How Media Affects People Essay

My opinion on this topic argues both sides, I have opinions for either side of the debate. I think that games are good to keep peoples mind working and a lot of them improve the way people think. Games can stimulate your mind and thought process. As long as games do not take over your life they are perfectly fine. Young children have to be guided no matter what it is that they do. Teaching children to manage time wisely will eliminate most of the issues adults have with gamers. Having self control is another big one. If you cannot do the necessary things in your life and give yourself time to play or watch TV then in that case it turns into something bad. Children strive to play these games, often used as rewards for accomplishing something they were asked to do. Situations as these teach life skills. One skill it can teach is being responsible and doing your necessary work before treating yourself. Another one I thought of is using your time wisely so that you can do the extra things that you want to. Television is good for some people; it’s good to spread news and ads for products. Negative ways it affects people is that a lot of people sit on the couch and snack all evening. People stop caring about homework, exercising, and quality time with family. TV gives a lot of people an excuse to make unwise decisions. Television sometimes teaches children things that they should not yet know about. All in all it truly depends on yourself, weather you can control how you use technology in your everyday life. It is not that TV is harmful, the way we use it can be. Video games used at moderation are good for us.

Learning and Teaching Standard Grade Physical Education

This assignment will look into the effectivity of collaborative group work during theory lessons in Standard Grade Physical Education ( SG PE ) by presenting and set uping a constructivist larning environment within my schoolroom. The assignment will place the methods used and the ensuing informations from this short survey and highlight hereafter development chances.IntroductionHaving ne'er officially been taught how to learn theory lessons for certification Physical Education I found myself following a standardized lesson format where the students faced the instructor, waiting for the transmittal of cognition ( Sotto 1994 ) . I found my lessons followed a similar, basic construction in which I would: Set out my purposes and aims for the lesson, refer back to old work covered and identified my learning purposes. I would explicate the current subject and inquire for pupil treatment sing anterior cognition. I would supply an academic undertaking related to the subject. I would summarize what has been covered and how it will associate with the following lesson/series of lessons. The lessons were planned harmonizing to the section medium and long term programs to guarantee the content was covered at the designated clip graduated tables, something indispensable for Standard Grade Physical Education, peculiarly due to the obvious scrutiny force per unit areas. My perceptual experience of these lesson were that they were successful as they had fluctuation in footings of the degree of treatments taking topographic point and types of undertakings related to the content, coupled with the fact that my formal scrutiny consequences from learning this manner were really good, ( harmonizing to SQA statistics ) . However, I felt the demand to research different methods of learning to guarantee that as a professional, I was run intoing the acquisition demands of the students in my category and developing my ain instruction competences. I was doubting that the method of learning nowadays within my schoolroom at this clip was supplying a ambitious adequate context for the students in my category, hence I was acute to look into other larning methodological analysiss. One method that interested me was the cultivation of a constructivist schoolroom. In this assignment I will detail the methodological analysis adopted to implement the rules of constructivism, supply account sing the necessary intercession that was required and highlight the students ‘ perceptual experience sing this new larning methodological analysis and what they felt the impact to their acquisition was.Data CollectionIn this survey it was necessary to utilize two chief types of informations aggregation. First, the usage of picture entering to capture group treatment, group job work outing undertakings and concluding presentations. The 2nd method of informations aggregation was in the signifier of written information via larning logs, rating signifiers specifically associating to the group presentations and concluding subject rating questionnaires. This written information was designed to place the students ‘ perceptual experience of the subject ; how it was planned, carried out and what the students felt were the chief strengths and failings of wor king this manner and critically place the impact on their acquisition. I felt that the informations aggregation methods were appropriate to the undertaking and provided relevant informations. However the deepness of information was the cardinal facet of the whether the chosen methods were effectual or non. For illustration, the larning logs were one facet of the written informations that provided the most dissatisfactory quality of information and one method that I may non utilize in the hereafter, the students did non lucubrate on the replies to the inquiries and did non supply me valid and utile information. The usage of picture recording was wholly new to me in a schoolroom scene and one time the students were used to working with a picture recording equipment it provided some first-class information and provided a true penetration into the group puting. The questionnaires provided me a valuable penetration into the students ‘ ideas and feelings about how successful this subject was and this method allowed me to measure the overall attack. As with any type of research, the method chosen will hold strengths and failings. I have summarised these below in tabular arraies 1 and 2:Strengths & A ; Weaknesses of Video Camera RecordingsTable 1Strengths Failings Enables all state of affairss to be invariably reviewed. Beginning of jobs can be diagnosed. Behavioural forms of instructor and students can be seen. Forms of advancement over long periods can be clearly charted. Can be really conspicuous and distracting. If camera is directed by operator, it will merely enter that which he or she deems to be of importance ; operator acts as editor. ( Beginning: Hopkins 2002 ) The usage of picture recording allowed me to garner information straight associating to the group treatment ; it encapsulated the nature of the treatments and provided a footing from which the particular discourse could be analysed. This was improbably helpful when the existent quality of treatment was scrutinised.Strengths & A ; Weaknesses of QuestionnairesTable 2Strengths Failings Easy to administrate ; quick to make full in Easy to follow up Provides direct comparing of groups and persons Provides feedback on: Attitudes Adequacy of resources Adequacy of instructor aid Preparation for following session Decisions at terminal of term. Datas are quantifiable Analysis is clip devouring Extensive readying to acquire clear and relevant inquiries Difficult to acquire inquiries that explore deepness Effectiveness depends really much on reading ability and comprehension of the kid Children may be fearful of replying honestly Children will seek to bring forth ‘right ‘ replies ( Beginning: Hopkins 2002 ) I felt that the terminal of topic rating questionnaire provided me with an penetration into the positions of the students and provided me with a footing to work from. The feedback from the students was utile as it gave me an apprehension of their perceptual experience of my schemes and provided me with way for future development. The consequences from the pupil rating signifiers ( both group and self rating ) provided me with quantitative informations that could be fed back to the students during the plenary session at the terminal of the block, this information was utile as it provided information on the group scores and informed the students which group they thought provided the best presentation. ( See appendix? ? for this information ) . Both methods of informations aggregation provided valid and utile information which was analysed and used to inform the participants ( and myself ) of the consequences of working this manner. There was qualitative informations produced in the signifier of the transcripts which were annotated and via the terminal of subject student rating questionnaires. They were scrutinised to place relevant information that could inform farther pattern. Quantitative information was produced by the students in the signifier of their appraisal of each others ‘ presentations and from their ain ego rating signifiers. This information was straightforward to analyze and as mentioned provided an built-in portion of the plenary session.RationaleLearning TheoriesHaving gained about 10 old ages of learning experience I found myself in an unusual place where I was approximately to get down a new subject with my S3 SG PE category with no existent program to map out the advancement of the category ‘ acquisition and apprehension of their new subject. I felt aroused and terrified in equal steps of following a constructivist attack ; nevertheless I felt comforted by the sum of research I had undertaken in following this attack and felt confident of the benefits that the students would derive from larning this manner. To state I had no existent program in topographic point would non be purely true as in my head I had a mental image of how I would wish the way of larning to take but as will be seen subsequently in this survey this is the Southern Cross of the instructor releasing control of their schoolroom and inquiring the students to take charge of their ain acquisition as at times it will take you to some surprising topographic points. ( Clarke, 2005 ) . One critical constituent of this impression was organizing my schoolroom to guarantee the students co-operated in a collaborative mode in little groups. Wood ( 1998 ) summarises Vygotsky ‘s position of acquisition as â€Å" co-operatively achieved success † and this is something that I as a practioner wanted to research farther. I felt the rule of co-operation was something that I did of course, nevertheless, after probe I realised that the co-operation I assumed was happening, was between the students and myself as category instructor and non the students with their equals. Vygotsky suggests that kids learn by direction from others and the acquisition procedure is strengthened if the undertaking is learnt in a co-operative mode. After scrutiny, I felt that for the benefit of my pattern I had to look into different methods of learning theory lessons in PE to guarantee that â€Å" existent acquisition † can take topographic point ( Sotto 1994 ) . Literature from Learning and Teaching Scotland ( LTS, 2009 ) environing Curriculum for Excellence ( aCfE. ) highlights the importance of using active and collaborative acquisition methods to heighten the larning experience based on rules of Assessment is For Learning ( AiFL ) . This provided me with the drift to critically analyze my attacks to learning. After reading Brooks and Brooks ‘ ( 1999 ) description of the constructivist schoolroom and besides the impact constructivist rules can hold on the effectual usage of formative appraisal ( Clarke, 2005 ) I wanted to look into the application of such rules and mensurate the impact this would do on my instruction. As Clarke ( 2005 ) high spots, some practioners avoid hazards due to being â€Å" embedded in old ways of learning † and I was determined non to go such a instructor, I planned to make this by consistently releasing control of the way of larning to the students. I wanted to look into the chance of the students taking charge of the way of their acquisition by passing over every bit much control to the category in a move towards making a constructivist larning environment. I organised the students in to groups of four, seeking to guarantee each group was every bit diverse as possible in footings of academic ability and friendly relationship groups. I wanted to guarantee that the members of the group would non be over familiar with each other as that may impede the quality of the work produced ( Azmitia & A ; Hesser, 1993 ) . It was critical that the students understood and appreciated that there would be a alteration to their ‘normal ‘ lesson format and this afforded me the chance to supply an account of why I was following a constructivist manner and why I was seting them in charge. Bruner ( 1990 ) provides the undermentioned rules of constructivistic acquisition: Direction must be concerned with the experiences and contexts that make the student willing and able to larn ( preparedness ) . Direction must be structured so that it can be easy grasped by the student ( coiling administration ) . Direction should be designed to ease extrapolation and or make full in the spreads ( traveling beyond the information given ) . Advocates of a constructivistic attack suggest that instructors should foremost see the cognition and experiences of their students. The school course of study should so be built so that students can spread out and develop this cognition and experience by linking them to new acquisition. Whereas, candidates of the behavioral attack, on the other manus, advocate first make up one's minding what cognition or accomplishments students should get and so developing course of study that will supply for their development. ( Huitt, 2009 ) . I was really witting of being true to the Bruner ‘s above rules as I wanted to guarantee I knew all the necessary and relevant information sing the students ‘ old experiences related to this subject. To make this I met with the Biology section. There are natural crossing overs between Biology and PE and this meeting allowed me the chance to size up the subject content in the S1-3 course of study and utilize this information to estimate a starting point for the first brainstorming undertaking. I wanted the students to show â€Å" preparedness † to larn ( Bruner, 1990 ) . Using a model developed by Dunn and Larson ( 1998 ) to explicate the procedure of implementing simple degree engineering course of study, Alesandrini and Larson ( 2002 ) specified 10 events that provide the foundation for a constructivistic attack to learning and larning. These 10 events were so categorised into five chief constituents of an effectual constructivistic lesson/ series of lessons: probe, innovation, execution, rating, and jubilation. This became the foundation of my attack to cultivating a constructivist larning environment and the specific attack will be detailed within the timeline subdivision of this ego survey. The first undertaking for the students was to come up with a subject rubric through a whole category verbal treatment ( they agreed upon â€Å" Body in Action † ) and became the focal point of this group work session, to my surprise this subject rubric was non excessively dissimilar from the class stuff in PE which asks students to look into The Human Body in