Bluest Eye By Toni Morrison Essays - The Bluest Eye, Pecola, Beauty

Bluest Eye By Toni Morrison Beauty is something that a lot of people in life strive for, because everyone has fitted in their mind what exactly beauty is. People know that it can help you out in life. But what most people don't know is that, beauty is in the eye of the beholder. Meaning that beauty should not be characterized by what people are told it is, beauty is different for everyone, what is beautiful for you may be ugly to someone else. The characters in Toni Morrison's The Bluest Eye are confronted with the ideal of beauty and strive for it whether they know it or not. The two characters that I think were followed the ideal of beauty in Toni Morison's story are Pauline and Pecola. In Toni Morrison's story and in real life, beauty is described by people as having blond hair, blue eyes , perfect figure, etc. It's been said that if you have good looks, you can make it in life with just looks alone. People only strive for becoming beautiful because they want attention. As is the case in Toni Morrison's story. The characters in her story think that they are ugly, by others opinions of them, and want to become beautiful so they will be recognized and be the center of attention. But the harder both characters try, the worse things get. Pauline strived for beauty because she wanted to attention and wanted to be beautiful. Pauline seemed to have just worse case of bad luck, when she was a child she stepped on a nail and she was left with a limp forever. "The wound left her with a crooked, archless foot that flopped when she walked..." (110). She tried to put that behind her but she lost three middle teeth, not all the same time but slowly. It wasn't because her teeth were rotten the tooth just fell out. "I was sitting back in my seat, and I taken a big bite of that candy, and it pulled a tooth right out of my mouth. I could of cried. I had good teeth, not a rotten one in my head. I don't believe I ever did get over that" (123). After trying so hard to become beautiful and things going bad the harder she tried, she just gave up. Pecola strived for beauty throughout the whole book, she knew that people though she was an ugly child. So she thought if she had blue eyes, things would be different and she would be recognized and become beautiful. Pecola, being a child, did not know that her wish was just not possible. But she was a kid and didn't know any better. She figured that if she had blue eyes like Maurine Pie, she would be popular and beautiful. Pecola asked Soaphead Church for blue eyes, and he told he would. Although Pecola never really got blue eyes, she thought she did and it was enough to fulfill her needs. In Conclusion, the characters did not achieve the beauty they desired. Pauline gave up on her quest to become beautiful, the harder she tired the worse things got. Pecola did not really get her blue eyes, although she thought she got them and that was fulfilling for her. If the characters had not worried about becoming beautiful, I think they would have been better of in the end.

To be Alone (Of Mice And Men) essays

To be Alone (Of Mice And Men) essays John Steinbecks Of Mice and Men paints a grim picture of human tendencies. The greatest downfall of human nature is the way in which people seek to harm others to make themselves feel stronger. This novel touches on various social minorities and the manner in which each is dealt with by the superior classes. The portrayal of women of the 1930s in Steinbecks novel is less than flattering. They are the root of all evil, intentionally leading to the downfall of man. In a time where women just received the vote not a decade before, it is obvious that a females role was not a prominent one in any setting. The only significant female of the story, Curleys wife, is initially portrayed as the temptress, prowling around the ranch looking for trouble in the form of a susceptible man. But as the story goes on, she becomes increasingly complex, and some motives to her madness are revealed. She got the eye. This is the first reference to Curley s wife, given by the old man, Candy. His bias as an older gentleman, who grew up in the mid 19th century could have something to do with his opinion. Women during his era, projected chastity and innocence. Curleys wife seems anything but chaste and innocent. Upon meeting George and Lennie for the first time, she flirts shamelessly and her bold disposition is evident. She put her hands behind her back and leaned against the door frame so that her body was thrown forward. Everything implies that she is unfaithful and unashamed. Her exchange with Lennie reveals why. In her first and last personal conversation shared with the readers, she discloses that she married Curley out of convenience and doesn t even like him. It was an opportunity to escape the authority of her mother, but instead led to another confining relationship. Her relations with other people are just one of her many downfalls. Another co...

