Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).

A time to kill

In this movie criminal law is displayed. The Jury selection process was that there were many possible Jurors, and the two lawyers picked who got to be on the Jury during the trail, 6 choice for each lawyer. The lawyers based their designs on stereotypical stereotypes such as white will always feel that black is guilty, and other factors that contributed to what each lawyer wanted.I feel as though this is fair In the sense that each lawyer picks who they want, and no its not fair that they are choosing people that they know what they're final verdict will be. In today's society there Is defiantly still some tension when It comes to race, and I feel as though those opinions and beliefs comes from the old fashion ways of thinking passed on from one generation to the next. This movie does not change my opinion on the fact that I strongly believe the law should be upheld whether the person is black or white.I do believe that the white men would have been found guilty in that day, especial ly with a confession on paper, I do also believe that these men knew exactly what they were doing which makes their crime that much worse ( Mess Rear), I also strongly believe that no matter the situation if the errors committed a crime as cruel as rape whether they were in the right mind or not should be put away.The term Cactus Reuse is basically saying guilty mind, and that a person must be proven guilty beyond a reasonable doubt, and with this movie the men were defiantly guilty, and with enough evidence and more to be put away for a long time, if not then for life. If I was Carl Lee I would have done what he did and more.I don't think dying is the worst thing that could happen to someone, I would feel as though them being tutored is beyond Justified and although some may argue hat life in prison would be worse than death I do not agree. How is it fair that a person commits a crime that will alter their victims life for the worst, and effect them their whole life, and be aloud t o have live in a room, with a bed and food and clothes on their back. I believe they died too easily for the crime they committed.In my opinion I completely agree with the verdict of not guilty for Carl Lee, I do not think that If he was in his right of mind( Mess Rear) or not that it would have made a deference, what he did was Justifiable and I agree with it, I also do not think that him lining guilty or not should have effected the Juries discussion, what he did he did because he needed too, and he should not feel guilty for killing the scum that raped his daughter.The title † A Time to Kill† related to the movie because In my opinion there Is a very small and understandable time to kill, such as when two men rape a 10 year old girl. That Is when there Is a time to kill. By Nick Starker a time to kill By nickels wanted. I feel as though this is fair in the sense that each lawyer picks who they want, and no its not fair that they are choosing people that they know what they're IANAL verdict will be. In today's society there is defiantly still some tension when it more.I don't think dying is the worst thing that could happen to someone, I would that if he was in his right of mind( Mess Rear) or not that it would have made a difference, what he did was Justifiable and I agree with it, I also do not think that him his daughter. The title † A Time to Kill† related to the movie because in my opinion there is a very small and understandable time to kill, such as when two men rape a 10 year old girl. That is when there is a time to kill. A time to kill In this movie criminal law is displayed. The Jury selection process was that there were many possible Jurors, and the two lawyers picked who got to be on the Jury during the trail, 6 choice for each lawyer. The lawyers based their designs on stereotypical stereotypes such as white will always feel that black is guilty, and other factors that contributed to what each lawyer wanted.I feel as though this is fair In the sense that each lawyer picks who they want, and no its not fair that they are choosing people that they know what they're final verdict will be. In today's society there Is defiantly still some tension when It comes to race, and I feel as though those opinions and beliefs comes from the old fashion ways of thinking passed on from one generation to the next. This movie does not change my opinion on the fact that I strongly believe the law should be upheld whether the person is black or white.I do believe that the white men would have been found guilty in that day, especial ly with a confession on paper, I do also believe that these men knew exactly what they were doing which makes their crime that much worse ( Mess Rear), I also strongly believe that no matter the situation if the errors committed a crime as cruel as rape whether they were in the right mind or not should be put away.The term Cactus Reuse is basically saying guilty mind, and that a person must be proven guilty beyond a reasonable doubt, and with this movie the men were defiantly guilty, and with enough evidence and more to be put away for a long time, if not then for life. If I was Carl Lee I would have done what he did and more.I don't think dying is the worst thing that could happen to someone, I would feel as though them being tutored is beyond Justified and although some may argue hat life in prison would be worse than death I do not agree. How is it fair that a person commits a crime that will alter their victims life for the worst, and effect them their whole life, and be aloud t o have live in a room, with a bed and food and clothes on their back. I believe they died too easily for the crime they committed.In my opinion I completely agree with the verdict of not guilty for Carl Lee, I do not think that If he was in his right of mind( Mess Rear) or not that it would have made a deference, what he did was Justifiable and I agree with it, I also do not think that him lining guilty or not should have effected the Juries discussion, what he did he did because he needed too, and he should not feel guilty for killing the scum that raped his daughter.The title † A Time to Kill† related to the movie because In my opinion there Is a very small and understandable time to kill, such as when two men rape a 10 year old girl. That Is when there Is a time to kill. By Nick Starker a time to kill By nickels wanted. I feel as though this is fair in the sense that each lawyer picks who they want, and no its not fair that they are choosing people that they know what they're IANAL verdict will be. In today's society there is defiantly still some tension when it more.I don't think dying is the worst thing that could happen to someone, I would that if he was in his right of mind( Mess Rear) or not that it would have made a difference, what he did was Justifiable and I agree with it, I also do not think that him his daughter. The title † A Time to Kill† related to the movie because in my opinion there is a very small and understandable time to kill, such as when two men rape a 10 year old girl. That is when there is a time to kill.

