Digital Film Technology Revolutionizes the Film Industry Essay

Digital Film Technology Revolutionizes the Film Industry       With the release of Star Wars: Episode I the Phantom Menace, in March of 1999, digital film technology officially filtered itself in to main-stream Hollywood. Digital film technology is the latest and probably most revolutionizing new technology to hit Hollywood.  Ã‚  The use of digital film allows for infinite editing capabilities and endless benefits to distribution and special effects.  Ã‚  The use of digital film allows for producers to add in extras, produce stunts, and even create false people with the click of a mouse.  Ã‚  Time and cost consuming stunts, stunt doubles, and actors may no longer be a worthy concern to producers and their budgets.  Ã‚  Though the growing popularity of digital film technology gradually replaces these actors and on-screen jobs, this new technology is actually creating more jobs than it destroys.  Ã‚   The use of digital film first began to make it’s way into Hollywood in special effects scenes.  Ã‚  For example, in Forest Gump, released in 1994 by Paramount Pictures, a few scenes are enhanced with this technology. In a scene which actor Gary Senise loses his legs, producer Robert Zemeckis did his best to manipulate the film to show the actor with no legs. Using digital film technology, visual effects supervisor, Ken Ralston explains how they mastered this technique. Ralston explains, ‘Gary looked like he had no legs because we eliminated them. We had Gary wear blue screen stockings over his feet and lower legs that tucked into the ends of his pants. We did blank plate passes of each location to add a back to the information Fary’s lower legs clocked. After we removed his lower legs, we did some 3-D work and added shadows to m... ...nd film. While digital technology revolutionizes the film industry, the film industry’s job market is also revolutionizing.  Ã‚  The few jobs lost from taking a fall out a window, or walking down a street will be replaced by business and technology jobs related to digital film. New jobs will arise from switching to a digital format. The changes spurred by digital film technology and digital projection are mostly positive. This transition will be a benefit to Hollywood, and the mainstream business world.    Works Cited Chinnock, Chris. â€Å"Lights! Camera! Action! It’s the Dawn of the Digital Cinema†. Electronic Design.. Aug 9, 1999    Cringley, Robert. â€Å"Hollywood Goes Digital†. Forbes. 12/7/92. McQuire, Scott. â€Å"Digital Dialects: The Paradox of Cinema in a Studio without Walls†. . Historical Journal of Film. Aug 99