Fantasy or Reality the Illusion of the On-line Realm Essay

Fantasy or Reality the Illusion of the On-line Realm - Essay Example Whether it is the 75 year old grandmother, who plays online bridge, or the 7 year old child, that plays Scooby Doo, the internet is here and here to stay. I will be explaining why online should have more security and the risk of an online gaming obsession. In the article â€Å"Does Virtual Reality Need a Sheriff† by Alan Sipress.† He starts by explaining how a character in the game Second Life â€Å"allegedly raped another character†. Although this is a game meant for entertainment this incident could have possible long-term effects on the actual person in charge of controlling the character. Actions performed online such as â€Å"rape† can prove to be devastating, particularly to someone as emotionally vulnerable as a child. Unfortunately, there have been lots of sexual assault cases. One of the first known cases that had acutely been reported was back in 1993 by Julian Dibbell whom is a â€Å"prominent commentator on digital culture†(445). The natu re of Second Life as a highly complex virtual environment presents a great number of opportunities, yet it similarly poses a number of problems for Internet gamers. In addition to reported instances of sexual assault, there are also areas of the game where â€Å"avatars act out drug use, child abuse, rape and various forms of sadomasochism† (446). While individuals were outraged at such occurrences, other users indicated that simple role playing is not a serious violation, pointing out that no children were harmed during the game. While Internet gaming has generally not been considered a serious threat it is definitely a growing concern when one considers the ever increasing among of online gamers. For instance, the popular role playing game World of Warcraft has an estimated eight million participants. Within the structure of this game it’s been noted that there are regions of the game that have become highly problematic in that â€Å"Gang of animated characters have repeatedly preyed upon lone travelers, killing them and making off with their virtual belongings† (445). In these regards, gamers face the increasing threat of virtual assault. Japanese authorities even arrested an individual or such acts of virtual mugging. Indeed, the very nature of what constitutes a crime is a debated subject, with virtual depictions of child abuse not being illegal in the United States, yet being prohibited in Europe. With such a variety of legal understandings the problems for law enforcement in halting such violations is made increasingly difficult. Still, the Federal Bureau of Investigation (FBI) has made strides in attempting to combat such abuses on Second Life. The F.B.I. has also launched investigations against gambling that has occurred within the online gaming environment. While the online gaming world largely remains a sort of contemporary Wild West, progress by such investigators as well as individuals desiring to institute a legal code on Sec ond Life, have started to make significant strides in combating such aspects of virtual crime. While crimes through online gaming poses significant risks to users, the nature of Internet gaming addictions poses just as large a challenge. Numerous reports have demonstrated that the effects of online gaming addiction have had similar deleterious effects on individuals as drug use. Indeed, psychological research has conducted tests wherein similar brain functions were shared by both drugs users and individuals addicted to online gaming (‘Virtual Addiction’). One such startling examined occurred in South Korea where online gaming has become so prominent that is has assumed the position similar to a national sport. Recently it was reported that in South

Problem Identification Paper Essay Example | Topics and Well Written Essays - 1000 words

Problem Identification Paper - Essay Example The information is stored in the database in a systematic way so that it can be easily retrieved whenever required through queries by the reporting module. Data capturing is done through user-friendly screens depending upon the type of data. The entire system is being protected by a user level password to enable different assigned activities so that no intruder can access the data. The user for this application is a person who wants to generate a new web enabled dynamic content application and not the end user working at the client side. Feasibility study is an important phase in the software development process. It enables the developer to have an assessment of the product being developed. It refers to the feasibility study of the product in terms of outcomes of the product, operational use and technical support required for implementing it. It refers to the benefits or outcomes. We are deriving from the product as compared to the total cost we are spending for developing the product. If the benefits are more or less the same as the older system, then it is not feasible to develop the product. In the present system, the development of the new product greatly enhance the accuracy of the system and cuts short the delay in the processing of Birth and Death application. The errors can be greatly reduced and at the same time providing great level of security. Hence, we do not need any additional equipment except memory of required capacity. No need of spending money on client for maintenance because the database used is web enabled database. It refers to the feasibility of the product to be operational. Some products may work very well at design and implementation but may fall in the real time environment. It includes the study of additional human resources required and their technical expertise. The present system is used for different

Domestic finance and microfinance Assignment Example | Topics and Well Written Essays - 250 words

Domestic finance and microfinance - Assignment Example Their role in the market makes a big difference between the two lending institutions. It’s also vital noting that the amount they finance differs in terms of their amount and their requirement. The motive of MFIs was to help the low-income people access banking as opposed to the commercial banks that have different target group (Ledgerwood &White, 2006). Lastly, MFIs can provide loans to low-income earners on the basis formation groups. As compared to the commercial banks, MFIs are effective in working with the low-income earners. Governments also support their operations in order to boost their economy. The MFIs play crucial roles in the developing of a countrys economy. They help the members of such countries in setting up their business by financing them. They also help them people in understanding the need to do savings through their training forums. Through their operations, they help in increasing supply and circulation of money. Moreover, in terms of management they help them to know what they are required to do in managing what they have and use those assets to generate income (Ledgerwood &White, 2006). However, as the MFIs operates, they are not allowed to spread misleading information as a way of persuading their target customers. In this case, ethical standards regulating banking sector remains a must to them too and never bleach