American Cars and Foreign Cars

American cars are now almost living. A car owned by a person shows the world what type of person they are. Most of these cars are the top ten car companies that dominate the automobile market. There are more than 250 million cars on the US road. Five of the ten car brands are American brands. For its incredible safety and reliability, unique style, support for the same or higher fuel economy and work in the United States, more people should buy American cars. American cars are stronger and more reliable than foreign cars. Another comparable difference between the US and foreign cars is performance. As we all know, American cars have bigger engines, which makes cars feel a way of driving. Unlike American cars, most foreign cars have a small but complicated engine to improve the reaction of driving cars. Regardless of whether the car is an American car or a foreign car, the engineering design of foreign cars made for performance is more complicated than most American cars. In contrast, the components of each type of car are similar, but foreign car seems to have a more sophisticated component system with better performance in handling, acceleration and braking. In terms of distinguishing performance, foreign cars have higher standards than American-made cars. From an American point of view, foreign cars are more expensive than similar cars in America. The most obvious answer is that foreign cars are being imported, so the retail price must be higher. This is true in almost all cases, but by contrast foreign cars are more valuable than American cars. The explanation of the difference in value may be that the quality of a foreign car is better than that of an American. Repair and maintenance of each type of car is directly related to value. Using general logic, expensive cars can be said to cost more as cars are repaired. In most cases, unless most foreign cars are of better quality, they are unlikely to need repair like an American car. Obviously foreign cars are more expensive and more valuable than American cars.

Should Students Can Bring Guns to Campus Essay Example | Topics and Well Written Essays - 1250 words

Should Students Can Bring Guns to Campus - Essay Example According to Obama, â€Å"the Second Amendment protects the right of individuals to bear arms, but he also identify with the need for crime-ravaged communities to save their children from the violence that plagues our streets through common-sense, effective safety measures† (O’connor). Even Obama is not clear in his views about the prohibition of guns in school campuses. It should be noted that America is a country in which human rights are valued very much. Any attempts made by the government to restrict guns in schools may bring lot of criticism with respect to human right violation. That is why Obama like politicians are taking cautious approaches while dealing with school violence incidents. According to Sen. John McCain â€Å"residents across America should be able to exercise their constitutional right to have access to firearms to protect themselves"(Marimmow). In short, the Second Amendment in the constitution seems to be working against the interests of gun co ntrol advocates. Judiciary seems to be against the idea of strengthening of gun control laws. â€Å"After the U.S. Supreme Court ruled that cities and states must respect the right of individuals to own handguns for self-defense, Mayor Richard M. Daley declared the justices to be divorced from reality" (Chapman). Along with politicians, Judiciary also supports the idea of self-defense and the rights of people in carrying guns. Carrying of gun or any other dangerous weapons is disallowed in schools in many countries. In all such countries, school violence incidents are less. Even though politicians, judiciary and scholars talk too much about the individual rights in having guns, they talk less about the... This essay stresses that human life is the most valuable thing in this world. Even though science and technology advanced a lot in recent past, still it is unable to create an artificial life. In other words, once taken, nobody can return a life back. Under such circumstances, it is the duty of the government and authorities to give enough security to human life. While Bill of Rights or Second Amendments allow children to carry guns on the grounds of self-defense, none of these constitutional laws guarantee the protection of innocent lives. The life of innocent people is more important than the life of the attacker or the culprit. Innocent people or less aggressive children will not carry guns to school under normal circumstances. It is illogical to force all students to carry guns to schools. Schools are institutions which are intended for learning, not for violence. This paper makes a concluison that combined effort, of school authorities, parents, government and other social service agencies are required to reduce school violence incidents in America. The author talks that strengthening of existing gun control laws is one of the major solutions for this problem. Even though gun control laws are there, the authorities are not much sincere in implementing it. The Second Amendments in constitution which allows people to carry guns should be modified. This constitutional protection should be given only to adults and matured people. Under no circumstances, children should be allowed to carry guns to schools.