Community Development

Community Development Planning Lecture 1: Understanding the key concepts of Community, Community Development & Economic Development Course Learning Outcomes †¢ Explain the key concepts of social infrastructure in spatial planning †¢ Analyze social infrastructure issues in spatial planning †¢ Identify the various challenges of social infrastructure in spatial planning practices Community †¢ Various definitions: ? People who live within a geographically defined area and who have social and psychological ties with each other and with the place where they live (Mattessich and Monsey, 2004) ?A grouping of people who live close to one another and are united by common interests and mutual aids (National Research Council 1975) †¢ These definitions refer to people and the ties that bind them, then only to geographic locations †¢ It means, without people and the connections/ties, community will be only a collections of buildings and streets. †¢ However commun ity does not necessarily means â€Å"living physically close to one another†.It also refers to social connections at other than living place such as workplace, sports centre, clubs or groups, or political affiliations. †¢ Community can also be created through special interest or conditions such as disability, gender, belief †¢ In this era of social media (such as FB, Twitter) madness, communities can be created on virtual platform. Community Development (CD) †¢ Community Development is defined and described as.. – the process of developing stronger communities of people and the social and psychological ties they share. The educational process to enable citizens to address problems by group decision-making – Involvement in a process to achieve improvement in some aspect of community life – All these processes will result in an outcome which is the improvement of community capital. Community Capital Human Capital †¢ Labour supply, skills , experience, capabilities Physical Capital †¢ Buildings, streets, infrastructure Financial Capital †¢ Community financial institutions, micro loan funds, community development banksEnvironmental Capital †¢ Natural resources, weather, recreational opportunities Social Capital Social Capital †¢ Social Capital refers to the ability of residents to organize and mobilize their resources for the accomplishment of consensual defined goals †¢ It refers to the extent to which members of a community can work together effectively to develop and sustain strong relationships, solve problems and make group decisions, and collaborate effectively to achieve common goalsSocial Capital †¢ Some scholars make distinction between bonding capital and bridging capital †¢ Bonding capital refers to ties within homogenous groups (e. g. races, gender, people with the same economic background) †¢ Bridging capital refers to ties among different groups Community developme nt chains Capacity building process Developing the ability to act Social capital Ability to act Community development outcome Taking action Community improvement Development ready communityEconomic development †¢ Community development and economic development is highly sinergistic. †¢ Community development – a planned effort to produce assets that increase the capacity of residents to improve their quality of life. The assets include: physical, human, social, financial, environmental †¢ Economic development – the process of creating wealth through the mobilization of human, financial, capital, physical and natural resources to generate marketable goods and services. The definitions are clearly parallel : community development is to produce and improve assets, economic development is to mobilize these assets which will bring greater benefits for the community ie. more goods, services, jobs etc. †¢ Both types of development are highly dependable on ea ch other as most businesses will look for development-ready communities that are equipped with strong and established communities, good infrastructure, abundant supply of labour, safety, telecommunication etc.Community and economic development chains Community development outcome Taking action Community improvement Development ready community Economic development outcome Job creation Increased income and wealth Increased standard of living Capacity building process Developing the ability to act Social capital Ability to act Economic development process Creating and maintaining ED programs Mobilizing resources The end Community Development Community Development Planning Lecture 1: Understanding the key concepts of Community, Community Development & Economic Development Course Learning Outcomes †¢ Explain the key concepts of social infrastructure in spatial planning †¢ Analyze social infrastructure issues in spatial planning †¢ Identify the various challenges of social infrastructure in spatial planning practices Community †¢ Various definitions: ? People who live within a geographically defined area and who have social and psychological ties with each other and with the place where they live (Mattessich and Monsey, 2004) ?A grouping of people who live close to one another and are united by common interests and mutual aids (National Research Council 1975) †¢ These definitions refer to people and the ties that bind them, then only to geographic locations †¢ It means, without people and the connections/ties, community will be only a collections of buildings and streets. †¢ However commun ity does not necessarily means â€Å"living physically close to one another†.It also refers to social connections at other than living place such as workplace, sports centre, clubs or groups, or political affiliations. †¢ Community can also be created through special interest or conditions such as disability, gender, belief †¢ In this era of social media (such as FB, Twitter) madness, communities can be created on virtual platform. Community Development (CD) †¢ Community Development is defined and described as.. – the process of developing stronger communities of people and the social and psychological ties they share. The educational process to enable citizens to address problems by group decision-making – Involvement in a process to achieve improvement in some aspect of community life – All these processes will result in an outcome which is the improvement of community capital. Community Capital Human Capital †¢ Labour supply, skills , experience, capabilities Physical Capital †¢ Buildings, streets, infrastructure Financial Capital †¢ Community financial institutions, micro loan funds, community development banksEnvironmental Capital †¢ Natural resources, weather, recreational opportunities Social Capital Social Capital †¢ Social Capital refers to the ability of residents to organize and mobilize their resources for the accomplishment of consensual defined goals †¢ It refers to the extent to which members of a community can work together effectively to develop and sustain strong relationships, solve problems and make group decisions, and collaborate effectively to achieve common goalsSocial Capital †¢ Some scholars make distinction between bonding capital and bridging capital †¢ Bonding capital refers to ties within homogenous groups (e. g. races, gender, people with the same economic background) †¢ Bridging capital refers to ties among different groups Community developme nt chains Capacity building process Developing the ability to act Social capital Ability to act Community development outcome Taking action Community improvement Development ready communityEconomic development †¢ Community development and economic development is highly sinergistic. †¢ Community development – a planned effort to produce assets that increase the capacity of residents to improve their quality of life. The assets include: physical, human, social, financial, environmental †¢ Economic development – the process of creating wealth through the mobilization of human, financial, capital, physical and natural resources to generate marketable goods and services. The definitions are clearly parallel : community development is to produce and improve assets, economic development is to mobilize these assets which will bring greater benefits for the community ie. more goods, services, jobs etc. †¢ Both types of development are highly dependable on ea ch other as most businesses will look for development-ready communities that are equipped with strong and established communities, good infrastructure, abundant supply of labour, safety, telecommunication etc.Community and economic development chains Community development outcome Taking action Community improvement Development ready community Economic development outcome Job creation Increased income and wealth Increased standard of living Capacity building process Developing the ability to act Social capital Ability to act Economic development process Creating and maintaining ED programs Mobilizing resources The end