Historical Films: Perceptions Of The Past

Historical Films: Perceptions Of The Past The first films were made in the first half of the twentieth century and along with this the first historical films were made. These include The Passion of Joan of Arc in 1924, The King of Kings in 1927 and The Four Horseman of the Apocalypse in 1921. Even since the first historical films were made, this genre has become one of the most popular out of all types of film. Due to this, millions of people watch these films every year and therefore get their perception of History mostly from film. This poses a problem for the historian. Robert Rosenstone clearly states this, Lets be blunt and admit it: historical films trouble and disturb professional historians and have troubled and disturbed professional historians for a long time (Rosenstone R, 1995, p.45). Furthermore, William Guynn provides evidence of this, In cinema, history empties out its significance and leaves us with the cold artifice of representation (Guynn W, 2006, p.6). On the other hand, Guynn admits, For some Historians, the cinema is not entirely lost; indeed, it can be salvaged if we acknowledge that historical film is the most fictional of genres and abandon the idea of film as a vehicle of historical representation (Guynn W, 2006, p.6). What this means is that although film cannot be an instrument for representing the past, it can bear witness to the historical period in which it is produced. Most people do not study history or have only briefly studied it at a younger age; therefore film has become the primary source of knowledge for them about the past. Therefore historians are forced to accept these historical films despite their historical inaccuracy. Even if a film cannot offer the critical elements and analysis insisted on in scholarly text and even if it bends history to match the characters or the plot line and completely misses out the finer details of historical accuracy, film can stimulate the imagination and create curiosity and interest into the lives of past generations. Important ly, it can cause an interest into history which can later lead to the choice of studying it or a topic of research and enjoyment. Therefore there are a number of negatives and positives to historians from film. However one thing is clear, it is not possible for a film to be historically accurate. There are a number of reasons for this. The obvious one is that how can a film be historically accurate if no one, not even historians, have an accurate picture of a historical period. Furthermore, most historical film makes dont care whether the film is accurate of not, they prioritise making a popular film with a good story line. It is not important if a film is inaccurate, it is only important for a historian who is frustrated with the wrong facts being given out to millions of people. The reasons are many and these will be explored in detail. It is clear that a film cannot be historically accurate however a historical film has so many benefits that it doesnt need to be. History is not a pure science, it is not just open to historians alone to study therefore historians do not have a monopoly on reading, studying and conveying history. Most films are not made for historical accuracy therefore is not open to criticism from historians. Guynn believes, Historians resist approaching film because history and film are based in different sign systems that refer to the world in a radically different way (Guynn W, 2006, p.8). However historical truth on a whole is elusive and subjective just like a film set in a historical period. What is important is that no work or historical piece of writing is capable of achieving the appreciation of, for example, medieval warfare. Historical films like Braveheart however can accomplish this in minutes. This by no means claims that Braveheart is historically accurate, in fact it is incredibly inaccurate; how could William Wallace have an affair with Isabella of France when she didnt even arrive in England until three year s after his execution? Despite this however, it is clear that film can powerfully convey the foundations of historical information to millions of people. Furthermore, can a document, sculpture and eyewitness account present the excitement and chaos of chariot racing which was accomplished in Ben Hur? Similarly, in no other way can the power and magnitude of the Roman coliseum be portrayed than in the film Gladiator. In these ways, film is an incredibly valuable tool in creating history as a vision which is engaging, vibrant and real, in the sense that we can hear and see it. Guynn supports this, From this perspective, films are like any other artefacts dropped on the road of history. They bare unconscious witness to their own period, as do private letters, diaries, and accounts that were never intended to be read from the historians perspective. They provide a body of data to be analyzed and interpreted in terms of the mentality of a period, or they can, unwittingly, speak about una cknowledged realities (Guynn W, 2006, p.12). Furthermore, one can argue that there are times when film can achieve greater levels of appreciation than those possible in the written world. Rosenstone provides evidence of this, Film shows history as a process. The world on the screen brings together things that, for analytical or structural purposes, written history often has to split apart (Rosenstone R, 1995, p.57). Therefore this provides evidence that despite the fact that a film may not be historically accurate, it is incredibly effective at displaying the foundations of History in a way no other works of history can. Bringing history alive in a way which people can hear and see is arguably more effective than a historians writing. The historical story line may not be accurate however the general foundations of the period probably are and this is very important in providing people with the awareness of history in an enjoyable way. R.J Raack provides evidence to support this view, Traditional written history is too linear and too narrow in focus to render the fullness of the complex, multi-dimensional world in which humans live. Only film, with its ability to juxtapose images and sounds, with its quick cuts to new sequences, dissolves, fades, speed-ups and slow motion, can ever hope to approximate real life, the daily experience of ideas, words, images, preoccupations, distractions, sensory deceptions, conscious and unconscious motives and emotions. Only film can provide an adequate empathetic reconstruction to convey how historical people witnessed, understood, and lived their lives. Only film can recover all the pasts liveliness (Raack R, 1983, p.417). As stated previously, there is no doubt that written history and film history possess different strengths and weaknesses. What is important however is that written history and history in film are experienced in different ways. Rosenstone states, The most serious problems the historian has with the past on the screen arise out of the nature and demands of the visual medium itself (Rosenstone R, 1988, p.1173). Furthermore Rosenstone believes, The historical film must be seen not in terms of how it compares to written history but as a way of recounting the past with its own rules of representation (Rosenstone R, 1995, p.3). Critics point to the lack of essential historical information in films and the finer details of history. What historians are basically referring to is the lack of footnotes. However these historian critics are attempting to judge these historical films by inappropriate standards. It is not realistic analysis of how viewers watch films. They dont care about finer deta ils missing, they probably dont notice. Furthermore, the director does not put first these finer historical details but instead a good story line which an audience will want to watch. Historians may not like the view audiences create for themselves of a historical period however they should think positively and believe that the viewer is being informed of the foundations of a historical period and becoming aware of it. If anything, the fact that the film misses out the