Illegal Use of Sensitive Information Between the Consumers and the Research Paper

Illegal Use of Sensitive Information Between the Consumers and the Online Vendors - Research Paper Example There are myriad of computer laws that are being followed in my country (Canada). To name a few, there are 1984 Computer Fraud and Abuse Act (CFAA), Electronic Communications Privacy Act (ECPA), Children’s Online Privacy Protection Act (COPPA), and Health Insurance Portability and Accountability Act (HIPAA). CFAA deals with penalties for the intruders who gain access to sensitive information stored in a computer without authorized access. Computers have to be protected when the consumers carry out commercial activities, engage in cross-border e-commerce, and make online business transactions and email communications with online traders. The Act applies penalties upon the identity thieves, starting from 10 years to 20 years of imprisonment. ECPA was designed in the 1980s. It applies penalties upon the persons who gain access to and makes illegal use of the sensitive information that has been exchanged between the consumers and the online vendors through electronic communication techniques such as electronic mails, text messages, video conferences, chatting, and etcetera. COPPA was designed in 1998 and became effective in April 2000. COPPA put forward rules and regulations that are to be applied on the commercial website owners and internet service providers who know which websites are being used by children and collect personal information from them with or without their parents’ consent. The Canadian province, British Columbia, presented in the 2008 Legislative Session: 4th Session, 38th Parliament, the legislation about e-Health and its services so that the consumers could benefit from e-Health’s secure and steadfast solutions right from the comfort of their homes.

Economic development in Aboriginal communities Research Paper

Economic development in Aboriginal communities - Research Paper Example This paper seeks to study the Aboriginal community in Canada. In addition, it attempts to assess how they have developed their fiscal situations in the face of changing lifestyles (James, 2005). The Canadian establishment distinguishes three sectors of Aboriginal community. These three are communities that possess distinctive histories, dialects, societal activities, and religious viewpoints. In excess of one million individuals in Canada categorize themselves as Aboriginals. Aboriginal societies resided in towns, the countryside, and remote regions in Canada. They include: Gradually, the outlook of the Aboriginal population in Canada is currently changing to an urban one. From the 2006 Census, up to 60 % of Indians now live in towns. However, this radical demographic alteration has not resulted to a fiscal improvement. The Aboriginal communities residing in urban areas have still not managed to partake in the larger financial system (Duane, 2005). Whilst the metropolitan Aboriginal populace is socio-fiscally slightly richer than their countryside brethren are, they are still lacking notably in comparison to the other citizens (http://www.aadnc-aandc.gc.ca/eng/1100100033501). These approaches refer to the suggestions that the Aboriginal society brought to the government’s attention. They refer to sensible actions that could potentially help them pull out of their miserable fiscal quandary. This solution comprises of providing an assortment of monetary functions from a single vital position. The main notion behind this is that each undertaking will advantage from being in propinquity to another. This will lead to the reduction in overhead charges, increase admission to services, and exposure to customers. Whilst an Aborigine association would control the main structure, the ventures would be privately operated (Duane, 2005). The Aborigine venture would

