? This indicates to the reader that the normal taboos of society do not necessarily apply and that the narrator is open with her view and opinions, this allows the reader to trust the narrator. The point of view of the reader changes as the book progresses, for example, within the first pages of the book the narrator directly involves the reader within the surroundings, for example, Dora states this is my room although the room or any event leading up to entering the room is never described the scene is immediately set and the reader can imagine the room. Carter subtly adds features to the room as the paragraph continues. For example, she suggests the reader take a good look at the signed photos stuck in the dressing table mirror causing the reader to focus on the idea of the object as though they were actually shown around the room. There are at least two instances in which Dora involves the reader as though interacting with them Theres Westminster Abbey, see? careful, the paper is starting to crumble these allow the reader to feel involved and therefore more trusting of the narrator as the book progresses. However occasionally Dora refers to these real-time moments as though in the past tense, for example I squinted as opposed to I am squinting however at the same time describing events in real-time such as She starts to pour out tea as though the event has just taken place and is being recounted for the benefit of the audience, also in these moments it is apparent that no other character acknowledges the presence of the reader. This change in tenses could be for the benefit of the reader, as it would get tiresome to describe all event as they are happening and have no involvement of the reader. In the book time does not appear to be a linear construct. Dora appears to have the ability to stop time to allow the reader to catch up with current events, which she does so with the command, similar to a direction in a piece of drama, freeze frame. During this it appears that the idea of real-time still exists, as Dora moves from the living room to the attic and directly interacts with the reader again. This is similar to the dramatic technique carried out by the chorus of Greek theatre, in which one or more character directly acknowledges the audience and interacts with them alone and can also interact fully with other characters in the play that do not acknowledge the presence of the audience. It is indicated to the reader some time after, and quite unexpectedly that Dora has e-appeared in the living room and time has begun again with a prompt, another technique used in drama, when a command similar to the one above is used press the button for Play, however, it is uncertain to whom she was addressing the command to, she could be directly involving the audience again, as the command had no speech marks, or to herself as a stage direction, or to another character. When Dora describes and explains her family history she does not do so in a straight line, along the way she often refers to characters the reader is unaware of yet, as though she is unaware of this, perhaps she expects she is recalling the stories for her own benefit, as opposed to the benefit of the reader. This means in many places she has to double back on her explanations and descriptions, many times stopping herself in the middle of a sentence to describe something else, for example while showing the reader a picture of her grandmother Estella as Desdemona from Othello she is just about to explain the relevance of the picture when she stops herself, saying wait, Ill explain that later. This technique is supposed to get the reader interested in the events Dora has tactfully not described to them, causing them to read on. Dora often re-tells rumours or stories from other characters, similar to how gossip would be passed on, however this is the first example of where the reliability of the narrator is brought into question, as often stories such as this are retold differently to the original, either deliberately or unintentionally, to make the story seem more interesting or dramatic. Another technique that is used is to talk about a completely different subject after discussing a subject that involves the next subject in some way. For example she describes a story her Uncle Peregrine has told her about her grandmother Estella and then begins to talk about Peregrine, without finishing her story about Estella completely. This gives the impression that this is an after thought, and the narrator is making up as she goes along, improvisation. This gives the narration a natural feel, as opposed to a pre-rehearsed, artificial feel sometimes apparent in other books of this nature; however it can cause some confusion to the reader, who may loose the plot of the novel, making it difficult to understand and thus read, discouraging the reader. The novel is very surreal, in many parts farcical, and some of the events are improbable in real-life. This is a carnivalesque technique and magical realism is used. Much of the surrealism is therefore intentional; however, some of this magical realism could be caused by the narrator herself, who can be described as quite unreliable. Much of the book is based on memory from over 70 years ago, therefore it is understandable that many of the events described in the book cant possible be remembered, for example when Dora was seven she states she can remember going to the pier with her Uncle Peregrine and he was wearing a white suit with a straw bowler hat however this is probably Doras imagination instead of fact, and in a similar way, many of the events could be exaggerated. For example, there was an event in her early twenties of a costume party in which the house caught fire and Dora describes how Saskia was still eating an entire swan in the chaos and everyone was having sex in the garden, this is probably exaggerated. As stated above, the use of a narrator directly involved in the unfolding events is that while describing events that unfold around them they can convey their thoughts and emotions into the scene. A key example of this is the scene just before Tiffany allegedly commits suicide, where she appears on live TV to confront Tristram. Before this scene the tone of the narrator is very brisk and hurried, but mostly cheerful. When the suicide scene unfolds the narrators tone and speed of the novel slows down. The sentences become longer, more eloquent, and expressive. She uses very few colloquialisms and describes her own actions through the scene. This conveys her feelings of worry for Tiffany and uncertainty of what is going to happen through the piece. In conclusion the narrator is what gives the book its unique style and, inevitably, its soul. It allows the reader to imagine the characters of the book as real people, with emotions and faulty memories and opinions, as opposed to a simple and straightforward look of a fictional characters life. Using the narrator Angela Carter has the ability to manipulate linear time and directly involve the reader in the events of the novel.