finer details creates lose ends which the viewer can then explore further. This can create an interest in history and cause a future study or interest in it. Critics of film history also repeatedly state that the films over personalise however this is from the experience of a historian. The filmmaker over personalises to create a story however this makes the film historically inaccurate. It is almost impossible to make a good film with a good story line historically accurate as films are focused on particular people p ersonally and their feelings of love, hate, anger etc. However history focuses on people personally only to the extent to which their personalities or actions are portrayed by another person and this is not a reliable viewpoint to get an accurate picture of an individual as opinions of a figure can differ from person to person. Therefore as films are deeply personal, this overwhelms the senses and the viewer becomes personally attached. This in itself is a strength and a weakness depending on who is watching it. Clearly a historian, who is aware of all the facts of the person or time period, wouldnt believe it as the historian has their own perspective on the person taken from a document and writings. However the viewer of the film will have a different view. There is no way of knowing in detail what, for example, Elizabeth I was like personally however Shekhar Kapur portrays his view in the film Elizabeth. Therefore this is evidence to prove that no one knows personally what histor ical figures are like therefore films are beneficial to providing viewers with a visual representation and this is the directors view on the figure. Rosenstone provides a balanced view on why historians distrust a historical film, The overt answer: Films are inaccurate. They distort the past. They fictionalize, trivialize, and romanticize people, events, and movements; they falsify history (Rosenstone R, 1995, p.46). However Rosenstone goes on to state, The covert answers: Film is out of the control of historians. Film shows that we do not own the past. Film creates a historical world with which books cannot compete, at least for popularity. Film is a disturbing symbol of a post literate world in which people can read but wont (Rosenstone R, 1995, p.46). This is further evidence to prove that despite inaccuracy of historical films, they are very beneficial to raising awareness for a historical period. Similarly to Rosenstone, Marc Ferro provides a balanced viewpoint on historians vi ew of historical film. Marc Ferro is the most influential French historian in the neglected field of history and film and Guynn states, Ferros approach is well articulated and worth following in some detail (Guynn W, 2006, p.8). Ferros argument begins with a negative thesis, It is easy to think that film is not suited to represent past reality and at best its testimony is valuable only for the present; or that, aside from documents and newsreels, the reality it offers is no more real than the novels (Ferro M, 1988, p.47). However Ferros principal thesis on the viewpoint is very positive. He argues that film can become a rich resource of information on the period in which it was made. Ferro believes that historians have neglected film almost entirely, film does not enter the historians mental universe (Ferro M, 1988, p.47). Therefore this is evidence to prove that not all historians believe that historical film is completely useless and that it can be very useful to the study of hist ory as it brings it to life. Despite the fact that historical films are never completely historically accurate, they can be incredibly useful in teaching. This includes primary school, secondary school and even university teaching of history. A class discussion of the accuracies and inaccuracies in a film can be quite valuable. For example, for all the criticism which Braveheart faced from historians, it does include some realistic parts on medieval warfare and tactics. Furthermore, the vast battle scenes and accurate medieval executions bring this historical period to life. Therefore for a class which is learning about thirteenth century England or Scotland, the watching of Braveheart can be useful, especially in a discussion on the accuracies and inaccuracies. Furthermore, despite the fact that Gladiator is centred on a romanticized plot that is not real, it displays rich glimpses of the Roman period. Several of the characters are portrayed realistically, and while not all historians would agree with the archi tectural specifics of the reconstruction of the great city of Rome, the resulting grandeur is certainly effective at illustrating how superior the city was compared to the rest of the world in the period. Another fine example is the film The 13th warrior, this film has a number of historically accurate scenes which are taken from historical manuscripts. The face washing of the Vikings and the ship burials are taken directly from the tenth century works of Ibn Fadlan. Furthermore, The 13th warrior includes references to Beowulf. Therefore a discussion on the films relationship with Beowulf and the way in which modern people perceive the Vikings is useful and could possibly lead students towards the interest of medieval literature and history. Elements of historical accuracy can be found in many historical films and the appreciation of these accuracies in class discussion can be very rewarding. Can a film be entirely historically accurate? The answer to this question is no. However there is no doubt that a film can contain elements of historical accuracy therefore be extremely beneficial to the study of history. It is also clear though that a student of history can never rely on films alone. It is certainly obvious that the library is not about to be cleared out of the way by video or cinema. Evidence of this is that film history only started in the twentieth century however the study of history has been going on for hundreds of years prior to this. Therefore only in the twentieth and twenty first centuries have films become a possible primary source for the past therefore this is evidence to prove that it is not necessarily necessary. The real question to ask is what can historians potentially learn from film, as a secondary source, that written works cannot tell them? Film brings alive a historical period, it is easy to learn something when you can see it or imagine it cl early. Film can be classified as a historical resource and historians should be making the most out of every resource. There is no doubt also that the combination of historical films and written history could be a highly stimulating way of learning and teaching history. It can teach important skills which are essential to history for example, becoming more critical in the analysis of sources of historical information. Therefore is it clear to sometimes set aside the written world and allow the drama of film to stimulate students of history and to view it as a dynamic medium which can be appreciated for it complexity and its application to the present. Historical film, as a production which portrays the past during the present can be an enjoyable and informative way of participating in history despite the fact that films are not entirely accurate. Ron Briley makes an important case on appreciating historical film, Whether educators approve or not, young people are going to attain a g reat deal of historical information through film. Accordingly, it behoves teachers to provide their students with the intellectual tools and media literacy to deconstruct and interpret film (Briley R, 2006, p.5). Therefore it is clear that historical films should not be ignored or dismissed in the teaching of history as they can beneficial. Historical film adds a spice to history; it is good to sometimes change from reading through books, documents and manuscripts but instead to visualise and hear history. Therefore despite the fact that a film cant be entirely historically accurate in the view of historians, it can be accurate in the sense that it can be extremely beneficial to the study of history as well as creating a new enjoyment and interest in it.