Different Christian Views Surrounding Euthanasia Essay

Different Christian Views Surrounding Euthanasia - Essay Example Non-voluntary euthanasia occurs when it is performed without the patient’s consent or when someone else gives the consent. Involuntary euthanasia is to put patients to death and involves infants born with defects or the elderly people. The principle behind this sort of death is that ‘they have a life not worthy of life’, which was devised during the Nazi Regime in Germany when the state authorized the killing of the aged, mentally ill, and the handicapped. The definitions of euthanasia vary and this itself leads to controversy. Hemel (2005) quotes the Webster defining euthanasia as "the act or practice of killing or permitting the death of hopelessly sick or injured individuals (as persons or domestic animals) in a relatively painless way for reasons of mercy." The American Heritage College Dictionary, plainly states that euthanasia is "the act culture practice of ending the life of an individual suffering from a terminal illness or an incurable condition." There is no mention of mercy here at all. The definitions of euthanasia has inherent problems. Some religious ethicists believe that passive euthanasia should not be included under the umbrella at all because according to Catholic moral teachings, "unless the actual intent to end a persons life is present, euthanasia has not occurred†. Some other religious groups are of the opinion that the definition of euthanasia should be governed not by the underlying intent but by the en d result of the action. The Christian response to euthanasia is to oppose it. Simply put, it amounts to killing. In legal terms, it is ‘the intentional killing of a patient as part of his or her medical treatment.’ (Cornwall-Kelly). Mercy killing has been debated over by many religious heads and has to be addressed seriously because it is a matter of life and death. Fr. Frank A. Pavone (Priests for Life) is of the firm conviction that suffering

Roles and Responsibilities of Nurses Research Paper

Roles and Responsibilities of Nurses - Research Paper Example If the nurse fails to observe her duty with sincerity, it would become very difficult for the doctors to perform their jobs. A professional nurse must be competent enough to meet the standards defined by clinics and hospitals and must have proper education regarding the field (Blais, 2006). A professional nurse must reflect professionalism from her attitude and behavior towards the assigned responsibilities. It is of extreme importance that the nurses are sincere to their job and duties because they have got many lives at stake (Child & Institute of Medicine (U.S.), 2004). Nursing has been stereotyped with many other characters and professions. It is a general conception that nurses are only female and if male nurses are seen in the profession, they are generally resembled to female and are considered gay. Male nurses are usually not treated with the same respect that they deserve. It is a common belief that the people who adopt nursing are dropouts from universities and are failures (S. Summers & H. Summers, 2009). It is also considered that students who are weak in their studies and are not interested in studying are sent to study nursing. It is also considered that the nurses are working for the doctor, whereas actually they work under the doctor’s guidance and have the responsibility to update the doctor. In reality nurses are figures of sincere devotion, care, patience and strength. The strength, sincerity, feeling of care, love for the people and selflessness are some attributes that should be present in a nurse (Chitty & Black, 2011). The nurse plays a major role in curing the patient by providing the patient with psychological support and reviving the patients who have lost hope to recover. It is one of the major roles played by a nurse, which is generally not known by the people. Oftentimes a nurse can do what doctors cannot. Doctors can only treat the patient with medicines, but the psychological support can only be given by the nurse, and that plays a major role in curing the patient. A nurse also plays a role of a teacher. She helps the patient to get to know about their health condition in detail. This role is not known by many people in general either (Guine?e, 1970). My role model in nursing is Callista Roy. She is a complete woman and an outstanding nurse who has strived to serve the patients with all her heart and soul. Her views and concepts regarding this profession are very unique and practical. It is a general misconception that nurses have a very easy job as they just follow the doctor’s order. Nurses are responsible for doing much more than that. They have the responsibility to support the patient throughout his recovery process, remain attentive and alert during their entire working time in order to take timely actions which could otherwise lead to serious consequences. Their sincere duty can save lives while on the other hand, any mishandling or irresponsibility can lead to death of patients concerne d. They are obliged to remain aware of the patient’s conditions more than a doctor and update the doctors regularly (Blais, 2006). It is the core responsibility of a nurse to treat patients without any discrimination of cast, color or creed. A nurse must see each patient as a suffering human only and nothing other than that (Allen, 2001). A nurse