Action, ( it became clear that this subject rubric was besides the same rubric the Biology section uses-possible happenstance? ) . The students were so given two undertakings ; one an person undertaking which was to finish a acquisition log ( See appendix? ? for further inside informations ) the 2nd undertaking was a group undertaking that involved the students brainstorming about the subject content around this new rubric. This session was filmed and the resulting discourse was transcribed and analysed. See appendix? ? for illustrations of pupil work from these insight Sessionss. From this analysis it became evident that the quality of the group treatment I had hoped the category would accomplish was manner below the expected criterion. This critical incident became the focal point of my first intercession as it challenged my thought by coercing me to look into the ground why the initial group work was of such a hapless criterion. To antagonize this I investigated comparings with the work undertaken by Mercer ( cited in Wegerif et al 1999 ) it became evident that the quality of treatment could be categorised as what Mercer describes as â€Å" disputational talk † . This type of talk is characterised by dissension and individualized determination devising. There were few efforts to pool resources, or to offer constructive unfavorable judgment or suggestions. Disputational talk besides has some characteristic discourse characteristics notably short exchanges dwelling of averments and counter-assertions ( Mercer, 1996 ) . This was demonstrated by the deficiency of verbal interaction of group 2 and the independent determination doing made by JW who interestingly was the member of the group keeping the pen, suggestions were seldom offered and when this occurred the suggestions made were met with neglect instead than enthusiasm to research the thoughts further ( See appendix? ? for the annotated trascipt ) . Therefore, it was necessary to place why this was go oning and how I could better the quality of group treatment. The precedence for me as a practioner was to seek and place methods whereby the group work undertaken started to come on towards â€Å" explorative talk † ( Mercer, 1996 ) . This highlights the implicit in rule that Gillies and Khan ( 2007 ) commentate on that students need to be explicitly taught how to work successfully in groups. Therefore before I could continue look intoing the cultivation of a constructivist schoolroom, I had to look into how to promote each group to work co-operatively. This was done by using the rules environing successful group work as studied by Gillies ( 2004 ) , these were: Actively listening to others ; Deciding struggles democratically ; Sharing thoughts Working with others to measure the group ‘s advancement. I set the category three distinct job work outing challenges in an effort to better their abilities to work together ; two in groups of eight and one in the original groups of four. I felt this attack was non merely relevant to this age group but related to the research undertaken by Gillies would give some really promising consequences. It was my purpose to guarantee that the nature of these job work outing undertakings forced the groups to interact in a constructive mode by supplying co-operatively achieved aims. All members of the group were every bit of import to the success of work outing the undertaking, therefore it was necessary that all positions were considered but more significantly valued. Decisions had to be made on a democratic footing which involved all members of the group working together to make the common end, this would merely be achieved by actively listening to each other and making understandings that all members were consulted upon, but more significantly agreed upon. It was at this point I assessed the impact of these Sessionss by analyzing the treatment of group two to place the degree of betterment made, this was critical to guarantee that the students were in a place to transport on with their undertaking work. From my analysis it was evident that there was now an betterment in the type of treatments the group were involved in ; sufficient plenty for me to be confident that the move towards utilizing constructivist rules with this category was traveling to be good for the students. ( See appendix? ? for annotated transcript ) . This meant that I could once more follow the constructivist principle with assurance.TimelineProbeSession 1 Class organised into groups. Explanation given to pupils to inform them that they were in charge of their acquisition for this block. Class treatment sing subject rubric. Session 2 Each group brainstorms and enter a list of words / footings they feel are associated with the subject rubric â€Å" Body in Action † . Session 3 Spider diagram / head map is produced by each group detailing what they feel are the relevant countries of probe. Session 4 Amalgamation of all four programs by B Sloan to place 4 subject countries. Intervention Session 1 Due to the hapless quality of treatment taking topographic point, it was necessary to work on the groups abilities to co-operate and work in a collaborative mode. Intervention Session 2Invention and Initial ImplementationSession 5 Group set a mini undertaking to set up if any betterment had been made in footings of collaborative group work. Sufficient betterment made and each group selects project focal point. Session 6 Group probe work at library. Session 7 Group probe work at library utilizing computing machines.Further Implementation and EvaluationSession 8 1st bill of exchange of presentations, polish and initial rating.CelebrationSession 9 Concluding presentations by each group. Session 10 Plenary session and proclamation of winning presentation.DiscussionAs stated antecedently Alesandrini and Larson ( 2002 ) specified 10 events that I have used as the foundation for my attack to constructivistic acquisition. These were:ProbeContextualising: As category instructor I explained the procedure to the whole category, so worked with students in little groups to assist them link their old experiences to the undertaking at manus. Clarifying: I asked the students to discourse the undertaking among themselves in their groups of four and as instructor I facilitated the students as they strived to find what they needed to cognize in order to finish the undertaking. Asking: During this phase the students begin the procedure of geting the necessary cognition and accomplishments they needed to finish the undertaking ; as category instructor I tried to ease this procedure by inquiring inquiries and assisting students place and understand believable resources.Invention and Initial ImplementationPlanning: Students in each group begin to organize their cognition and develop some initial programs as to how to near the undertaking. Gaining: Students develop a first bill of exchange or get downing merchandise that will run into the stated standards for the undertaking. Each little group will develop an original attack and no two will look precisely likewise.Further Implementation and EvaluationTesting: The students check their undertaking against the standards to see if it meets the specifications. It is expected that the first effort will necessitate some or several alterations. Modifying: Students rework their undertaking in footings of lacks they may hold identified. They so retest and modify until they have a finished undertaking that meets the declared standards. Interpretation: Pupils describe the value of the undertaking relation to their backgrounds and experience ; they portion this with their ain group. Reflecting: Students broaden their ratings of the undertaking and set it in larger context.CelebrationCelebration: Students present their undertakings to the larger group while the larger group acknowledges the value of the attempt and consequences of the group and assesses the public presentation of each group in 3 classs. Having now completed the subject, I asked the category to finish a questionnaire to estimate their response to this new attack ( appendix? ? ) . 11 out of 16 students noticed that the subject was different to the old 1. They noticed that: â€Å" more clip in schoolroom making group work † â€Å" we worked in groups more and Mr Sloan did less speaking! † â€Å" we had to make a presentation † â€Å" our presentations were filmed and we used the smartboards † â€Å" Body in Action was the first subject we have done that we really spoke about, the first 1 was done through practical work † â€Å" It was much more groupy and chatty every bit good as synergistic † â€Å" we spent a batch of clip in the schoolroom alternatively of making it outside † â€Å" we planned it as a category † When asked about what they enjoyed about the subject, they responded: â€Å" I enjoyed happening facts about the organic structure, I did n't cognize there were so many articulations. I besides liked the job work outing undertakings † â€Å" Bing able to larn a batch of things about the organic structure we did n't cognize † â€Å" Planning for our presentations and utilizing the computing machines to look into the bosom. I like watching the groups making their presentations † â€Å" Research for the presentations † â€Å" It was merriment! † â€Å" the subject was interesting † The students were besides given the chance to state what they did non bask about the subject. Very few responded: â€Å" sometimes my group mucked about and were lazy † â€Å" Being bossed about † â€Å" presentation was chilling † When asked about what they felt they learned from this subject they said: â€Å" A batch about the organic structure and how it works † â€Å" how the human skeleton is put together † â€Å" how the organic structure works during athletics and PE † â€Å" tonss about the bosom and lungs † When asked which subject was best for their acquisition, 12 chose Body in Action. Although there were clearly some students who did non prosecute with this subject every bit to the full as others, the bulk of students enjoyed it and agreed that it was good to their acquisition. The two most common subjects running through the student responses is their grasp of the chance to lend to the planning of the subject and the fluctuation of activities – particularly during the research prior to making their presentations, it is interesting that they value their engagement in structuring their ain acquisition so extremely and bask research work. My ain appraisal of the subject was similar to the students. I was encouraged and inspired by the results of the attacks used throughout. By merely get downing the subject from a somewhat altered point of view, the full acquisition procedure altered. Alternatively of stating the category what we were traveling to make, I was inquiring the category what they wanted to larn. At each phase, I felt this altered point of view raised the motive of the category which led to an highly dynamic and energetic schoolroom which was focused on larning. This acquisition, was besides much more varied than in the yesteryear. Equally good as larning the necessary facts sing the human organic structure, the students were besides developing their accomplishments, runing from working in a group, to planning and showing information. This is really much in line with the aims of aCfE. Those recommending a constructivistic attack should ever see that there are a assortment of rules from larning theories that can be utilised within application of constructivism. For illustration, when working on a student ‘s larning it is surely appropriate to learn a particular accomplishment utilizing direct direction, observe the students practising the accomplishment, and supplying disciplinary feedback to guarantee command starts to happen. The major issue is whether to get down with a course of study that is taught step-by-step in an inductive mode as suggested by the behavior theoreticians or to get down with the student ‘s cognition and apprehensions and assist the kid fill in spreads necessary to work out a situation-specific job as suggested by the constructivists. Principles of larning from an information treating position such as recognizing the bounds of short-run memory, supplying many chances for students to place the connexion between anterior cognition to current acquisition, and recognizing the demand for separated pattern can besides be implemented within a constructivistic attack. Again, the major differentiation is in where to get down: with a predesigned course of study or with the student ‘s experiences and cognition base. This so begs the inquiry, what is the right attack? In my position the reply is both! If we start with the student ‘s cognition base before we have established coveted terminal ends, there is a inclination to hold the students merely â€Å" do advancement, † thereby restricting students who are non adequately prepared. These students may develop equal thought accomplishments, but can hold big spreads in their cognition and accomplishments. On the other manus, if weA focal point merely on coveted terminal ends, particularly knowledge ends, without consideration of the student ‘s acquired cognition and background, we run the hazard of developing cognition and accomplishments that have no significance to the scholar and are hence easy forgotten.DecisionThe purpose of this ego survey was to critically reflect on my instruction pattern in order to place progressive paths with which my abilities as a practioner are enhanced. I attempted to make this by look intoing the u sage of collaborative group work during theory lessons in Standard Grade Physical Education through the debut and constitution of a constructivist larning environment within my schoolroom. I have adopted attacks that were different to my old pattern in a systematic manner, in order to dispute me as both a scholar and as a instructor. I have found myself trying to change over my schoolroom from an Orthodox ‘instructive ‘ one, to one based on the rules of constructivism within a collaborative group puting. The types of job work outing challenges I used acted as an debut into how group work can be developed but I am realistic plenty to understand that this should be an on-going procedure instead than a one-off speedy hole. These types of challenges will inform the students of the potency of group work but will non hold a durable consequence on future group work. For cardinal alterations to happen when these students work in groups there must be a alteration in the students ‘ mentality and this must be reinforced every lesson, therefore the success of this factor may be out with the parametric quantities or timescale of this survey. However, what encouraged me was that even after this short intercession I was pleased to describe that sufficient betterments had been made and the group work progressed to a point whereby the students produced some first-class presentations. This journey has non merely exposed the scholars to new methods of schoolroom working it has besides enabled me to travel out of my comfort zone and happen motive and challenge in following a new attack, something I have exhaustively enjoyed making. This journey has inspired me to keep the impulse gained by making this ego survey and place other countries of learning Physical Education that could profit from following this attack to acquisition.