paganbeo Pagan Aspect of Beowulf Essay -- Epic Beowulf essays

The Pagan Aspect of Beowulf      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Beowulf the pagan aspect is revealed through many passages and many heathen rites or customs in which the form of expression or the thought suggests pagan usage or beliefs.    â€Å"The poet’s heroic age is full of men both ‘emphatically pagan and exceptionally good,’ men who believe in a God whom they thank at every imaginable opportunity. Yet they perform all the pagan rites known to Tacitua, and are not Christian† (Frank 52). Certainly the pagan element seems to be too deeply interwoven in the text for us to suppose that it is due to additions made by scribes at a time when the poem had come to be written down. The pagan element had to be included by the original poet. Another scholar considers the paganism of the poem:    Both the poet and his audience knew well that sixth-century Scandinavians were heathens. And lest it be thought that Anglo-Saxons tended to forget the heathenism of the Scandinavians as time wore on, we should recall that, in the Chronicle, charters, poems, and saints’ lives, Old English haethen (as well as Latin paganus) was virtually a synonym for Dene (i.e. â€Å"Scandinavian†). Indeed, the association between heathenism and Scandinavians became ever so stronger in Anglo-Saxon England as the centuries passed. The vaguely pious heroes of Beowulf, then, would not have been mistaken for christians by an Anglo-Saxon audience (Robinson 82).    The extent to which the pagan element is present varies in different parts of the poem, but is present throughout from beginning to end. The pagan element is unequally distributed between the speeches and the narrative, favoring the narrative.    Catholic missionaries to Britain in the early ce... ...by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963.    Bloom, Harold. â€Å"Introduction.† In Modern Critical Interpretations: Beowulf, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Chadwick, H. Munro. â€Å"The Heroic Age.† In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963.    Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.    Frank, Roberta. â€Å"The Beowulf Poet’s Sense of History.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Robinson, Fred C. â€Å"Apposed Word Meanings and Religious Perspectives.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.