United States of America cycling Essay Example | Topics and Well Written Essays - 1000 words

United States of America cycling - Essay Example The American cyclist team has been in existence for almost a hundred years. Set up in 1920, the initial group was to represent the country in the then Olympics.The group has grown to become a national cycling organization mandated with the talent identification and nurturing.Currently the group has a national outlook often soliciting for talented cyclists all over the country and providing them with the best apparatus thereby creating an enabling environment within which they develop their talents in cycling. To succeed in doing this, the group has scouts strewn all over the country searching for the talents and recruiting them into the group. The group capitalizes on the positive attributes of cycling as a sport to generate revenue with which it seeks to develop further and achieve some of its long-term goals. Just like any other, the organization therefore creates social events characterized by cycling competitions as a means of entertaining the society. Such events attract million s of visitors thereby earning the country foreign exchange. Cycling is a sport and a hobby to many within the American society; some people also use the sport a form of exercise. The country therefore has many untapped talents most of which exist idly especially among those who take the sports either as a hobby or an exercise tool. The organization therefore identifies such people and recruit them into the organization from where they do not only become a social group but a league within which they compete for titles and awards. Such competitions bring people together thereby resulting in a more cohesive society. The organization reserves a number of benefits to their recruits in an attempt to making them appreciate the sports and therefore nature their talents. Among the benefits are medical cover, given the understanding that the sport is precarious enough, the organization in partnership with some medical institution arranges for the participants to access subsidized medical pack ages for their insurance policies. This gives the athletes the peace of mind thereby coercing their intense participation in the sport. Additionally, the organization organizes numerous cycling events most of which it does in collaboration with other international groups. Such social events are effective platforms for exposing their talents thereby creating more opportunities for such people. The organization is actively involved in community oriented and therefore purchases and develops property thereby contributing to the national developments of not only the United States of America but also other international countries where its athletes take part in competition (Heijmans and Bill 23). The international cycling union is a profit generating organization and relies on the creativity of its activities to generate the funds for its operations and management. This implies that the organization must carry out effective SWOT analysis in order to make informed management decisions thro ugh which it earns revenues. SWOT analysis is a management tool that researches on the internal structures of the organization and the ability of such structures to earn the organization adequate profits. Additionally, the tool analyses the manner in which the external factors affect the operations of the business. The first two factors of the SWOT analysis are Strengths and weaknesses. The factors are internal implying that the organization can easily manipulate the factors to realize the desired results. The last two factors, which are opportunities and the threats to the business all, originate from the market. The organization cannot easily influence such but its reaction to the factors influences its profitability. Situational analysis-Strengths: The union has numerous strengths, which if managed effectively can secure increased funding for the union. One such strength is its national outlook. Began by the first group that represented the country in the Olympics, the union has a history of presenting a national outlook of the country. This implies that

Shoeless Joe by J.D. Salinger Essay Example | Topics and Well Written Essays - 750 words