Differentiated Instruction Essay

â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system.† My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, â€Å"the broad spectrum of students–and perhaps the society as a whole–would be better served if disciplines could be presented in a number of way s and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence –The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence –the ability to effectively use numbers and to reason. †¢Spatial Intelligence –the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence –the ability to skillfully move one’s body and to move and manipulate objects. †¢Musical Intelligence –a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence –the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence –the ability to know one’s self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternberg’s Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, teachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson – â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift–from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problems–that are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered & Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative & Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

Need of moral education to students Essay

In today’s world man, machine and money are the modern day trinity where as morality is just a casualty. As a result of this, our society has been suffering from much of corruption, exploitation, merciless killings, casteism, communalism, terrorism and a total crisis of character. In addition, schools have been facing unhealthy behavioral and indiscipline problems from students. All this needs to be reformed. But who is to bell the cat? It is we, the children, who have to complete that task. In this essay further, I shall explain importance of moral education in schools and how it helps our society to beat from above stated social evils. Every child possesses the potential to become the builder of an ideal society. What it needs is a proper cultivation of good morals at a young age to develop positive social attitudes and make him a useful, complete and perfect person. The great goal of education is not to cosmetically furnish the minds to produce doctors and engineers but to develop the sense of right, duty, honour, love of God and humanity by imparting moral education in schools. With this, students can improve overall behavior with their teachers and society too. In addition, when they grow, they will bring strong foundation to beat social evils. Many schools have been searching the reasons of depreciation in moral values and they have been working for developing good moral values among the students. However moral values are integrated part of the education and it is great emphasized in almost all countries. Generally Moral Education is not a specific subject for schools but it is taught under different subjects like languages, literature, supplementary reading books etc. Moral Education is taught as a separate subject like Moral Science in a few schools. Schools have been doing several efforts to manipulate the moral values among the students. The syllabus is designed such type to combine many moral values by stories, poems and by many lessons. Sometimes textbooks include many inspirational lessons about the great persons so that students may learn by their life.