Instructional Objectives Essay

Instructional objectives may also be called performance objectives, behavioural objectives, or simply objectives. All of these terms are used interchangeably. Objectives are specific, outcome based, measurable, and describe the learner’s behaviour after instruction. Instructional objectives serve as goals that teachers have set in the achievement of a greater goal. They also tell students what is expected of them. Instructional objectives make definite the direction in which teaching leads and become the focus of instruction, not only for the teachers, but also for the students. Without instructional objectives teaching is comparable to a fallen leaf whose destination is dependent on the will of the wind. Without instructional objectives, teachers will have nothing to follow in order to achieve what it should achieve. A well-written objective should meet the following criteria; describe a learning outcome, be student oriented, be observable or describe an observable product. A well-written objective should describe a learning outcome. It should not describe a learning activity. Learning activities are important in planning and guiding instruction but they are not to be confused with instructional objectives. A student-oriented objective focuses on the learner, not on the teacher. It describes what the learner will be expected to be able to do. It should not describe a teacher activity. It may be helpful to both the teacher and the student to know what the teacher is going to do but teacher activities are also not to be confused with instructional objectives. If an instructional objective is not observable, it leads to unclear expectations and it will be difficult to determine whether or not it had been reached. The key to writing observable objectives is to use verbs that are observable and lead to a well defined product of the action implied by that verb. Verbs such as â€Å"to know,† â€Å"to understand,† â€Å"to enjoy,† â€Å"to appreciate,† â€Å"to realize,† and â€Å"to value† are vague and not observable. Verbs such as â€Å"to identify,† â€Å"to list,† â€Å"to select,† â€Å"to compute,† â€Å"to predict,† and â€Å"to analyze† are explicit and describe observable actions or actions that lead to observable products. For an instruction to be useful, an objective must not only be well written but it also must meet the following criteria: be sequentially appropriate, be attainable within a reasonable amount of time, be developmentally appropriate. For an objective to be sequentially appropriate it must occur in an appropriate place in the instructional sequence. All prerequisite objectives must already have been attained. Nothing thwarts the learning process more than having learners trying to accomplish an objective before they have learned the necessary prerequisites. This is why continuous assessment of student progress is so important. A useful objective is attainable within a reasonable time. If an instructional objective takes students an inordinately long time to accomplish, it is either sequentially inappropriate or it is too broad, relying on the accomplishment of several outcomes or skills rather than a single outcome or skill. An objective should set expectations for a single learning outcome and not a cluster of them. Instructional objectives are often classified according to the kind or level of learning that is required in order to reach them. There are numerous taxonomies of instructional objectives; the most common taxonomy was developed by Benjamin Bloom and his colleagues. The first level of the taxonomy divides objectives into three categories: cognitive, affective, and psychomotor. Simply put, cognitive objectives focus on the mind; affective objectives focus on emotions or affect; and psychomotor objectives focus on the body. Cognitive objectives call for outcomes of mental activity such as memorizing, reading, problem solving, analyzing, synthesizing, and drawing conclusions. Bloom and others further categorize cognitive objectives into various levels from the simplest cognitive tasks to the most complex cognitive task. These categories can be helpful when trying to order objectives so they are sequentially appropriate. This helps to insure that prerequisite outcomes are accomplished first. Affective objectives focus on emotions. Whenever a person seeks to learn to react in an appropriate way emotionally, there is some thinking going on. What distinguishes affective objectives from cognitive objectives is the fact that the goal of affective objectives is some kind of affective behavior or the product of an affect (e. g. , an attitude). The goal of cognitive objectives, on the other hand, is some kind of cognitive response or the product of a cognitive response (e. g. , a problem solved). Psychomotor objectives focus on the body and the goal of these objectives is the control or manipulation of the muscular skeletal system or some part of it (e. g. , dancing, writing, tumbling, passing a ball, and drawing). All skills requiring fine or gross motor coordination fall into the psychomotor category. To learn a motor skill requires some cognition. However, the ultimate goal is not the cognitive aspects of the skill such as memorizing the steps to take. The ultimate goal is the control of muscles or muscle groups. The following are the importance of instructional objectives in teaching I. C. T Firstly, Instructional objectives are of immense significance in today’s education process. They provide organizers of the process with the opportunity to delve into learners mind and know where they are heading. Instructional objectives provide teachers the opportunity to design proper assessment procedure through tests and evaluation. Students know what they are supposed to do, use before or after a particular class. Instructional objectives also help trace the amount of change that has been brought about in a student. It gives a definite direction to the whole teaching-learning and evaluation process of a particular class in classroom situations. It also helps both the teacher as well as students in determining particular educational goals and enables them to focus their attention on specific learning activities to achieve those goals. Through instructional objectives – the organizers of educational process can determine the resources, course materials, curricular and co-curricular activities, relevant contents and references etc. which are so vital to make the process functional. Instructional objectives also lead the teacher into discovering the best learning situations, strength and weaknesses of the prevalent learning process, level of growth and development of learners through a pre-determined evaluation process. In short, instructional objectives help in monitoring and evaluating the whole educational process in minute details.