Shoeless Joe by J.D. Salinger - Essay Example Salinger’s interest for games and sports is overwhelming. In the novel, baseball can critically be accounted for in relation to the role played by Salinger (Kinsella 72). The game accounts for the American history, and subsequent evolvement of the game in the American context. This scenario in the case of Salinger is intriguing, in relation to his involvement in the pursuits of the game. He shows special interest in sporting, becoming a primary fan of the game. Salinger’s support for athletes captures the interest of the reader in regard to the highlights made by the novel. Salinger’s social interaction with other people and the society at large is not an outstanding undertaking. The novel outlines his interest for individual autonomy, enjoying individual domain away from public interference (Kinsella 143). The combination of this aspect with his passion and interests leaves so much to be desired, due to the lack of connection that socialization and game pursuits pose. However, Salinger manages his personality and character, as well as his day to day undertakings, to present a wholesome person is less likely to be influenced by parties that he least worries about. Life is highly characterized by dreams, at least as Salinger seems to be believe (Kinsella 168). Dreams constitute the primary activities that Salinger gets engaged in. In other words, his thoughts are highly held and treasured in his life, with or without critical analysis of the inner meaning of the thoughts or even the underlying dreams for that matter. Amid this dream concept and pursuit in Salinger’s life the concept of aging at a personal level is introduced. Aging comes with the lesson that individual efforts can beat advancing age to revitalize personal efforts through persistently enhancing personal creativity. Another interesting item about Salinger is how magic and related acts are captured through the author. He believes in the occurrence of supernatural happeni ngs or the existence of extraordinary forces that act on an individual from time to time. Salinger does not consider his life to be perfect one in an American context, but it is rather better compared to many other places beyond America. The extraordinary forces that Salinger believes in depict scenarios of at time happenings that befall an individual in the pursuit of their daily interests. Magic is part and parcel of Salinger’s life, meaning that he believes in supernatural occurrences, and does not mind experiencing them from time to time. This realization as provided for by the novel is a critical learned aspect of Salinger. The general life of Salinger is rather a complicated one. Starting from his character in the novel to the real life scenario that the novel poses, Salinger has a sophisticated personality. While this aspect is not hard to come by in many individuals around the world, its representation in the novel and the actual life that Salinger leads makes it an i nteresting aspect in relation to what one can learn about Salinger from the novel. He makes moves when least expected to do so. On the same note, when there is an intention to please him, the outcome depicts the opposite. The predictability of an individual following critical analysis of his or her personality aids a crucial determination of how to handle the person in question.

Cell pathology-histopathology Essay Example | Topics and Well Written Essays - 500 words

Cell pathology-histopathology - Essay Example After collection of tissue samples, preparation of the collected sample for histological evaluation commences (Anthony, 1998). Leica TP 1020, an automated tissue processor, facilitates fixation, dehydration and infiltration of the tissue sample (Hoppert, 2003). Tissue processing has four distinct steps namely: fixation, dehydration, clearing, embedding, and impregnation (Hoppert, 2003). Fixation aims at preserving the tissue by inhibiting autolysis and decomposition. An ideal fixative, formalin, achieves this by hardening the tissue sample with minimal shrinkage, and allows for subsequent staining of the sample (An, and Martin 2003, p.15). Dehydration of the fixed tissue is possible via the introduction of the specimen in alcohol of varying concentrations. The purpose of this step is to remove water from the tissue sample, and ready the sample for embedding. Xylene, a clearing, agent eliminate the alcohol from the specimen in a process called clearing. . T he alcohol free tissue sample passes through tubes containing molten paraffin wax. The wax replaces the clearing fluid in the tissue achieving infiltrati on. This stage marks the end of tissue processing. The processing of tissue occurs through molding and pouring of wax as a cover. This mould was to cool and solidify. This procedure embeds the tissue in solid media affording it support. This step is crucial for the production of blocks that will yield thin sections. The gyratory microtome produces ribbons containing thin, uniform slices of the tissue sample. Placing the ribbon in warm water bath facilitates their flattening. By use of forceps, a thin slice of the specimen lifted and mounted on a clean glass slide. Finally, flooding the glass slide with eosin dye achieves staining (An, and Martin 2003, p.17). Tissue processing aids a pathologist to diagnose a disease. Histology technicians, who act as assistants to the pathologists, apply tissue-processing techniques to prepare collected