Musculinity and drinking

1.   Does the study meet the scientific requirements?It cannot be denied that scientific study has become of great importance to any profession.   Everyone is aware of the fact that knowledge is increased through study and that critique of that study can also provide a basis for improving the study practices.  This study, â€Å"The Glass Phallus Pub (lic) Masculinity and Drinking in Rural New Zealand by Hugh Campbell meet the scientific requirements as it involved an intensive analysis of a particular site.2.   Is it a research study?Moreover, it is a scientific study utilizing the ethnographic fieldwork research methods.   Ethnographic research or fieldwork is considered an essential part of the training towards becoming a social scientist such that it is said to play a role in â€Å"consciousness raising† by extending one’s view of the world and challenging one’s assumptions about the nature of things (Robson, 1993).   Through ethnographic research the fieldworker gains an appreciation of the diversity and complexity of the human social condition and, at the same time, of the ultimate unity of human-kind.3.   Is it a quantitative study?No, it is not a quantitative study since it did not use any notation system. It must be noted that quantitative researchers assign numbers to observations and produce data by counting and measuring things.   Further, this study did not use any counting and measuring of things.4. Is it a qualitative study?Yes, this is a qualitative study since the researcher did not make counts or assign numbers to his observations. But rather, the researcher gain access into the â€Å"life-world† of his subjects and male groups; that is, to discover their motivations, their sources of meaning, their emotions and other subjective aspects of their lives because it is only in doing so that a researcher will be able to see, to describe, and to understand human behavior and social phenomena with greater d epth.   In addition, the researcher employed a qualitative research method which is participatory ethnographic fieldwork (p.262)5.   Is it clearly written?Yes, it is clearly written as the researcher used the first person and based on his experiences and analysis6.   Assess the title.The title is somewhat vague though as the author used a metaphor and one may not be totally familiar with â€Å"The Glass Phallus.†   So, one has to read the article thoroughly first before understanding the meaning behind the title.7.   Assess the authors` affiliations.Not much of the authors` affiliations were included in the study except that he has lived in the research area or community for five years as this is a participatory ethnographic fieldwork (p.262)8.   Assess the abstract.The abstract is clearly stated and includes the necessary things to include in an abstract such as the subjects and locale of the study, design of the study, the results, and the conclusion.9.   Asse ss the references.The references used were comprehensive and suited to the given study.10.   Is there a centrality of purpose between the introduction, method, and results?Yes, more or less there’s a centrality of purpose between the introduction, method, and results. But lesser centrality between introduction and method as the introduction is more of a myth about the rural pub, a nostalgic fiction of yesteryears as described in the introduction.   The method and results has more centrality as the author was able to connect the method used which is ethnographic fieldwork to the results of the study which is more qualitative.   The results of the study presented are ethnographic data which are the product of systematic and sustained observation.11.   Critique the introduction according to:– the literature reviewThe authors’ review of literature was conducted and integrated in the discussion part of the article although previous studies were not referred t o by specific articles, the names of authors and publication years were given. Moreover, the literature reported supported the selected qualitative method used in the study.–      study purposeThis study, â€Å"The Glass Phallus Pub (lic) Masculinity and Drinking in Rural New Zealand† by Hugh Campbell, examined the various ways in which pubs operate as a social site, where male power is constructed in rural communities.   Another is to examine the way in which symbolic notions of rurality are integral to the construction of gendered power in rural space.12.   Critiques the Method according to– the sample selectionThe sample of the study population was large (150-200) men who worked in farm service industries, were farm workers, owned or managed small farm service firms, or (a minority) were bachelor farmers.   Manual laborers on farms and in the farm service industries constituted the majority, but men from the agricultural petite bourgeoisie also were presented consistently.The participant sample selected basically on their performance known as the after-work drinking session.   The temporal parameters of after-work drinking strongly influenced which local men could join the pub (lic) performance of masculinity.   In addition to the fact that this study was the result of two periods of fieldwork within 5 years of ethnographic research, all the above mentioned criteria achieved the data saturation required.– the study designA participatory ethnographic study using formal and informal interviews was conducted to frame the design of the study (p.262). The method used was appropriate for this study as it sought to examine the various ways in which pubs operate as a social site, where male power is constructed in rural communities.   Also to examine the way in which symbolic notions of rurality are integral to the construction of gendered power in rural space.In addition, the qualitative interviews were undertaken to und erstand the experiences and all that they entail.– data collection proceduresData collection procedure used which was formal and informal interviews and were consistent with the purpose of the study since the study was a qualitative.   Moreover, 200 hours of participatory ethnographic fieldwork (in the pubs), made an even greater abundance of informal discussion and dialogue with members of the community.– researcher’s roleThe researcher’s role is to conduct interviews (formal or informal) using the participatory ethnographic fieldwork.– the issue of timeThis study was done for approximately 5 years of living in the community. The researcher has done interviews and discussions not just in the pubs but also in various locales such as sports clubs, churches, and voluntary organizations, and in the subjects` workplace.– materials/instruments usedThe strategies and tools involved in data collection includes ethnographic audiotaped interviews w hich includes open-ended, broad â€Å"grand tour† questions followed by more focused and in-depth discussions; participant observations were conducted in a variety of places; photography was extensive.13.   Critique the Results according to– findingsAnalysis from data obtained revealed two major characteristics of pub drinking performance, which are the conversational cockfighting and the disciplines of drinking. These two combine to ensure that a particular version of masculinity, here called pub(lic) masculinity reproduce itself.   A further finding is that masculinity in this kind of performative situation develops a degree of invisibility.– tables, graphs or chartsNo tables, graphs, or charts were included in the study.– statistical data and tests usedNo statistical data or tests were used as this is a qualitative study. So no sample data were given.   Only some conversation or descriptive data were presented.-discussionThe discussion of the res ult was done comprehensively and thus thoroughly-limitationsThe researcher realized the difficulties of analyzing an invisible masculinity and argues that rendering masculinity is an important task for any sociological analysis of both public leisure sites in rural society.-implications– The significant implication of this study is that rural sociologists must move quickly beyond viewing rural pub as just another aspect of the rural idyll but it is more of the operation of gendered power in rural communities, and as a site where rural masculinities are enacted and defended.ReferenceRobson, C. (1993) Real World Research: A Resource for Social Scientists andPractitioner-Researchers. Blackwell.