Capital Punishment Essays (538 words) - Human Rights, Penology

Capital Punishment Essays (538 words) - Human Rights, Penology Capital Punishment I once saw a bumper sticker that read, Why do we kill people, who kill people, to show that killing is wrong? Suddenly I thought about what I had read. I am against the death penalty as a solution to crime. Capital punishment is a sign of a deep sickness in our civilization. Execution is an act of violence, but you cannot use violence to end violence. The death penalty is not an effective way to punish a criminal. It is used by the powerful to pretend that violent crime is under control, and being disposed of, but in reality the death penalty disposes of the poor, the uneducated, and the minorities in the world. Even states that use the death penalty seem to have a higher number of homicides than states that do not use it. Capital punishment has never been shown to eliminate crime more effectively than other punishments. If the death penalty isnt lowering the murder rate then why waste the taxpayers money? It cost more to put a prisoner to death with any method than it does to keep them incarcerated. Our justice system shouldnt just execute the criminal, they should also make his life miserable. Prisons should supply the bare necessities and nothing else. One solution is to eliminate televisions, libraries, gyms and basketball courts. Even though our prisons need to toughen up, I do give them credit for taking away a criminals freedom. Many family members want to see the offenders dead. The families emotions are understandable, but death is not a solution. The victims family has to suffer for a lifetime, so why shouldnt the murderer suffer too? Another problem is the chance or executing an innocent person. The executed prisoner cannot be given another chance. In the last hundred years there have been more that seventy-five documented cases of wrongful convictions in criminal homicide cases. One example is Walter McMillian who was released from Alabamas death row after having spent six years there because of perjured testimony and withheld evidence that indicated his innocence. He was convicted of the shooting death of a storekeeper. On the day of the murder he was at a fish fry with his friends and relatives, many of whom testified to this at his trial. No physical evidence linked him to the crime, but three people who testified at his trial connected him to the murder. Only sheer luck saved Walter McMillian. After listening to a tape recording of a key witnesses testimony against McMillian, a volunteer lawyer flipped the tape to see if there was anything on the other side. Only then did he hear the same witness complaining that he was being pressured to frame McMillian. With that fourutious break, the whole case against McMillian began to fall apart. All three prosecution witnesses recanted their testimony. On March 3, 1993, the County District Attorney joined the defense in a motion to dismiss the charges. Walter McMillian was finally freed. There are many other cases of mistaken conviction and execution that occur and remain undocumented. An innocent person can be freed, but neither release or compensation is possible for a corpse. If a man is truly a murder, the thought of execution will not stop him from committing murder. So if capital punishment is not lowering the murder rate, is more expensive, and being alive is more of a punishment than being dead, then why not abolish the death penalty?

Invented Deadlines

Invented Deadlines February was an insane month for me. I presented and sold books at the  Wisconsin State Reading Association Convention.  I launched a  new book  Ã¢â‚¬â€œ a process that included a party, a  public reading event, a plethora of  social media posts, a month of book launch  dedicated blog entries, an interview with the  local newspaper  and lots of thought, heart, and energy. Both my son and husband had birthdays and the  college baseball season  started up again, which impacts my household in a big way. I lead a Gifted and Talented Network Young Author Day. Oh yeah, and I worked two part-time jobs and helped keep two human children dressed appropriately, fed, bathed, and otherwise alive. Don’t get me wrong†¦ it was a fun busy. A bored writer is a broke writer, but needless to say, I was silently looking forward to March, a decidedly slower month for me†¦ at least according to my calendar. Now that I am here, solidly in March, my head is still swiveling. Instead of bouncing from task to task, my gaze is casting about for the next thing to work on. What needs and deserves my attention? This is one thing I don’t think entrepreneurs talk about enough. When you are your own boss, how do you decide what to work on? My usual mode of operation dictates that whatever project has the next deadline gets the number one spot on my radar of attention. In February that radar was full. But now? Not so much. To prevent myself from falling into patterns of inefficiency and nonproductivity, I invent deadlines. Deciding on a must-be-done deadline motivates me to push forward. As a writer I am very used to deadlines and use my experience with that mindset to propel me to success. Here’s an example. I’ve been meaning to re-do my  teaching materials  for the  Orphan Train Ridersseries since I republished the collection in a single volume. During a slow week in January, I decided having these materials ready to go for WSRA (the aforementioned state reading conference) would be a good idea. It was only a ten-hour project†¦ but for some reason, it remained unfinished. Had I not invented the self-imposed deadline it probably still wouldn’t be done, and I’d have one less  product  floating out there in my passive income stream. This month I have decided to submit a piece for the next issue of the Chippewa Valley Writers Guild’s Literary Journal,  Barstow and Grand. Rewriting and polishing a piece, including taking it to my critique group, doing additional drafts and finally turning it in was the perfect bite-sized project to keep me busy until more work came around. If you are wondering what you could add to your open radar, here are a few invented deadlines you could create for yourself.   Ã‚     Find a writing contest, or better yet, subscribe to a weekly newsletter like  Reedsy  or  FundsforWriters, so these opportunities are delivered like clockwork to your inbox each week.   Ã‚     Compose a query letter for a work in progress. Even if the manuscript isn’t close to being done, it is a necessary evil that must be completed at some time. Having a â€Å"shitty first draft† to come back to down the road will be super helpful.   Ã‚     Revise a piece from the past. And then, maybe r(e)submit it!   Ã‚     Write a blog post   Ã‚     Join a class or writing program. I know I’m biased because I created it, but  Story Seedlings  is an awesome way to jump-start a story project.