Promoting health literacy for children in a developing Country Assignment

Promoting health literacy for children in a developing Country regarding gastro-enteritis by way of primary and secondary care - Assignment Example Gastroenteritis is one disease that affects infants, children and adults. The disease is common in both the developed and developing countries. Notably, due to the lack of appropriate resources and machinery, the developing countries may lack the knowhow and the technology to identify the disease. This essay focuses on the illiteracy found in this country, it tries to devise ways in which awareness can be promoted. This study ventures into the field of health issues and focuses on the impacts of health illiteracy across the board in the society with some emphasis made on the effects of Gastroenteritis in children. Health literacy according to US Library Of Medicine (2010) is the ability to read, understand and act on medical guidelines. It involves the ability of the public to understand various disease symptoms, and interpret the prescriptions as instructed by the health officer. Gastroenteritis is one the major killer of children above 5 years, BMC Public Health (2007) estimates th e mortality number of children under the above age to be between 450,000 to 700,000 each year. Other 2 million kids are hospitalized every year due to the disease. The disease in previous years took the lives of more children than the number quoted above. In the recent years the number has reduced considerably due to the introduction of vaccines. Notably, Gastroenteritis is a disease of the gastrointestinal tract which inflames the system leading to symptoms of diarrhea, vomiting, cramping and severe abdominal pains. The virus responsible for the disease is known as rotavirus in children, norovirus and Campylobacter in adults. The disease is not likely to be caused by bacteria or parasites. Notably, the disease is more present in the less developed countries due to the low hygienic standards. This includes contaminated water since less developed countries do not have the required resources to improve water circulation hence making the disease more prevalent. Secondly due to the lack of proper food sources and poor living standards less developed countries with per capita income of less than a dollar, citizens may eat poorly cooked food which in turn results into Gastroenteritis. According to MacDonald. et al (2012) most of the cases of Gastroenteritis are in children in less developed countries. This is a result of the scarcity of health centers where medical care is limited, According to GlaxoSmithKline (2012) notes that the infection rate of the rotavirus gastroenteritis is similar in both developed and developing countries, the only difference is the measures taken to improve the hygiene, sanitation and living standards. This has a hand in reducing the causes of the occurrence of the disease. As quoted earlier the quickest solution to curbing the spread of the disease which according to research can be spread from one person to the other is through vaccination. The developed countries can easily access vaccination medicine since they have enough capital and better policies to govern such institutions unlike developing countries who not only struggle with economic development but also do not have enough resources to cater for the upcoming national problems. Consequently they are left at the mercy of international organization such as the red cross, Used and AUSaid which chip in their support when the situation has been aggravated and it is in the limelight of the international and regional media stations. Children affected by the disease require close care and affection.

Film maker Essay Example for Free

Film maker Essay Kenneth Anger is a well known American underground avant-garde film maker and author who is well known not only for his films but also for this novels. Born in Santa Monica, California as Kenneth Wilbur Anglemyer, Kenneth Anger first became well known in 1959 for his publication of the French version of Hollywood Babylon in Paris. While this drove him to certain fame, it also brought him notoriety because it was a tell all book on the scandals of the A-list crowd of Hollywood. He started his career at a very early age. Commentaries place his silver screen beginnings at the age of nine but it was not until 1947 that he became well known for his first film, Fireworks. In 1949, he expanded his repertoire to include The Love That Whirls and also a documentary of the ruins of Crowley’s Thelema Abbey. While most of his films only spanned 3. 5 minutes to 30 minutes, his works were considered works of arts, capturing the essence in such a short span of time. The influence that Kenneth Anger had on the avant garde scene during his time was so profound. There is no denying that fact that his films greatly influenced many other film makers in his genre but there is also the fact that some of his works were considered as controversial. As one magazine puts it, Anger was known to insert certain â€Å"artistic† twists on his works that were either offensive or brash, resorting to trickery on certain occasions. One such occasion was the filming of Lucifer Rising, which was supposed to star Bobby Beausoleil, which was a critical film that arguably started his fascination with the occult and eventually led to his association with the Church of Satan. Anger was also associated with the Ordo Templi Orientis and other such groups. While later on in life he decided to return to his films, there is no denying that Kenneth Anger was ahead of his time and widely misunderstood by his peers. Bibliography: Cohen. M eds. (1985) Film Theory and Criticism: Introductory Readings Oxford University Press, Oxford. Pray, M(2007) Avant-Garde Film: Forms, Themes and Passions Wallflower, London. Sitney, A(1979) Visionary Film: The American Avant-Garde 1943-78 2nd Edition, Oxford University Press, Oxford