A Critique of Lost Names, a Book by Richard E. Kim

A Critique of Lost Names, a Book by Richard E. Kim Love Conquers Hate In the book Lost [1] Names by Richard E. Kim, the Koreans ingenuity from experience bolsters Edward Siedensticker’s opinion that Lost Names is not a poem of hate, but a poem of love. The Koreans in Lost Names do not fight the Japanese’s hatred with hatred back to the Japanese. The Korean people understood that fighting the Japanese’s violence and hatred would result in death and damage for both sides, and keep adding to their suffering. When the Koreans realize the consequences of fighting with hate, they wisely choose to fight the Japanese with love. A wise man would know not to fight violence with violence. Back when Koreans and Japanese had a rough relationship; the Japanese kept the Korean people hostage, increased famine for the Koreans, and forbid the from practicing their culture. Temporarily, the Koreans people wanted to take revenge on the Japanese for causing great suffering for the people. The Koreans realized that in the long run, making the Japanese suffer would be useless and a waste of time. The narrator and his father came to the conclusion that making peace with the Japanese and forgetting all their past mishaps would be beneficial for the Korean and the Japanese people. The following passage supports my reasoning: â€Å"Please help us! Please help us!†, he is saying. [] â€Å"Get up†, the narrator says to the man and his wife, â€Å"My father would have saved you† (159). The narrator may not have been willing to let the man and his wife in if he just thought about it for a few seconds. He t ook his time to really think about what the right thing to do was. Being nicer to the Japanese may not benefit the narrator and his people now, but as times change the narrator and his father know that peace would be the best for their people. As the narrator knows how it would feel to be treated unfairly from the Japanese, like when the narrator had his culture taken away from him and being beaten constantly from the Japanese; all because the Koreans are seen as inferior through the Japanese’s eyes. The narrator’s occurrences make him realize why his father is kind to the Japanese when the Japanese are cruel to the Koreans. The narrator’s realization implies that he is learning to fight with love not hate in the passage. Secondarily, the Koreans changed their views of the Japanese because they knew how it felt to be treated immorally. The following quote from Lost Names supports my assertion, â€Å"A youngman with a shotgun is running into the house from the west gate shouting, A man from the police is coming sir! My father says, Bring him in. [] We will turn them over to you, provided the issue of your receipt, we accept your terms, says the narrator’s father† (188). The passage rehashes the idea that the Korean people are learning from the wise ways of the narrator’s father. The narrator’s father does not go up to the shameful Japanese and beat them up for all the things they have done to the Korean people, instead he politely asks for a receipt and makes a compromise. The Koreans want to ruin the Japanese, but they learn that making peace would be the better option from the narrator’s father. His father sets a good example to the Koreans and the Japanese with h is respectful actions. The narrator learns from the father how to fight hate with love, and they teach the other Koreans. The Koreans shrewdness makes Lost Names a poem of love. As the evidence displays above, the poem of love is dominant over the poem of hate in Lost Names. Although there are examples of violence and hatred from the Japanese, the Koreans wisely don’t act for revenge, which diminishes the idea that Lost Names could be a poem of hatred alludes to that Lost Names is a poem of love. The end of Lost Names foreshadows that the Japanese and the Koreans have made peace with each other.The theme from the Lost Names teaches a good lesson; fight hate with love, and make peace.

Violations under American Disability Act Case Study

Violations under American Disability Act - Case Study Example The foregoing violations shall be discussed individually. First, the American Disability Act (ADA) â€Å"applies to disabilities that affect a major life activity, and those areas of coverage are vision, mental and motor skills, ability to care for one’s self and commute to employment†. In the case of Miss Clark, the fact that she is blind has been known to the company for a long time, as she holds the Vice-President position. Even though she is suffering from visual impairment, it did not prevent her from fulfilling her duties and responsibilities as the Vice-President of the company. However, due to her physical disability, the company refused to promote her to the position of Senior Vice-President because they think that she is not capable enough to carry-out the functions of an SVP. In spite of this physical defect, she has remained loyal to the company and worked for them in several years. Without a doubt, there is a clear violation of the law when the employer pre vented the career advancement of Miss Clark by denying her of the position of the Senior Vice-President. ... f the major life activities of such individual; Second: A record of such impairment, or being regarded as having such impairment; and Third: Accordingly, to fall within this definition, one must have an actual disability, have a record of disability or be regarded of having one. Verily, in the light of the justifications provided by law, Miss Clark has a valid cause of action against her employer as the above requisites have been complied with and she can file a claim against her employer. The employers must take judicial of the fact that both the state laws and the federal laws give protection to employees who have been victims of discrimination because of a disability, and entitles them to file claims for damages. This is pursuant to the principle of â€Å"disparate treatment enunciated in the case of Raytheon Vs. Hernandez (540 U.S. 44 (2003)  298 F.3d 1030), where the Supreme Court held that in addition that disparate impact claims are also available to workers based on facial ly neutral policies that impact qualified individuals with disabilities differently than workers without disabilities†. Another glaring violation committed by her employer is against the provisions of â€Å"The Employee Retirement Income Security Act of 1974, or ERISA. The law was enacted to â€Å"protect the employees’ justified expectation of receiving the benefits their employers promise them, and ensures that employees will not be left empty-handed once employers have guaranteed them certain benefits upon retirement† (Bennet-Alexander and Hartman 742). Under ERISA, Miss Clark has a legal standing to sue her employer for illegally termination when she was forced to resign and accept diminished retirement benefit package being offered by the company, which she later on refused for violations

Stoning in Iran Essay Example | Topics and Well Written Essays - 2500 words

Stoning in Iran - Essay Example However, she completely neglects the very reality that she is also guilty of human rights violations by imposing and inflicting the horrible and humiliating punishments upon the sex offenders in the form of stoning them to death because of developing extra-marital sexual relationships with one or more person(s). Since stoning to death maintains neither any religious background nor is it observed in any other part of the world except Iran, the dreadful act of stoning witnesses no justification in its nature and scope. The present study aims to analyse the implementation of the punishment by exploring its validity through the Islamic jurisprudence on the one hand, and its cultural and revengeful historical background on the other in order to prove or disapprove the validity of the so called justifiable penalty observed by the Iranian government of contemporary times. Stoning is one of the most popular traditional punishments applied by the authorities on the sex offenders and adulterer s, so that the viewers and spectators can take it as an exemplar and could avoid sex offences altogether in their individual and collective life. Since the Iranians consider stoning a highly effective method to prevent the masses from violation of the moral ethics and religious values, in order to protect the nation from becoming prey to the moral decline at large, stoning is vehemently practiced in all parts of the state on offenders without any discrimination of caste, class, community, region, age and sex. â€Å"At a time when momentum is gathering across the world to abolish capital punishment, the Islamic Republic of Iran (IRI) currently ranks second for number of executions, after China, and first for per capita executions in the world. According to the World Coalition against the Death Penalty, Iran executed at least 317 people in 2007, almost twice as many as in 2006 and four times as many as in 2005. In 2008, at least 346 executions were recorded.† (FIDH, 2009: 3) He nce, this type of ruthless punishment is admired, projected and supported by the Iranians without taking into considerations the severity of the trial the offenders undergo by becoming prey to the slow and painful death penalty. The history of stoning in Iran is not far to seek; on the contrary, it finds its roots over three decades ago, when the religious leadership came at the helm of the government after the successful revolution against the pro-western monarchical regime of the Emperor Raza Shah Pahlavi in February 1979. â€Å"Amnesty International says that at least eight people were stoned to death in 1986. Somehow, few people have linked this to the passing of a law that year which allowed the hiring of judges with minimal experience and that it led to an increase in the number of judges from a traditional religious background.† (Wooldridge, 2010: quoted in bbc.co.uk) Though the revolution was the reaction to the prevailing class discrimination of the monarchical Iran, yet it was hijacked by the religious leaders, who introduced strict laws in the name of religion and inflicted severe and harsh punishments upon their political and social opponents. Stoning and floggings were also introduced in the country, and the sex offenders became the worst prey of the religious regime, which left no stone unturned to suppress the liberal masses under the chariot