THE LEGAL ENVIRONMENT OF BUSINESS Essay Example | Topics and Well Written Essays - 1250 words

THE LEGAL ENVIRONMENT OF BUSINESS - Essay Example More to the point, Arthur Andersen partnership was also dissolved at the time. Arthur Andersen was one of the five biggest audit and accountancy firms globally during the scandal (Li 37). Enron executives, particularly Jeff skilling as well as Andy Fastow, were key to Enron plunging into bankruptcy as well as ultimately dissolution. The acts include: market to market accounting as well as special purpose entities (SPE’s). None of these acts was illegal; however they were employed in illegal business plans (Mackey and Kristine 349). Enron Corporation was an American company based in Houston, Texas. What's more, Enron being one of the most prominent companies in the globe, it was also one of the companies that collapsed very quickly. Over and above, being the biggest liquidation reform at one time, Enron scandal was undeniably the largest audit letdown in American history (Li 37). This paper examines why the Enron scandal occurred? Whether the investigations into the scandal wer e fair? How the scandal was discovered? What went wrong? And what internal controls failed? Enron Corporation was established in 1985. Enron was as one of the globe's leading company dealing with natural gas, electricity, pulp and communications ahead of being declared bankrupt in October 2001. Enron was nearly universally regarded as one of the country's most innovative companies in the late 1990’s; a new-economy nonconformist that abandoned stuffy, aged industries with their bulky hard assets for the lax world of e-commerce. Enron persistently operated gas lines as well as built power plants, however it gained prominence for its distinctive trading businesses. In addition buying and selling gas plus electricity futures, it established whole new markets for such nonconformist merchandise as weather futures, Internet bandwidth as well as broadcast time for advertisers (Li 37).Very few people were acquainted with precisely what Enron's business was. Bethany McLean, a reporter for Fortune, inquired, â€Å"How exactly Enron made its money?† The question is hard to answer; the "particulars are difficult to get hold of as Enron keeps many of its details secret for what it terms 'competitive reasons.'" a different analyst remarked, "Enron is a big black box." Hence, even Wall Street had very little information about Enron's actual business practices. However, Enron is not unique in this regard. Enron akin to the majority corporations, operated relatively independently by opposing transparency and stakeholder participation (Brenan 35). Jeffrey Skilling proposed market to market accounting is a scheme to increase stock prices, hide Enron’s losses as well as attract new investment. The market to market scheme entailed that once a long-term contract was signed, the amount of which the asset supposedly would trade on the future market is reported as profit in the present financial statement. So as to soothe the investors to maintain a steady profitin g condition at Enron, traders at Enron were forced to predict low discount rate on the long-term contract with Enron as well as high future cash flows. The variation amid the computed net current value and the initially paid value was viewed as the profit of Enron. However it is unfeasible to gain in a long-term operation manner, and so it is evidently illegal furthermore immoral. Additionally, it was reported that the US Security and Exchange Commission (SEC) at the time permitted Enron to employ mark to market account

The Fall Prevention Among High Risk Patients Research Paper

The Fall Prevention Among High Risk Patients - Research Paper Example to population at high risk, and one step closer to this goal is through this study by raising awareness about this problem and propose solutions in minimizing falls, more specifically for patients at high risk. Literature Review A fall is an incident when a patient â€Å"unexpectedly comes to rest on the ground, floor or another level† (Haines et al, 2007). Falls are a major safety concern for hospitals, which accounts to 32.3% of incidents related to safety, and 35.3% of those incidences resulted to harm and even death (Healey et al, 2007). Medicaid has a greater utilization costs resulting from falls (Shumway-Cook et al, 2009). Fortunately, there are already a vast number of studies which were addressed for falls and fall prevention is already a part of the nursing curriculum a long time ago. Researches in risk identification for falls are abundant especially the studies among the elderly population. The study of Rubenstein (2006) tabulated the risk factors for falls from th e most frequent to the less common; the most prominent risk factor is weakness, followed by balance deficit, gait deficit, visual deficit, limited mobility, cognitive impairment, impaired functioning and postural hypotension. Other risk factors identified by Faulkner et al (2009) are height, fear of falling, â€Å"fast-paced walking speed†. Lee & Stokic (2008) investigated the risk factors for falls in patient undergoing rehabilitation identified the diagnoses of stroke, amputation and large co-morbidities as additional risk factors for falls. Among the postmenopausal women, the risks factors for falls were related to age, education, hearing status, history of fracture and hypothyroidism (Barrett-Connor et al, 2008). In terms of visual deficit, visual field loss appears to be the specific risk... This study aims to reduce the incidence of falls among the populations who are at high risk for falls in the hospital setting. This study will take place at a community hospital in Maryland. This study is a non-experimental, retrospective, descriptive case study. This design is selected since the paper will identify the risk factors that are present in the study setting without any manipulation of the variables. This study will try to investigate the fall incidences and the risk factors present retrospectively rather than prospectively. It is a case study since it will attempt to investigate in-depth the institution selected by the researcher to understand the issues underlying the risk factors and fall incidents in order to come up with fall prevention strategies in response to the risks identified. This study has a major strength in data collection, which does not require experimental treatment and is convenience for the researcher to gather data using available records. However, weaknesses of this study is the sampling bias (though the convenience sample of the hospital selected), small sampling size and poor generalizability of the findings. The study will use descri ptive statistical measures through the use of SPSS. This study will only identify the risk factors and use simple statistical tables in determination of the most frequently observed risk factors and to be place on a graph. Relationship of the variables will be assessed using the product-moment correlation coefficient.