Film papers Essay Example | Topics and Well Written Essays - 500 words

Film papers - Essay Example Eventually the girls find them amid troubles and hysteric breakout of the fact of their witchcraft trial which culminate into gruesome climax and put the girls into tremendous trouble culminating into the death sentence of John and other convicts who show the guts to tear the confession and embrace death reciting the Lord’s Prayer which they end before they could say the word â€Å"Amen†. The film is an exact representation of the myriad myths and punitive measures that were undertaken for the practice of witchcraft. The film ‘The Crucible’ viewed from the historical perspective would definitely take its audience back to the play by Arthur Miller on which it is based and to the basic historical events with which the book deals. The main purpose of the film is to project and evolve awareness amid people far beyond the constraint of time frame, the actual reason behind the myths and superstitions are only for the fulfilment of some different desire altogether . The scene in the film which depicts the climax is very much relevant with history and bears much resemblance with the book.

Nurse Praqctitioner Essay Example | Topics and Well Written Essays - 250 words

Nurse Praqctitioner - Essay Example The primary care nurse practitioner executes detailed assessments, elevate health and obstruct sickness and injury. The primary care nurse practitioner works in collaboration with other healthcare professionals to deal with the disease and take charge of patient’s health program. Mirr & Zwygart-Stauffacher (2010) says that primary care nurse practitioner could also get involved in research, consultations and speak in favor of the patient that is individuals, families, groups and community (p. 11). This may be in hospitals, clinics, and mobile clinics. The primary care nurse practitioner can play the role of the pediatrician in a clinical setting (Reuter-Rice & Bolick, 2012). According to Mezey et al. (2003), the duties of acute care nurse practitioners vary and can be explained in two models (p. 290). The first model has the acute nurse practitioner carryout care to disease-specific patient group. An example of this group is cardiology, diabetes and cancer. The second model consist a problem-based approach to care, where acute nurse practitioner give specialized wound care, management of acute and chronic pain, give nutrition aid and manage patients unable to contain urine. The acute care nurse practitioner in the surgical intensive care carries out the following roles: mandate suitable laboratory and radiographic investigation, carryout intubation, placement of catheters (central lines, arterial lines and pulmonary artery) and chest tubes. The acute nurse also give follow-up care to the patient and advice on neurosurgical, cardiothoracic, urology, ear-nose-throat and orthopedic. The acute nurse practitioners educate patients, families, nursing staff, m edical students, community and are involved in clinical research studies. In administration, acute care nurse is involved in the development of strategies and management (Mezey et al., 2010). The acute care nurse practitioner can work well in a well-equipped busy hospital and research