An Analysis Of Coste Coffees Marketing Marketing Essay

An Analysis Of Coste Coffees Marketing Marketing Essay 2. Analyse the Company cases Marketing; and then reflect on how it compares to the marketing of one of the Companys Competitors (50% marks): In the first part of the essay, I am going to use market segmentation, targeting and positioning to analyse Costa coffees marketing. In the light of the global recession in 2008, the competition within the coffee industry has become fiercer than before, Costa Coffee financial reports looked very promising with rising growth whilst Starbucks experienced hard times. (Cafà © Business 2009) Different marketing strategy of the two companies would be reflected later in this essay. Segmentation Demographic segmentation divides markets into segments by population characteristics. Three main demographic factors that Costa Coffee used are age group, social class, and professional level. By dividing the potential customers into age groups, Costa Coffee can adjust the flavour and choices of coffee accordingly. For instance, teenagers might prefer hot chocolate rather than espresso, as they normally have a preference of sweet-tasting beverages. On the other hand, adults might prefer drinks with more caffeine since caffeine acts as stimulant and keeps them alert at work. (Ferrell Hartline 2008, pp.172-173) From social variables, Costa Coffee can know more about what products customers are looking for. This is due to the fact that they suggest the customers level of income which in turn affects their ability to buy. For example, the privileged class would spend more on coffee than the middle class each month. In this way, Costa Coffee can adjust the prices accordingly (Dibb, Simkin, Pride Ferrell 2006, pp. 229-232) Behavioural segmentation is by far the most important type of consumer segmentation due to the fact that it is more closely related to consumer need. (Ferrell Hartline 2008, p.172) Costa Coffee can segment the market based on peoples different coffee preferences. According to the Costa Coffees marketing director, Jim Slater, he found out that there are people who find latte too weak and cappuccinos too frothy, and do not want the strong flavour of an espresso or black Americano. (Reynolds 2010, p.2) Furthermore, Costa Coffee has identified what made the customers buy the coffee, some might look for a place to relax and others might want to grab and go. In this way, Costa Coffee can try to satisfy the customers needs (e.g. by improving the interior design of the shop) (Whitbread 2010, p.14) Targeting Once identified the segments, the firm can starts the targeting process. Costa Coffee caters for all the segments and does not use the concentrated strategy (i.e. concentrating on just one segment) as it is too risky. It uses differentiated strategy, developing different market mix for different segments. (Bradley 2005, pp. 30, 208) Launching Flat white in January 2010 was no doubt a way for Costa Coffee to target their customers who are looking for coffee other than latte and espresso. In just one month, flat white has already accounted for 7.5% of the sales. (Reynolds 2010, p.2) When dividing its market into segments, Costa Coffee believes that targeting the upper classes would be most profitable. The brand name symbolises luxurious and excellence, thus these classes are willing to pay more for a cup of coffee. (Whitbread 2010, p.15) Positioning: In terms of positioning, Costa Coffee launched its first TV advertising campaign in order to position the product in customers minds and give them an image of the company. The advert was about monkeys playing with the coffee machines and attempting to create the perfect coffee. (Reynolds 2010, p.3) The advert ended with a Costa barista trying to hand make a perfect cup of coffee, showing that it can only be created by barista who are highly skilled and passionate about coffee. The message behind the TV advertisement was to prove the supremacy of Costa Coffees products. According to Reynolds (2010), Costa Coffee is going to express the idea that it is trying to save everyone from the normal coffee into the TV advert. Reflect Unlike Costa Coffee, what Starbucks trying to sell is not only coffee, but also the Starbucks experience. Starbucks believes creating a cosy, relaxing atmosphere would be a key driver of success. To many customers, coffee is a treat after a stressful day. It targets particularly at young adults, who look for places to unwind. (Michelli 2007, pp.49-51) According to the Mintel report on coffee in February 2010, the 16-34 year old age group are more likely to make their own coffee at home (Mintel International Group Limited, 2010). Starbucks coffee has successfully launched an online store, so that the customers would be able to purchase coffee beans online. (Gia 2009, pp.10-11) Both Costa Coffee and Starbucks monitor their coffee quality standard carefully despite Starbucks main focus is on the Starbucks experience. Starbucks do that by researching constantly and developing new technologies in order to improve the roasting processes and thus the quality of coffee. (Michelli 2007, pp 58-64) Costa Coffee adopted a similar strategy and also widened the range of product sold. Moreover, both of the companies target their customers in a similar way. They both launch coffee club cards, which enable them to track their customers consumption pattern and thus improve their strategy on targeting their customers. However, after recession, it is evident that Costa Coffee did well than Starbucks. Some experts believe that Starbucks decision to align with McDonalds was the one to be blamed. The reason behind is that McDonalds offer low quality coffee which in turns adversely affected the Starbucks experience that Starbucks has been trying to established. (Cafà © Business, 2009) To sum up, Reflect means digest, mull over, think aloud about the key marketing features of the company case with the marketing of a key competitor. E.g. with MS we could have compared it with Next, or george at Asda . You could frame your reflection by asking questions or perhaps review how strong relatively the 2 companies brands are, for example. http://books.google.com.hk/books?id=beBNXXZbEEoCpg=PA170dq=starbucks,+segmentationhl=enei=JjokTaXpFIemcMeW-H8sa=Xoi=book_resultct=resultresnum=2ved=0CCsQ6AEwAQ#v=onepageq=starbucks%2C%20segmentationf=false http://books.google.com.hk/books?id=QDaax4mFMpcCpg=PA28dq=starbucks,+segmentationhl=enei=JjokTaXpFIemcMeW-H8sa=Xoi=book_resultct=resultresnum=1ved=0CCYQ6AEwAA#v=onepageq=starbucks%2C%20segmentationf=false http://www.independent.co.uk/news/uk/this-britain/coffee-chains-turnover-set-to-double-582227.html http://www.google.com.hk/search?tbs=bks%3A1tbo=1hl=enq=starbucks+segmentation http://www.economicshelp.org/blog/economics/is-the-price-of-a-starbucks-a-rip-off/