The Contingency Of Identity In Trainspotting Philosophy Essay

The Contingency Of Identity In Trainspotting Philosophy Essay The perimeters of someones body are often thought to signify the enclosure of a stable perception of the world. For example, mainstream Western society perceives corporeal limits as the impenetrable barrier between subjectivity and external forces. This model emphasizes the subject as regulator over what external forces influence their subjectivity, and in turn implies that the subject is autonomous in choosing or being her own identity. Philosophical projects such as the Enlightenment and the American dream expound on the Cartesian Isi assertion that anyone has the agency to construct an original, autonomous identity. These philosophies have helped bind Western ontology to a concept of mind over matter. However, 20th century thinkers have challenged this notion. Philosopher and sociologist Michael Foucault posits the body is transformed into an instrument for political power, and that conceptualizing subjectivity as a stable construct is crucial to the preservation of the state For Foucault, any notion of autonomy is an articulation of political agenda. Correspondingly, Psychoanalyst Julia Kristeva shows that restricting subjectivity to an epidermal container oppresses an entire means of understanding subjectivity. Kristeva asks the reader to consider a perception of subjectivity that contingently and provisionally fluctuates in its relation to the bodys perceived borders. She claims subjectivity and the body are entwined in an ontology based on the transgression of borders, not the establishment of them. Instead of agreeing with the Wests claim that citizens conduct their selfhood within epidermal boundaries, Kristeva argues that subjectivity is unstable, fragmented, and dispersed across various relations with the body. Therefore, subjectivity has the capacity to transform and be transformed through engagement with the body. Toward this end, I will investigate the ever-fluctuating bodies and identities in Irvine Welshs multimedia text Trainspotting (Boyle, 1996; Welsh, 1996). The film and novel epitomize the permeable, fluctuating nature of subjectivity as conceived by Kristeva, and thus highlight the fact that selfhood depends on a transgression rather than an establishment of borders. Foucault and Doeile Bodies Michael Foucaults term body politics refers to the practices and policies through which powers of society regulate the human body, as well as the struggle over the degree of individual and social control of the body. Institutional power expressed in government and laws is the power at play in body politics (Body Politics). Foucault says that Western societys false ontology makes citizens think they have stable identities because of the governments regulation of the physical body through institutions and laws. In short, citizens perceive themselves as autonomous subjects because of the states emphasis on hygiene and cleanliness. Foucault says this ontology is the effect of political power, and that any selfhood a proper citizen assumes is an articulation of this power. Associate Professor Nick Mansfield, head of the cultural studies department at Macquarie University in Sydney, Australia, specializes in Foucaultian theory, and his book on subjectivity lends a nice segue as to how body politics and self-hood coincide: Our philosophies of science, our theories of the organization of society, our sense of morality, purpose and truth all partake of the same emphasis on the individual not only as a social quantity, but as the point where all meaning and value can be judged. This individuality is described as freedom, and we still direct our most serious political ambitions towards perfecting that freedom. It also operates as a duty, however. (60) Foucault focuses on the implicit sense of duty that is entailed with citizenship. He sees civic duty as the submission of ones body to forces of political power. Critically acclaimed Italian political philosopher Giorgio Agamben has stated that one of the most persistent features of Foucaults work is its decisive abandonment of the traditional approach to the problem of power, which is based on juridico-institutional models (the definition of sovereignty, the theory of the State), in favor of an unprejudiced analysis of the concrete ways in which power penetrates subjects very bodies and forms of life (5). Foucaults critical studies of social institutions reveal that institutional surveillance of the body-specifically in delineating what is the clean and proper body-designates citizens corporal existence as a docile state. Foucault supports this claim with his concept of processes of subjectivization, These processes under-thematize and universalize the body until it can be treated as inert or disordered; in other words, until physicality obtains a docile classification. Similarly, as cultural theorist Elizabeth Grosz argues, the body historically has been conceived of as a vehicle for the expression of an otherwise sealed and self-contained, incommunicable psyche. It is through the body that [people] _ .. can receive, code, and translate the inputs of the external world (9). Once I established how a favorable perception of the docility is impressed upon populations, I will discuss how Trainspotting characters refute this platform with their own counter-culture philosophies and behavior. The characters struggle with the implications of properness and duty that Foucault sees as essential to the function of a citizen. They are good examples of the insight that Julia Kristeva gleans from Foucaults work: a society and state that glorifies corporeal purity is thus dependent on sources of misery and degradation in order to have a standard to judge what is clean or unclean, appropriate or unfitting. But first, I will establish how body hygiene becomes such an important factor for citizens to view themselves as autonomous subjects. As mentioned, Foucault points to state institutions that enact processes of subjectivization. Processes of subjectivization refer to government programs that exemplify epidermal perimeters as impenetrable borders that contain the supposed autonomous nature of citizens These processes bring the