Self Identity Essay Example | Topics and Well Written Essays - 1500 words

Self Identity - Essay Example It is an important aspect of the educational system to avoid breeding racial injustices into the newer generations so that a better balanced world can be expected in the near future. However, as a person steps into adolescence, one tends to become more aware about their heritage and racial background. It is essential that people are led the right way at this particular stage so that racial equality can be established. Race has been defined as â€Å"a sub-group of people possessing a definite combination of physical characteristics, of genetic origin, the combination of which to varying degrees distinguishes the sub-group from other sub-groups of mankind† (Casas 3). Hence any group of people that can be differentiated from another group of people on the basis of certain characteristics are said to belong to a specific race. These common characteristics are established more on a physical note than mental. Numerous materials and models are available online that help in racial identity development. The concept of self-identity is more often complicated and may include a combination of identities instead of a single identity. The self-identity generally encompasses three fields; the gender, the racial background and the sexual orientation. Biologically, I am a fit male in my early twenties. I recognize myself as an African American since I can trace back my origins to Liberia, Africa. I possess a distinctively dark skin color characteristic of African Blacks. I have lived a major part of my life in America, with my ancestral linage consisting of African Americans. Several of my distant relatives still reside in my homeland Africa. I do not feel ashamed to belong to the African American nation, and I am fully aware of my enslaved past. However, today, the scenario regarding â€Å"color† discrimination is very different from what it was before the Civil War. There are three traditional models of racial/cultural identity development; (Cass, 1979), (Cross, 1971) and

Summarize statistical paper Essay Example | Topics and Well Written Essays - 1250 words

Summarize statistical paper - Essay Example To convert mass into energy one needs to cause mass defect by fission of heavy nuclides like U235 and Pu239; which is done inside a nuclear reactor using nuclear fuel elements. In this process, lot of radioactive waste is generated, which needs to be stored safely for very long periods of time (thousands of years). However, there is no precedence available on safe storage of such materials over such a period of time; therefore, whatever is the existing knowledge level is utilized for this purpose. These radioactive wastes are stored in a sealed metallic canisters and these canisters are then stored in repository considered to be safe. However, the incidents of activity leakage do occur and there are certain causes of the leakage and certain probability associated with the causes of leakage and to the activity leakage itself. It is therefore, relevant to understand probability. There are outcomes of any event; like if a coin is tossed it will end up with either a head or a tail. With each outcome there is an associated probability or a chance. As there are only two possible outcomes of this event and each of the outcomes is equally likely, therefore, the probability of getting either a head or a tail is  ½. Similarly one can extend the outcome and say that for a unbiased dice; chances of getting either of the six numbers is 1/6. These arguments can be extended further to calculate probability of different outcomes associated with an event. Probabilities are very important in modern day life as application of this concept is embedded in almost every sphere of our life. Let us proceed further to discuss somewhat complex situation. Let us take an example in which three plates R, G and B are kept in a box and each of the three plates is having identical sized balls of colors Red, Green and Black respectively. If a person is asked to draw a ball from this box, without looking inside the box, then probability that he draws a ball from either of the plates R,

Egoism related to ethics Essay Example | Topics and Well Written Essays - 250 words

Egoism related to ethics - Essay Example Nevertheless, egoism in ethics becomes mismatched statement; as the core idea of ethical ideology is to act in a moral way (right or wrong) to benefit community or the larger world. Yet, egoism perspective teaches only to act in one’s own self interest. Thus, completeness in truth is not a provable moral principle in egoism. Simultaneously, rational egoism in ethics is described as a significant choice or interest of a person with rational or logical action plan to attain personal interest. However, in general egoism is seen with disdain, but that is not the case always. It benefits a person and community as well. For instance, if a person belief in re-use of things then he is not only saving money at his end, but also decreasing pollution factor in various manners. Similarly, cultural relativism is a perspective of a specific group to act as morally right or wrong. Hence, this perceptive neither forms a theory or is ethically justified. ‘Basant’ is a sub-continental festival celebrated by people of India and Pakistan. Its main idea perceived by general public is to celebrate spring via yellow dress codes, kite flying and eating. However, this festival is not appreciated by Muslims due to religious grounds as it is celebrated in the honour of Hindu Goddess Saraswati. There is no harm if one politely declines to eat pork, raw ribs or alcohol due to personal belief or religious grounds. As it is an acceptable action according to egoism and ethics. Yet, if a person belief and adapts a practice, which exploits the rights of larger community then egoism is a false

Compare the historical value of Turgenev's Fathers and Sons with Essay - 1

Compare the historical value of Turgenev's Fathers and Sons with Gogol's Inspector General - Essay Example His brother represents the gap that exists between the new and the old world, trying to adapt to the society while he tries to comprehend the old customs and attitudes. Arcady is another character that represents the new trends in society and beliefs systems in society. Barazov, is portrayed in the book as the young star, therefore, he represents the youth in Russian society with fresh ideas and new ways of doing things, but who are blinded by their naive hypocrisy. The author of this book vividly describes every aspect of Russian society by giving detailed information about the peasants, government officials, corruption, conventions, and cast withering. On the other hand, the government inspector written by Nikolai Gogol was first published in 1836. The author’s main of writing this book is centered on portraying human greed, deep corruption of societal powers and human stupidity in Russian society. This book looked at the lampooned corrupt government offices. In the Russian history, the â€Å"Fathers and sons† by Turgenev and â€Å"Inspector general† by Gogol, have outlined historical issues in Russian society in a similar way. The two books have also been contrasted through the characters, themes and the historical allusions. In the novel â€Å"Fathers and sons,† the author shows the difference between two generations of life. This book was written to counter the budding cultural schism in Russia from 1830s to 40s. During this time, there were cultural differences between the liberals and the growing nihilist uprising. In the other book, the â€Å"Inspector general,† the author has focused on mistaken identity committed in the Russian society. These two books have common similarities and differences, which have been asserted through the mode of translation, the author’s concerns, the cultural and historical differences especially in history and literature. Change is the main concern in the two books. In the ‘Fa thers and sons’, Turgenev addresses the interest in change with the aim of addressing intergenerational differences in the Russian society. Life’s hyperbole and the balance between the text and the contemporary issues in society is the author’s main concern. In addition, his work is highly topical as it universally appeals the elegance of love. The author also deals with love versus psychology, which has been acutely portrait by the author. While on the other hand, the government inspector hinges on a mistaken identity. Hlestakov is mistaken for being a highly ranking government inspector by the provincial town members. The government fears the visit of the government inspector because of their corruption cases that have torn the Russian society apart. Apart from the government official, the town’s governor is not at peace with the inspector’s visit. Hlestalkov gives the tales about his bribing ways as a high-ranking government official. He does th is by elaborating on the misconception that the town people held before (Harrower 2011). The government inspector majorly ridicules the way corruption has damaged Russian bureaucracy. In this Russian drama about life, corruption, and human deception are vividly explored. The governor addresses the audience by asking what they were laughing at when he talks about corruption. He refers to the citizens as laughing at themselves showing how government officia

Corporate Cultures and Their Impact on Recruitment and Retention Essay

Corporate Cultures and Their Impact on Recruitment and Retention - Essay Example The study suggests that global companies are realizing the importance and need to invest in the human ‘capital’. They can no longer take people for granted and sit back. Global economy is expanding, business opportunities growing but the available workforce steadily reducing. A culturally strong organization succeeds in attracting and retaining the top talent and can expect to climb the ladder of success. By the close of the twentieth century, business houses came to accept that people, not cash, buildings, or equipments differentiate one company from another. Corporate culture is moving into the limelight and proving to be an untapped asset for employees and businesses alike. Researches have shown that at the time of economic turndown the companies having strong and adaptive cultures are better able to handle the financial crisis than those with weak and poorly defined cultures. The right combination of people and culture can mean the difference between the financial su ccess and failure. As technology advances corporate culture will assume an even bigger role especially in the IT sector as competition increases. Organizations today recognize the need to attract the right brains to thrive in the competitive market and retain the employees. The norms of an organization are transmitted from generation to generation and are responsible for its financial success, which is the ultimate goal of any business organization. Understanding and assessing the company culture at every stage is vital.