Sexual and Spiritual Freedom :: essays research papers

Sexual and Spiritual Freedom The key to humanities freedom lies in its religious and sexual paradigms. Religion, as a social control mechanism, has sought to limit mans sexual freedom. The stigma associated with sexual promiscuity permeates every level of our society. I believe that in time people will demand freedom in the sexual and spiritual aspects of their lives. In order for this to occur a paradigm must be established that emphasizes wholism. Without this wholistic thought conflict can still exist and dogmatic religion is needed to band all the individuals into a splintered and confused mass. Within our current Newtonian paradigm, material realism, true wholistic thought is impossible. The scientific rules of strong objectivity, the notion that objects are independent from the mind and determinism prevent it. Strong objectivity was established when Descartes divided the world in to the objective and subjective spheres. This was done mostly as a compromise with the then all-powerful church, which would rule in matters of the subjective mind while science enjoyed freedom in the world of “reality';. Determinism is easiest under stood through analogy. Think of the universe as a bunch of billiard balls in a three dimensional pool table called space. If one were to know all the forces acting on these balls at any time it would be possible to extrapolate all future or past positions. This creates determinism and determinism destroys free will. The best example of this phenomenon in society would be the partisan political system and foreign policy. Sociologists and the public in general, see themselves and each other as one of these pool balls being kicked around. In this environment neither self-worth nor confidence is cultivated. These traits are vital in a society that increasingly asks its population to work unsupervised and off of the job site. In 1665 Isaac Newton drafted the theories which set us on the course that led to the materialism dominating our culture. The philosophy of materialism matches the paradigm of classical physics, material realism. Since this revolution our vision has been a mechanistic one. This vision was formed as a direct result of the changes in philosophical and political knowledge that came to light in the mid seventeenth century. The power and simplicity of Newton’s three laws of motion and the success of scientific empirical method caused nearly every influential thinker of the seventeenth, eighteenth and nineteenth centuries to use them as a model.