Personal Statement Essay Example for Free

Personal Statement Essay I write this statement to support my application to Management and Leadership in Health and Social Care vourse at your university. Due to previous experiences of working with a range of people in the care sector I believe that throughout my time on various work placements with individuals with different disabilities and requirements in care along with the experiences gained throughout my studies, my wish to pursue a career in the care profession has grown. To further my interest in working with and around people I completed my first degree as a health visitor in Hungary. Prior of that I took a gap year in Germany with a church’s volunteer service called Freiwilliges Sociales Jahr (Voluntary Sociales Year). I worked as a health care assistant in a nursing home with 144 beds. While this year was very challenging I also found it an extremely rewarding and enjoyable experience. To further my knowledge and passion for working with those individuals who are in need of care I studied at Semmelweis University, Medical College Faculty and graduated as a health visitor. To put my academic knowledge into practice I worked as a school nurse in 3 different schools. It was an enjoyable experince but only to realize that I was more interested to do something with elderly people and move away from children. I decided to move to England and started to work as a home care worker first, but rapidly I was promoted to a field care supervisor and after that to a care coordinator. Working for different care companies in different cities was a valuable and great experience where I learnt how to improve my leadership and management’s skills and also to put my academic knowledge in practice. I always was looking to improve the company and bring innovative ideas to my role and complete my work to a high standard. I currently work as a care coordinator, which incolves human resource management, arranging and coordinating training, dealing with social workers and other health care professionals on a daily basis. I manage around 60 home care workers in terms of their compliancy and adequate training. I completed National Vocational Qualification in Health and Social Care Level 3 only to realize that I would like to study more and broaden my leadership skills in this area. Working in a senior team gives me a great satisfaction , where I can show my effective communication and organisation skills ad good working relationships. During my spare time I mainly like to read books, travel to other countries to explore different cultures. I also go to the gym to keep myself fit. I also attended a various events related to self development and self-management. This helps to increase my confidence and also gives me great oppurtunities to meet like-minded people. I feel that university is definitely the right path for me. I always work extremely hard to achieve my best, a feat which I intend to carry on throughout my university years. I believe I have the necessary skills needed to enjoy university to the full and also be successful in future years. In addition I would also like to go to university to develop my management and leadership skills even further so I can gain a valuable and rewarding, higher position in health and social care sector and lead that senior team to an absolute success.

Response paper to Ian Hodder’s “Ethics and Archaeology” Essay Example for Free

Response paper to Ian Hodder’s â€Å"Ethics and Archaeology† Essay Ian Hodder’s article, â€Å"Ethics and Archaeology: The Attempt at Eatalhoyuk,† basically discusses in detail the different roles that archaeologists assume during an excavation and also their ethical obligation and duty to the different communities on the site. Hodder claimed that the roles of archaeologists are not only limited to studying human culture through unearthing, recovering, documenting, analyzing, and interpreting remains, historical objects, artifacts, and landscapes. In addition, he also claimed that they do not also work solely to serve the interest of their benefactors and sponsors. Rather, Hodder stated that archaeologists have bigger roles and wider responsibilities to the different sectors of the excavation site. In short, aside from the interest of their sponsors and other organizations that fund the digs, Hodder believes that it is also the duty of archaeologists to reach to the multiple communities, interest groups, or stakeholders of any excavation site. In his paper, Hodder mainly focused his arguments on the Eatalhoyuk excavation site where is the director of the archaeological dig. According to him, the stakeholders of most sites can be narrowed to four: the politicians, the local residents, the New Age Goddess followers, and the artists. Hodder noted each of these communities has its own agenda or interest and it is part of the archaeologist’s duty to somehow satisfy them. One of the stakeholders that are common to almost all archaeological sites is the politicians or those in the seat of power. Generally, based on Hodder’s paper, all politicians support archaeological digs have their own agenda or interests. These may involve governors, mayors, or government representatives from the surrounding area of the site. Hodder claimed that although a lot of these politicians hail the archaeological site for its richness in history, culture, and identity, among others, their interests mainly lie on a single thing— widespread publicity. While the politicians’ desire to be seen on television or read on the newspapers is normal, Hodder stressed that it is the archaeologist’s role to limit the ways in which they use the site for their personal motives. He also stated that archaeologists should also verify every piece of information that a politician gives to the public about the site. For example, there are certain politicians who claim to be descendants of the site’s residents and speak about his or her origins. In this case, it is the archaeologists’ responsibility to verify these claims and ensure that they are true. Another community that has its own interests is the local residents. According to Hodder, in general, these residents, who have low incomes and limited education, mainly have practical concerns such as earning money for helping in the excavation. However, they are also concerned about the history of the sites and how they contributed to their identity. In this regard, Hodder stated in his paper that is archaeologists job to educate them about their cultural history and identity using solid evidence found on the digs. In turn, these local residents may relate their personal experiences from living in the site’s environment to tourists and researchers as these are helpful information. The New Age Goddess groups, on the other hand, mainly go to excavation sites, such as in Eatalhoyuk, to pray and to practice their beliefs which are in honor of their Goddess, which was a highly significant figure in the past. Their main concerns, according to Hodder, would mostly be regarding the history of the Goddess and the role of women in the Eatalhoyuk’s past. Thus, the archaeologists should try to address these concerns and provide evidence that would show how women lived in the communities of Eatalhoyuk thousands of years ago. By doing so, Hodder surmised that this would not only serve the Goddess’ groups interests but also avoid any misinformation regarding the site’s history. Finally, another sector that has shown significsnt interest in Eatalhoyuk is the artists group. Hodder noted that over the past years, more and more artists have arrived at Eatalhoyuk mainly to create works about the site. However, he claimed that there are also certain artists who help in the interpretation, reconstruction, and visualization of the art objects found in the site. Hodder stated that the main concern of this group is whether the objects unearthed during digs and excavations could be considered art or not. Meaning to say, most of these artists are particularly interested in identifying and describing the works of art recovered from sites. In this regard, the archaeologists involved, according to Hodder, should ensure that these works of art or aesthetic objects are verified to be genuine using past studies and other evidence found on the site. Certain artists also inquire about the role that art played in the history of Eatalhoyuk and it is the archaeologist’s duty to satisfy those questions to the best of his or her abilities. In short, what Hodder was trying to point out in his paper was that archeologists should always consider the agenda and interests of all the groups and sectors concerned during an excavation as it reaps greater rewards and is also more ethical than serving only personal interests. Personally, I agree with Hodder’s claims in his paper. His use of historical evidence and real life situations make his arguments very convincing. I also think it is unethical for archaeologists to go on digs mainly to become famous or serve their own interests only. Rather than setting one agenda, I believe it is important to work with different communities as exemplified by Hodder’s work in Eatalhoyuk as there are greater things at stake. Since archaeologist’s experiences firsthand what it’s like to be in an excavation site or dig, he or she should use his or her knowledge and skill to verify all the information and answer all the questions surrounding an archaeological site. This is not only professional obligation but also an ethical duty. Works Cited Hodder, Ian. â€Å"Ethics and Archaeology: The Attempt at Eatalhoyuk. † Near Easter Archaeology 65 No. 3 (2002): 174-181.

The Battle Of Algiers Movie Analysis Film Studies Essay

The Battle Of Algiers Movie Analysis Film Studies Essay The movie is set as a reflection of the struggle in the North African country to gain independence. The film is set in Algiers, the capital of Algeria, a French colony. The year is 1957, and the Algerian war is at its peak as the insurgents, the FLN fight against the French paratroopers, an elite team of ruthless soldiers. The film is a depiction of the Battle for Algiers, a segment of the Algerian war that charted the course for freedom. The movie starts with a scene where French paratroopers have just used torture to extract information from an old man. They now know where the last of the leaders of the freedom fighters, Ali Pointe is hiding and the French commander gives him thirty seconds to surrender. A large portion of the movie is shot as the flashbacks of Ali Pointe, a cornered leader of the insurgency. The flashbacks show him, three years before, as a hoodlum with a tainted past of theft and drug-dealing. He joins the militants to help rid Algeria of vice and problems associated with the French. Through the flashbacks, the movie follows the insurgents struggles and the French government s determination to end the war It then traces the metamorphosis of the insurgency into a national revolution. For the larger part of the 117 minutes the movie runs, it sees the war through Ali Pointe s eyes as it traces his struggles as a leader of the insurgency. The flashbacks end and the timeline returns to the present. Ali Pointe and all other captured FLN leaders are guillotined. The FLN retaliate and it becomes a national revolution as the insurgency grows in numbers and support. The movie then adapts a general focus and ends as Algeria attains independence in 1962. The theme The issues addressed by this movie are varied and universal. The violence evident in the movie is sickening, but it must be taken for its thematic content. It centers on terrorism as a method of war employed where conventional means are not applicable. It also tries to depict the issues brought about by imperialism and colonization and the endless struggle of people to achieve their independence at whatever cost. It also shows that terrorism is not a method merely used by insurgents but also by conventional militaries when it suits them. The French military is depicted as using unconventional methods such as torture and manipulation. While the ruthlessness of the insurgents is expected, the counter insurgency is a shocker. It is not expected that any trained military would use such methods, but this movies main theme centre on unmasking them. Exposition The movie adapts a quasi-documentary approach during the flashback scenes. Te viewer learns of how the war turned viral as it spread. It uses Ali Pointe s view as a starting point for the story, the flow of information is detailed and impossible for a 30 second flashback, but it is informative. The visual style used in this film was convincing with the initial recording being done in black and white due to the infant nature of color technology at the time. The last segment of the movie that has general focus on the story of the Algerian war adapts the omnipresent invisible narrator method. The transition is flawless and remarkable, and it enhances the overall effect of the story. Rising action The flashbacks in the story mean that the movie has rising action for only the first segment. The flow from the torture scene, to Ali Pointe s flashbacks marks the foundation of the action. It is centered on Ali s memories, the calmness and lack of any violence as he reminisces of his former life and the woes of his urgent life. The bloody, grizzly movie scenes also add to the action of the movie. The flashback approach, however, give the story very little raise in action because it is a war movie. Climax It is impossible to centre on any part of the Battle of Algiers as the only climax in the movie. It is riddled with multiple tense and explosive scenes, all centered on the flashbacks. This film provides a deeper insight and understanding of the dynamics of conflicts; this is done in the way it provides a detailed arm race between the warring factions that normally accompany conflicts. In short the idea of reciprocity in conflict which describes how each side attempts to outflank and outmaneuver the other help us tremendously understand the dynamics of the real world conflicts (Rainer, 10). A memorable scene is where several female NLF remove their veils and dress like Europeans in order to penetrate the enemy territory to plant bombs. Another scene shows businessmen relaxing in a bar, people waiting for a bus, teenagers having fun and a child who enjoying her ice cream and suddenly, a bomb explodes. Another bombing occurs in a coffee house at around the Casbah area. The scenes of the French Legion s torture cells, the deliberations of the Algerian resistance organization (National Liberation Front) top brass in the Casbah meeting room, their battle hardened and fearless soldiers on the rooftops, cafes, checkpoints as they detonate bombs, are all a product of a breathtaking casting Falling Action The second part of the movie signifies the start of falling action. The escalation of the insurgency into a full scale revolution indicates that while the French might have won the battle for the city of Algiers they lost the Algerian war. In a way, this compensates for the bloody action scenes as one is compelled to ponder on whether such bloodshed and death was necessary to gain independence. Although circumstances forced the locals were to start the war, the script is quick to show that they did not support terrorism as those who engage in it in the film have their reckoning moments (Ebert 123).They did not sanction the methods employed by the militants, but they were part and parcel of the gains. This is a true indication of a group that is formed with genuine reasons of freeing their society from some of the things that kept them exploited for centuries. Just when one would have thought that the war is over, bombs leaving hundreds of people dead and others injured. Resolution The producer, Pontecorvo used special filming techniques that gave the movie somewhat of a documentary-like grainy look. The movies plot also follows the documentary approach .In the scenes after Ali Pointe and other leaders are killed, it is clear that the French have shot themselves in the leg. Their actions against the insurgents have solidified the people s resolve and they have no choice but to grant them freedom The end The year is 1962 and Algeria is in a euphoric state. The scenes shift from happiness to the defeat of the French. The movie ends on a positive high, as the deaths of all those killed in the course of the war seem worthwhile. The dying scenes of the movie show the victory on the faces of the Algerian people. The characters The cast included only one professional actor, Jean Martin. The movie engages composite characters. The character Colonel Mathieu is a composite character meant to show the top leadership of the actual French regiments in Algeria at the time. It also seems likely that the producer and the actor attempted to show the colonel as an honest man merely doing his job, as opposed to a villain and emotionless leader of a ruthless military. Jean Martin plays the character well, but it still ends up depicting him as a villain. Other characters are real but have their names changed to fit in the story. The largely unprofessional cast was picked because of their appearance and expression. They therefore fit in with their role in the film, giving it the feel of a real time recording. ANALYSIS Battle of Algiers was released in 1966, 4 years after the end of the Algerian war. It is a movie that rebuilds the events that were witnessed in Algeria in 1954-1962. Its content clearly brings out the unbiased story in the war. It is not propaganda as it shows the detailed happenings of the war without showing an apparent bias. It is a political movie that concentrates on the war aspects of the Algerian War for independence and has indiscriminate depiction of the occurrences. One of the most notable things from the beginning is the lack of bias; the movie shows the atrocities committed by both sides despite the fact that its budget was partly footed by the Algerian government. The events in the movie are a true reflection of the War of independence in Algeria. It also shows how the insurgency crept into the Algerian society. The people rose in defiance of colonialism and eventually defeated the French. It represents a time when a wave of nationalism was spreading through Africa (Augends, 121). One can not help having to remind himself or herself that each and every frame of this frame has been staged (Solinas, et al, 124). The scenes of a bombing of civilian not only in cafes but also in the dance halls and hit and run assassinations of police officers from the French side, provides the few who witnessed the gruesome experience or those who have read the descriptive narrative of the resistance movement with a feeling of sorrow at the experiences. It creates a sort of nostalgic disgust, but it is unbiased because both sides are depicted for having committed atrocities. The superior script is further demonstrated by the fact that the several military organizations that are involved in one way or the other with terrorist organizations operating like National Liberation Front (NLF) have found this film a starting point in their military strategy. It has been used as they plan how to confront and defeat such organizations while keeping the casualties at a minimum. For instance, Pentagon has been screening it to its staff headed for terrorist hot spots like Iraq and Afghanistan. The aim is to show them the two sides of the war and what will happen if they do not take care of the natives. (Solinas, et al, 154). The flow of events in the film also adds to its finesse, which improves the degree of reality in it tremendously. One important thing about this is that it lays the background of why the (National Resistance Front) NLF had to take up arms against the French forces. This is normally the important part of any work of art, to achieve its primary aim. If this movie had no achieved this, there would be no convincing reason why they are fighting in the first place and it would make the movie pathetically hollow and amateurish. This further reinforces the fact that the film is devoid of any propagandist stuff despite the fact that it was subsidized by the Algerian government. It was tailored to guard and respect the real happenings of the Battle of Algiers and to tell the real story of the war. The choice of the characters in the film is another feature that further set it apart from a majority of the films in the same genre. The role of Ali la Pointe, played by Brahim Haggiag, is one such choice that fits into the part he is supposed to play. His prole-hero features are so riveting that no one can dispute that he was the real FNL actual leader. By portraying Ali as a down trodden Muslim in dire need of liberation from the French occupation, the directors of the film again match the cast with situations (Gilbert, 10). Ali is not only the perfect embodiment of the downtrodden Muslim clamoring for emancipation but also a representation of the ordinary Algerian. His eyes are the fervid center of this movie as the vivid flashbacks explain his story. Just like the majority of movies of this genre, there are a number of lessons that one can learn from film. The first such lesson is the amount to reciprocity in this conflict (Zuhur, 231). Reciprocity means both sides to the conflict are responsible to the conflict. That each side attacks or defends in retaliation to the other side implying in the absence of either of the two there would be no conflict. The same applies to the likes of trade and so many other endeavors in life that requires two to tango (Burr, 10). This reciprocity is normally what identifies one party to the dispute as a villain or aggressor and the other a victim. For instance, it is tempting to view the Algerians as victims while the French forces as the aggressors. This is a fallacious conclusion; if anything the French who annexed Algeria in 1800 and it is only a century and a half later that the revolutionary war begins. Nonetheless, as is made clear by the film, the French also have their fair share of victimization and revenge, primarily brought about by the need for resources that would enable them to dispel insurgencies of that nature not only in Algeria but in all colonies that were in the French sphere of influence. It is obvious that the Algerian would not have taken up arms had the French agreed to meet their legitimate demands. Given that the French policy of assimilation had made the Algerians second class French citizens. As observed, conflicts are reciprocal in that any of the competing side has an option of discontinuing the conflict by restraining itself from any retaliation. This means that surrender is hardly ever considered an option. However, in most of the cases there would never be a side that would be wiling to do such a thing, until of course, the situation demands it or they are defeated in war. That is the reason why both sides are to blame itself for any undesirable consequen ces of the conflict that they were part of. The second lesson which this film teaches us and which is also related to reciprocity in conflict that we have talked of is the significance of normative analysis (Burr, 10). The film sequentially illustrates the successful decisive events of this conflict between the Algerian insurgency and the French forces in the 1950s, without appearing to side with any of the protagonists. This neutral and detached approach is precisely the reason that explains why the film is so powerful, thought provoking and authentic. This makes anybody alluding that the film is a propaganda tool appear utterly ignorant of the glaring description to the contrary. The same can be viewed as the reason why the film is so enriching and compelling. The visual presentation of important events in the struggle for independence and especially the entire colonial rule is so neutral that it can easily pass for a documentary. The hardened French soldiers in the first scene ruthlessly torturing an Algerian insurgent toge ther with the Algerian children and women who we are shown planting bombs in military checkpoint shows that both sides engaged in inhumane, immoral, and illegal behaviors (Rainer, 10). They are both ready to engage whatever means necessary to meet their respective ends, which is the reason there are no heroes in this film (Pujol, 3). In short, what the author wishes to communicate is laying the exposure of all the human tragedies that happen amongst us but people do not seem to pay a lot of attention on them (Ebert, 67). The movie reveals the realities of the atrocities of the war between the army of the French and the soldiers of the National Liberation Front. However, it may superficially seem justified for the FLN insurgents to use such methods to fight against the French rule; their struggles and methods are crude and inhumane. They have caused suffering by killing and maiming people in cold blood as a result of the bombs they plant targeting the Europeans. The attacks by the FL N were reciprocated by the French military in a much more treacherous way due to superior training and weaponry (Evans Morgan, 234). This brutality has affected all those involved. These people live in fear of being ganged down and this explains why they were never at peace (Ebert 87). The development of this movie was superb and indeed it led to the realization of the goal that the producers intended. The movie was developed so many years ago but till today it remains relevant. This is because it shows the effects of any war on the natives and what both sides lose when they go to war. The film is indicative of a thorough choreography and splendid script. These are sure indications that there was thorough input by the assisting crew to live up to the original script. Summary In summary, at every stage of this conflict we get a clear illustration of how the two sides of the conflict change their tactics in a bid to get an upper hand in the conflict; we also see a slow but unstoppable escalation of fighting into war. The Battle of Algeria is a good and unbiased description of the revolutionary battle pitting the insurgents against the French forces; a war that escalates until one party emerges the victor. It tries to bring out the suffering of the people, the wanton destruction of property and life. This is important and can be applied to almost all competitive situations that can be modeled in a war with an enemy with better weaponry and training. The makers of the story created a fictional script that captures the real story. The unbiased approach might have been refuted later by some parties to the war but the real story is there for all to see. It is also up to the viewer to decide whether such bloodshed was really necessary in the struggle for independence. It is a remarkable lesson in history and the injustices in war. At the end of the movie, it is left to the conscience of the viewer to decide which side he or she feels was justified to fight with such unconventional methods. This question is left unanswered because the movie shows such a remarkable balance in the depiction that it is almost impossible to pick sides with justified reasons. It also shows how the French lost the battle of Algiers but ultimately lost the Algerian War. Algeria gained independence in 1962, the same year the Algerian war ended.