Persuade a Family Member That the World Today

In my opinion, the world today is better than it was fifty years ago primarily due to technology, civil reform and medical breakthroughs. The technology of today is far more advanced. In 1960, computers were not household items, nor were cell phones, the internet, digital cameras/camcorders, DVD players, plasma television sets and GPS systems. It is clear that because of the increase in affordable household appliances, home life is easier now than it was fifty years ago. With the added efficiency, more time can be focused on continuing to progress towards a better future. Innovations in technology have made life easier for many people. Almost every school and college in the nation has the use of computers. With computers, students can access large databases of information at the touch of a button. Prior to computers, you would have had to use a card catalogue, which listed every book in a large, hard to use cabinet. Now, thanks to technology and the internet, access to information is easy. Technology has also helped the world to communicate faster and more effectively. Cell phones, email, and television have allowed news and information to travel at light speeds. No longer waiting around for the mail to come to your house, you can instead obtain information from your television, computer, or even cell phone. The development of technology has not only made life easier for everyone, but the cost of technology continues to decrease. Earlier home computers cost anywhere from five thousand to ten thousand dollars. Now they cost as little as three hundred dollars. In addition, almost every household has basic appliances such as a microwave, television, refrigerator and many others. Although some of these appliances existed fifty years ago, they are far more affordable and efficient today. There is clearly a large increase in technological advancements. Problems around the world still exist; however, technology is allowing developing nations to live more comfortable and successful lives, a much harder thing to do in the past due to the lack of technology. As well as technology, there also have been civil reforms in the last fifty years. For example, it is now easier for an African American or a woman to obtain a position of equal pay as a Caucasian man. Although laws were passed earlier than this to give minorities and women equal rights, it took some time before they received equal pay to a Caucasian man. It may be debatable that the pay is still not equal; however, it cannot be denied that it is better now than it was fifty years ago. At that time, it was almost impossible for a woman to be paid the equivalent of a Caucasian man, however, today women and minorities receive fairer treatment. If the current trend continues, men, women and minorities will eventually be treated as complete equals, something they were far off from fifty years ago. Besides technology and civil reform, medical breakthroughs have evolved by unbelievable bounds. An example would be that of the Endo-PAT, which was approved by the FDA in 2003. This device clicks onto the end of your finger and can tell by sensing lack of elasticity of your blood vessel lining whether cardiovascular disease has started. A score indicating endothelial dysfunction on the device is a stronger warning than the typical risk factors, because it indicates that cardiovascular disease has already begun, but at an early stage when you can more easily control your risks. With all the advances previously stated above, properly educating yourself on the history of this country is an action, which must be taken for clear understanding of how far we have come over the years. Without this background, the privileges of today can be potentially overlooked. It is important to understand that society today still has its problems; however, it has come a long way from fifty years ago. It is likely that in an additional fifty years, it will continue to improve. Some people doubt this and think that the future will be desolate. However, if someone said the future was discouraging in 1960, and you knew now what you know about society fifty years into the future, you would be able to tell them that life will only improve due to technological advances, civil reform and medical breakthroughs. Correspondingly, if someone says that the future looks desolate in 2010, you could say that historically speaking, people thought the same fifty years ago but look at all the progresses we have made. Developing a society takes great amounts of patience, but knowing that the world progresses in time helps people to adjust to the changing aspects of life. Some actions that can be taken are to understand the importance of technology, civil reform to society and medical breakthroughs and to seek to improve these conditions for future generations. In closing, above are some of the reasons why the world is better now than it was fifty years ago and why it is important to understand this. Compared to fifty years ago, regular household appliances are fairly less expensive. Not as many households had the kind of conveniences they have now. In addition, society has started to change their outlook on minority races (women included) and seek to bring equality to people regardless of race or gender. The medical breakthroughs in the last fifty years are just beginning. Imagine how medical breakthroughs will transform as technology advances. These are important steps, which make life in society better, and in another fifty years, we can only hope that we can say that life is better than it is now. This is why it is important to understand how society has progressed. Understanding the past also helps us to understand the future, and so knowing that life is better now than it was allows us to look towards the future with hope.

Expression and Perception in Huckleberry Finn essays

Expression and Perception in Huckleberry Finn essays Taking advantage of the immense popularity of an earlier novel, "The Adventures of Tom Sawyer (1876)," Mark Twain began working on its sequel, "The Adventures of Huckleberry Finn (1884)." The second work focused less on adventure and more on the slavery problem that then raged in the South, but put the work aside when it did not blend with the optimism of the Gilded Age that followed the Civil War. This optimism, however, began falling apart in the 1880s when the political program of reconstruction - whereby the defeated South would be reintegrated into the Union as a slavery-free region- collapsed because of the severe impositions of the North that embittered the South. Many Southern politicians tried to maintain power by controlling and oppressing black men and women whom the "The Adventures of Huckleberry Finn" became even more famous than Twain's earlier novel and enshrined him as one of America's preeminent writers. At the same time, it was the object of huge controversy because of its treatment of the slavery issue and his expression of rage over the injustices of his time. The novel was banned by the trustees of the Concord Massachusetts public library (March 18, 1885), while others criticized it as vulgar and racist, particularly for its use of the word "nigger." The public library committee refused to include the novel in its shelves, because it found the work not fit for "respectable people." The Boston Daily Globe (April 2, 1885) pictured Twain as a writer "of grotesque sketches that were coarse and strong and humorous." It deplored that he made a reputation and a fortune out of humor, and out of this, he became " a walking sign, a literary sandwich, placarded all over with advertisements of his wares." It noted how Twain had abused the public's acceptance of the fun he offered them by now asking the world to help him with h...

Hayao Miyazaki Essay Example

Hayao Miyazaki Essay Example Hayao Miyazaki Essay Hayao Miyazaki Essay Hayao Miyazaki is a very influential part of my choice of my career, having seen so many of his movies as a child and now still watching them, it has done nothing but continue to fuel my love of animation. He began to work as an animator at studio Toei Douga in 1963, grabbing everyones attention with his amazing art works and ideas. In 1973 after transferring to Nippon Animation, there he was able to bring about some classics such as: Lupin the Third: The Castle of Cagliostro (1979) and Nausicaa of the Valley of the Wind (1984). The success of the film (Nausicaa of the Valley of the Wind (1984)) brought him toa place in his life where he was able to start his very own animation studio; Studio Ghibli. All this success from Hayao Miyazaki honing his natural ability of art and embracing all the strange ideas he has had for beautiful movies has brought me lots of hope for when I am feeling like all I turn out is chicken scratch. His efforts have never been fruitless in making everyone, including people who do not watch Anime, enjoy his movies. Spirited Away (2001) Image Source: irdasianews. com/store/spirited- sen-chihiro-kamikakushi/ In this image we have the female protagonist Chihiro solidifying the relationship with one of her first friends, Haku. Some of the noticeable elements in this image are the difference in shading between animated character and background, the lines that outline their bodies, and the emotion on their faces. As the main protagonist, Chihiro has a red uniform, part of the primary colo rs, it shows her status as a main element. Next to her is Haku, who is also in a primary color of blue. : The two characters colors can depict their personalities as well, Chihiro who shows her emotions on her sleeve and feels them heavily and intensely. Haku is in cool under tones, not only because he is more of a side kick, but because his personality is rather hidden and although very deep he does not show it. My Neighbor Totoro (1988) Image Source: http://doublefeatureshow. com/2012/08/the- iron-giant-my-neighbor-totoro. html Here we have a picture of the movie My Neighbor Totoro, there are the three main characters in this image. Totoro, Satsuki, and on Satsukis back, Mel. In this scene, we see hue (primary color of yellow), value (the brightness over the children, the darkness over totoro and the forest), temperature (the warmth of orange and yellow and red from the light, the coolness of the dark blue and green in the forest and on Totoro), and lastly, intensity ( the main characters coloring compared to the background. ) Ponyo (2008) Image Source: http:// www. fanpop. com/clubs/ponyo-on-the-cliff-by-the-sea/images/30547637/title/ponyo- screencaps-photo Ponyo loves ham! Ponyo is a sweet little protagonist in this movie, er and her human friend Sosuke are what keep the film light-hearted as well as all of the bright hues and values. Ponyo is adorned in red, still symbolic of the primary status we discussed earlier, but temperature is a cooler red to help bring harmony with the cool tones of the ocean and background scenery, and a softer more childish image to her personality. The very flow of the lines drawn create a lot of dynamic movement, which I believe to be one of Hayao Miyazakis greatest skills. The tousled look of the characters hair and the wide eyed look in their eyes express the many