Method :: essays research papers

Method Participants   Ã‚  Ã‚  Ã‚  Ã‚  There were 32 (22 female and 10 male) participants in this word recall experiment. Participants were of traditional and nontraditional college-age. The participants were from various academic majors; however, all participants were currently enrolled in one of three sections of an experimental psychology course. All of the experimental psychology students taking part in this experiment had previously completed a course in general psychology and psychological statistics earning a grade of â€Å"C† or better. The participants took part in the experiment as a learning experience for the class. Materials   Ã‚  Ã‚  Ã‚  Ã‚  The experiment took place in a traditional classroom setting. Participants sat at one of three long tables, positioned in a u-shape, facing the front of the room. There was also a row of smaller desks behind the tables in which participants could sit. The experimenter used a series of 24 PowerPoint slides, which informed the participants of their role in the experiment. Consent forms were passed out to each participant. The consent form described how the experiment was not mandatory; therefore anyone wishing not to participate could simply return their consent form and exit the room. Additionally, number â€Å"2† pencils were given to any participant who did not have one of their own.   Ã‚  Ã‚  Ã‚  Ã‚  A Gateway 2000 (E-1000) computer equipped with Microsoft PowerPoint was used to generate the slides. The slides were displayed on a Gateway 2000 35’ diagonal color computer monitor. The monitor was placed on top of a portable TV stand, positioned in the front of the room. Thirty words were used on the presentation slide. Fifteen of the words used were concrete words such as cat, string, and butter. The other fifteen words used were abstract words like pride, honor, and truth. The words on the presentation slide were set up into 3 columns of 10 words, each alternating between concrete and abstract. The words on the slides were white with a black background to ensure that all participants could easily view the slides. Arial font with a 32-point size was used. All text was in upper case letters, also for easier viewing.   Ã‚  Ã‚  Ã‚  Ã‚  The concrete and abstract words were chosen from a list of 925 words featured in Pavio, Yuille & Madigan (1968). The concreteness of all 925 words had been determined by asking subjects to rate the words on a likert scale of (1-7) (1= not very concrete, 7 = very concrete). The concrete words were composed of words with a concreteness value â€Å"C† of 6.

Frederick Douglass :: American History, Masters and Slaves

In 1845, Frederick Douglass published a narrative will be remembered in history forever. Douglass’ narrative is a recount of the tough life on the plantations before his escape to New York. He describes in this narrative the senseless acts of cruelty on the part of the masters as well as the debased lives of the slaves. Narrative of the Life of Frederick Douglass, An American Slave provides a powerful account of the role of ignorance of slavery, the damaging effects on slaves and slaveholders, and the knowledge to the path of freedom for African Americans. Frederick Douglass was born in a slave cabin, in February, 1818, close to the town of Easton, on the Eastern Shore of Maryland. (Bio of FD, 1) Frederick Douglass, whose full name is Frederick Augustus Washington Baily, was abandoned by his mother when he was just a baby and then was raised by his grandparents. Douglass never knew his father and according to him and nearly everyone, "†¦opinion was also whispered that my master was my father† his father figure was a white man ( NLOFD, 1). When Douglass was around the age of six, his grandmother took him to the plantation of his master and left him there. (Bio of FD, 1) He stayed there with his master for about two years then he was relocated around the age of eight where he was sent to Baltimore to live as a houseboy with Hugh and Sophia Auld, relatives of his master. Not long after his arrival his new mistress taught him the alphabet. The lessons soon came to a cease when Hugh said â€Å"learning will spoil the best nigge r in the world† (Foner, 17). When her husband forbade her to continue her instruction, because it was unlawful to teach slaves how to read, Frederick took it upon himself to learn. This marked the turning point when Frederick Douglass started to become a man. Frederick Douglass’ Narrative of the Life of Frederick Douglass, An American Slave was written to expose the ignorance of slavery, the damaging effects on slaves and slaveholders. Douglass wanted to show the world his story and point of view throughout his journey through slavery. The novel lets the readers feel the cruelty and hardship of Douglass’ life. The narrative goes from his early childhood, to when he escaped to freedom, to his role in the abolitionist movement. When Douglass was a young boy, he witnesses for the first time his aunt, a slave, getting whipped.

performing arts Essay -- essays research papers fc

What is Performance Art? How does it differ from Theater? The term "Performance Art" started in the United States in the 60's. It was originally used to describe any live artistic event, which included poets, filmmakers, musicians, dancers, etc. Even though the descriptive word came about in the 1960's, there were earlier precedents for performance art. The live performances of the Dadaist meshed poetry and visual arts. The German Bauhaus, founded in 1919, included theater workshops that explored the relationship between space, sound and light. Direct influence also came about later in the 50's on through the 60's with the Beatniks and the happenings that took place in the Lower East Village in NYC. Earlier movements such as the Italian Futurists were also very involved in paving the way for what was to come in the 70’s. By 1970 the term, performance art was used globally and specifically defined as live art, not theater. Even though theater and performance art often times share the same stage, in practice they are very different. Performance art is not a form of representational art, rather a moment of acquiring multiple characters and creating a fusion between one and the next, but never allowing the true self to ever fully disappear. A performer of performance art is usually oneself either telling a story, a feeling, an opinion, whether it be through video, movement, music, television, poetry, sculpture, spoken dialogue or any mix of these. An actor usually is personifying someone else under very specific conditions. Performance art leaves more leeway for improvisational efforts to factor whether it is text based or strictly movement. The script is a security paper reassuring a certain aspect of structure, but does not hold an absolute strict compromise. No two performances are ever really al ike. A script for an actor is a bible; it tells how and when an action will happen. All cues, lines and characterization get memorized and obsessively rehearsed so that every time performed an almost identical performance is released. Rehearsals for performance artists are much more conceptual and often times will include researching, gathering props and costumes and having discussions with collaborators in their rehearsal time. Maybe this is so due to the little or no technical training that a ... ... culture and identity. It allows the artist to be an insider and outsider at the same time, crossing the border of points of view at all times. It functions on different levels of society’s social structure, sometimes right on par with current events and other times defying all common everyday needs and resistance. Performance art fluctuates between boundaries of all art. Its conceptual territory lies within the contradiction, the ambiguity and the extreme, making it difficult to define borders. Performance art is a means of art that cannot be bought or sold. It is a chance where all art forms converge in many different mixes, whether it be music, video, painting, poetry, movement, etc. In a postmodern society where all genres loose their limits and are hard to define, performance art has become an absolutely hybrid art form. Bibliography 1. Fusco, Coco. â€Å"English is Broken Here†. New York: The New Press, 1995. 2. Goldberg, Roselee. â€Å"Performance Art, From Futurism to the Present†. Singapore: C.S. Graphics, 2001. 3. Acconci, Vito, â€Å"Public Space in a Private Time†, url: www.kuntmuseum.ch. 4. www.lipmagazine.com performing arts Essay -- essays research papers fc What is Performance Art? How does it differ from Theater? The term "Performance Art" started in the United States in the 60's. It was originally used to describe any live artistic event, which included poets, filmmakers, musicians, dancers, etc. Even though the descriptive word came about in the 1960's, there were earlier precedents for performance art. The live performances of the Dadaist meshed poetry and visual arts. The German Bauhaus, founded in 1919, included theater workshops that explored the relationship between space, sound and light. Direct influence also came about later in the 50's on through the 60's with the Beatniks and the happenings that took place in the Lower East Village in NYC. Earlier movements such as the Italian Futurists were also very involved in paving the way for what was to come in the 70’s. By 1970 the term, performance art was used globally and specifically defined as live art, not theater. Even though theater and performance art often times share the same stage, in practice they are very different. Performance art is not a form of representational art, rather a moment of acquiring multiple characters and creating a fusion between one and the next, but never allowing the true self to ever fully disappear. A performer of performance art is usually oneself either telling a story, a feeling, an opinion, whether it be through video, movement, music, television, poetry, sculpture, spoken dialogue or any mix of these. An actor usually is personifying someone else under very specific conditions. Performance art leaves more leeway for improvisational efforts to factor whether it is text based or strictly movement. The script is a security paper reassuring a certain aspect of structure, but does not hold an absolute strict compromise. No two performances are ever really al ike. A script for an actor is a bible; it tells how and when an action will happen. All cues, lines and characterization get memorized and obsessively rehearsed so that every time performed an almost identical performance is released. Rehearsals for performance artists are much more conceptual and often times will include researching, gathering props and costumes and having discussions with collaborators in their rehearsal time. Maybe this is so due to the little or no technical training that a ... ... culture and identity. It allows the artist to be an insider and outsider at the same time, crossing the border of points of view at all times. It functions on different levels of society’s social structure, sometimes right on par with current events and other times defying all common everyday needs and resistance. Performance art fluctuates between boundaries of all art. Its conceptual territory lies within the contradiction, the ambiguity and the extreme, making it difficult to define borders. Performance art is a means of art that cannot be bought or sold. It is a chance where all art forms converge in many different mixes, whether it be music, video, painting, poetry, movement, etc. In a postmodern society where all genres loose their limits and are hard to define, performance art has become an absolutely hybrid art form. Bibliography 1. Fusco, Coco. â€Å"English is Broken Here†. New York: The New Press, 1995. 2. Goldberg, Roselee. â€Å"Performance Art, From Futurism to the Present†. Singapore: C.S. Graphics, 2001. 3. Acconci, Vito, â€Å"Public Space in a Private Time†, url: www.kuntmuseum.ch. 4. www.lipmagazine.com

The Last Lecture Randy Pausch Reflection

Reflection of Randy Pausch’s â€Å"The Last Lecture† Pennsylvania State University Berks Campus The Last Lecture began as a good-bye speech, made by Randy Pausch, a 47 year old professor diagnosed with terminal cancer. His speech at Carnegie Melon University became an Internet phenomenon. It has also been published as a book. I really thoroughly enjoyed his Last Lecture speech. He had a lot of good talking points and brought up some new perspectives, or ways of looking at life situations that got me thinking. He talked a lot about his dreams when he was a child and was very humorous and inspirational throughout his speech.He also had a lot of quotes that I really enjoyed and they are what I want to focus on. â€Å"When you screw up and no one yells at you about it then they have given up on you. † They yell at you because they care. This is something that applies to my life. I have had presumably some of the worst years of my life my junior and senior year of hig h school through entering college. I always believed my parents never understood where I was coming from, and if I did anything slightly wrong, they would blow the situation out of proportion.This is not exactly the same thing, because I would not say that I have â€Å"screwed up† in my actions, but more, I have done things that my parents disagreed with. My parents would yell at me for reasons that I did not understand, and things that my friends’ parents would never yell at them for. I know that there are individual differences between families and their own beliefs, but at the time, I hated my parents. We would get into the pettiest fights, and my parents never knew how much I did not do to try and please them. I just wanted to run away and leave and or find a way out.These were somewhat dark times for me because my relationship with my parents was just extremely terrible. Our arguments took an emotional toll on me, and it affected all of my relationships outside of my family and my schoolwork; anything that was important to me was not anymore. All this being said, now that I have been in college I have realized that my parents do really care about me and when they ever got angry or would not let me do something, I know now that it was out of love and parental instinct to protect their child and have my best interests in mind.They also were so strict and disciplinary with me because they just wanted a better life for me than they had, and they did not want for me to â€Å"screw up†. I really appreciate all that my parents have done for me to have the life I had, and I am so lucky to have parents who care about me and my future so much. This ties back into another thing Randy Pausch said, which was â€Å"when you do something when you are young, it sticks with you. † My parents are pretty conservative and raised me with strict discipline, placing all their emphasis on my academics.My dad would always make me sit at the dinner tabl e and do all of my homework before I could go play or do anything else. This is something that has stuck with me for a long while. I am not as good at still doing this, but what my dad made me do, helped contribute to my work ethic that would get me good grades, organization, and good time management skills all throughout grade school. Also, like Pausch’s father, my dad taught me humility. I try to live my life as modestly as I possibly can, and I get the most gratification out of the smallest things.Unlike Pausch’s father though, my dad never let me draw and write on the walls, even though that never stopped me from doing it, but rather my dad still let me express my creativity in other ways that would not cause property damage. Having a creative outlet is such an important thing and I was glad I was able explore and let my imagination run. If anything, in today’s society, creativity is something that is being undervalued and sacrificed in the sake of making pr ogress and conforming to an academic standard, where the arts and other areas of study are not looked as highly upon as studying science or business, for example.It also comes down to material goods and earnings when choosing a course of study. A statement that stuck out to me was that â€Å"people are more important than things. † This is an idea that seems to have been innate for me. Since I was young, I always cared a lot about the people in my life, and that has translated to how I am now. I value friendships so much. I believe that yes, you have your family and they should always be there and support you, but having friends creates such more stable foundation in the relationships that you have. You can make a lot of money and buy whatever you want, but money does not equate happiness.I appreciate the people who are in my life and all the experiences we have shared together, which I will continue to reminisce about and keep forever. Money or things could not give me all t hose experiences. Sometimes I feel like people are so driven by their need for a sense of achievement and wealth/power that they push people away and give up any chance of building their friendships and enjoying the fruits of life that you can only get through your interaction with people. These people just end up alone, and that is something I do not want to do.Randy Pausch was very successful at being able to always put people before things. â€Å"Experience is what you get when you didn’t get what you want† and â€Å"brick walls are there to show how much people want something,† we two of my most favorite quotes that came out of his speech. The more I reflected on these words, the more I thought about how true they are. I never thought of experience in that way, but I guess that is what results from at least some of my experiences. I feel like I have great experiences, but they are times when I do get exactly what I wanted.No doubt though, many of the best ex periences I have had were ones where things did not go exactly as planned but they ended up being just as great, if not more great, than they would have been if I had gotten my way. Another important thing about experience I think, is that you have to let yourself experience, and not hold yourself back. You could look at something that happened to you and complain and cry about it, but you could look at it from the perspective that you have gained knowledge for future events, and you only grow and learn from your experiences, either good or bad.I know that many times, I feel like only bad things happen to me, and as much as I appreciate gaining experiences from them, it feels like I always have to the route of learning from my mistakes. I got into my first car accident on my way back home from FTCAP at Berks, and clearly that was not something I wanted. But I gained experience from it, and I guess it has made me become a more cautious driver. The other quote about brick walls really struck a nerve with me and that is why it was one of my favorites.I feel like I have come up against many brick walls in my life. Sometimes I cannot break them down, but I guess that means that I did not want something enough. Physically, I know that there are those times where I am in a game, and I am just exhausted. When I feel like I cannot push anymore, something inside me, whether it be my want to be better than someone else, or sense of competition and want to win, I find a whole source of energy and intensity that was not there before. Usually this allows me to overcome my fatigue and perform better.If I looked at every obstacle in my life as a brick wall that I would have to break down or overcome, I feel like I usually come up short and only make maybe a crack in the wall. I believe that when I am really passionate about something, I put literally everything I have into it and hope that it shows how badly I really, truly want something. Most of the time, I will admit, I ge t discourage or frustrated easily. I want to be able to not let these walls stop me from achieving anything.So this is a quote I have up so I can see it everyday, and it is quite motivating to see that I have to put effort into my day to achieve anything. I found the part of his speech where he talked about working on Imagineering inspirational. This was something that was his dream, and once he finally achieved his dream, this forever changed his life. I am not sure if I have an ultimate dream of what I want to be, in the future, but I hope to be like Pausch and enable childhood dreams of others.I do not even know what it would be like to fulfill your own dream or the dreams of others, but I would love to be a part of something bigger than myself and help others. I am realizing that there are so many people out there who are less fortunate than I, and those people work so much harder to achieve their dreams. My parents could even be used as examples. Their dream was to escape commu nism, and lead a better life for themselves and for their children. They worked extremely hard to build themselves up from nothing.I hope to someday have a dream that I want to achieve that badly. Pausch had pancreatic cancer, three kids, and did not want to be an object of pity even though he knew when his life would end. I envy that about him. He continued in his speech to talk about how to live and achieve your childhood dreams. I think that that was very motivational to us, especially as college students, because he is basically saying that we can be whatever we want to be and we should not let anything get in the way of our dreams.Pausch said that you should have a sense of fun and wonder which should never go away. I could not agree more. We are young, and should be curious and enjoy life. Often the flame of life seems to dim until it blows out over time, but like Pausch I hope to be able to have as much fun and fulfillment out of anything that I do. When I get out of school, and begin to work, I hope that I will be able to go to work everyday and be excited about it. I realized that I am basically living out a dream that I laid out for myself, whether I knew it or not.It has taken a lot for me to get to where I am now, and I have worked for â€Å"my dream† for so many years, it has become one of the only things I know how to do and work towards. I guess this dream is become a child psychiatrist, or work with children and help them medically. His conclusion of the lecture gave me a lot to really just think about. Really, his entire speech conveyed that you should never underestimate the value of having fun. You should work and play well with other, tell the truth, and apologize.You should show your gratitude. And not to complain, just work harder. This is such a great way I think to look at life. Life is all about living, and living is having fun and enjoying yourself. That is the only reason for doing anything. I mean it is simple, but why would you want to put all your time and energy into doing anything you do not like? Even those things that are difficult can be made easier if you just look at the situation from a different and more hopeful perspective. I know that I do not show my gratitude enough.I know that I am thankful, but sometimes a simple â€Å"thank you† does go a long way. I know that I do a lot for people and I do it because I want to, but those two words carry a lot of weight. I also know that I tend to complain a lot. His speech definitely was motivational in the fact that so many people, like myself, can spend an excessive amount of time being negative and looking at everything as a long and arduous task, when life is all about just trying to do the best you can and having an optimistic point of view.If you do not complain about things and just force yourself to get them done, you will be so much more satisfied with yourself and the work you accomplished. He went on further to talking about how you should live your life. Pausch said that if you live properly, your dreams will come to you. I am skeptical of this, but maybe if I try to live more â€Å"properly† then things will all fall into place. I realized that I often know what I want, but I do not do anything to help me achieve what I want.Also there are times when I feel like I am trying my best to live â€Å"properly† and make the best of every situation, but sometimes, I just do not want to make myself feel better about myself or any situation I would be in, and I would just rather sulk and pity myself. Randy Pausch definitely had ego integrity as he entered the last stages of his life. His attitude and his approach to facing death was something very awe-inspiring. He is not afraid of death, and he feels as if he has lived a fulfilling life. Even though he is leaving his children and family behind, he knows that they will carry on and live life to its maximum otential because he has shown them how. As upset ting and devastating as it is to lose someone who is very close to you and has made such an impact in your life, I believe that his family will be able to handle his death and have a positive outlook on the future, even without Pausch’s presence there, because he was so positive about his life and what he has contributed and done. I think as much as I would want to be optimistic or realistic about death and accept it, I think I would be more upset and more ego despair than Pausch was.Yes, death is a naturally occurring event and everyone dies. It is just somewhat unfair to me that certain people do not have the chance to live out their life. I also am just more afraid of when my life ends, I will not have accomplished everything that I wanted to, or made any difference in the world. Maybe someday, I will be able to give a â€Å"Last Lecture† speech that is just as motivational and inspirational as Randy Pausch. I also hope to get into the mindset that Pausch talked abo ut in his speech—living life, not worrying about death, having fun, and going after my dreams.