individual to bind himself to his own identity and consciousness, and, at the same time, to an external power (Agamben 5). Mansield elucidates, in our fantasy of autonomous selfhood, we normally imagine our subjectivity to be identified with the uniqueness and separateness of our individual bodies. We draw an imaginary line around the perimeters of our bodies and define our subjectivity as the unique density of matter contained within that line. When we operate in society as voters, taxpayers, welfare recipients and consumers, our identity seems to be married to this autonomy: we front up for interviews, check ups and interrogations as the content of our bodies. (82) The tangible presence bodies provide people with is taken to be absolute and final validation of who they are. When someone appears for a doctors appointment or a cotut trial she ceases being a name on a paper and appears as herself These processes of subjectivization imply not only the notion that someones tangible borders give them a real identity, but also that that identity maintains its own agency. When analyzing state systems from Foucaults perspective, it becomes apparent that citizenship designates citizens as autonomous. Foucault insists that when institutions seek to control and know the subject, they manipulate the body, fixing it strictly in place, watching and measuring it; this in turn gives citizens the sense that they are anything but a carefully monitored, social denomination. But in reality, the state has a vested interest in its citizens health that is expressed by institutional programs emphasis on autonomy. Through subjectivization processes, an inherent notion of cleanliness is attached in the definition of citizen, and the upkeep of clean borders is expected to entail some sort of autonomy. In contrast, Foucault claims that institutions endorsing corporeal cleanliness ensures a specific type of docility in the citizenry. If citizens believe that they are the agents merely because of their hygiene, then the institutions have succeeded in transforming its citizens bodies into inert entities that can be prescribed or delineating in any way the state sees fit. The sense of autonomy is therefore revealed to preserve state power. Foucaults second example of subjectivization processes, that of policing strategies, explains this more explicitly. Foucault states that the laws of the penal system, which were once isolated in the form of a public event (e.g.: a criminal dismembered in the marketplace), have become instilled into normative ontology with the creation of prisons. Firstly, the prison does not simply incarcerate people arbitrarily. It depends on a system of proper proceedings that in turn must be justified by codes of law or legal precedent. When someone is convicted of a crime, she or he goes from being a person to being a phenomenon. As a type, the individual becomes subject to analysis according to scientific models. Questions begin to be asked, like, what personality traits make this person a criminal? What social conditions lead to his or her crime? Here, the individual is not free and autonomous, but the focal point of larger forces, analyzed by systems of knowledge in what they claim is impartial truth (Lyon 7). Foucault uses the prison model of liberal economist and social reformer Jeremy Bentham (1748-1832) to help explain the casual yet compulsory paranoid lifestyle that is instilled in prisons and reflected in society. According to Foucault, the panopticon is typical of the processes of subjectivization that govern modern life. A panopticon is a circular prison with an empty area in the middle where a guard tower is placed. All of the prisoners cell face inward, and one guard can effectively keep survelliance over all the inmates at once. Furthermore, is an opaque sheet of one-way visible glass is installed in the guard tower, the guard herself would not have to necessarily be present to enact a monitoring system. Likewise, state power organizes the population into individual units that are then subject to monitoring in a system of maximum visibility through implicit accountability. This works most effectively in institutions where schools, hospitals, banks, and departments of social security and tax all keep files on us. People forget about these records, or accept them as a necessary and inevitable part of institutions operations (Lyon 8-9). However, these files are our effective social reality, and contain truths about us that can be manipulated outside of our control. These files and the truth they contain are not our property, and they enhance the state of docility imposed on citizens bodies. Foucault believes that power and the knowledge coincide to ensure the state maintains its docile influence, and in turn preserves its efficiency. Therefore, every institution operates according to its own theories of peoples subjectivity: the unruly adolescent, the remedial reader, the hysterical patient, the credit risk-these are all types of subjectivity that people may or may not occupy, sometimes without even knowing it. Every institution has classes of persons into which everyone who deals with them is distributed. The apparently simple and necessary logic of this categorisation-it is not a conspiracy to oppress us, our common sense says, how could these institutions operate otherwise?- already separates us from one another, isolating us, opening up and closing off opportunities, destining us for certain rewards and punishments. The system of truth on which each institution depends is always already a power at work on us. (Mansfield 62) Thus, individuality is not the highest expression of human life, but the thing social institutions need people to feel they are, so that people remain vulnerable to the truths the state has contrived for its own efficiency. As a result, the self constantly problematizes its place in the world and its relationship to others and to inherited codes of behavior. Therefore, the subject does not simply rely on some unknowable of pure natural subjectivity, but rather produces itself endlessly as a response to its relationship to other and to its cultural and historical context (Mansfield 63). Foucaults ideas encourage an earnestly skeptical attitude towards subjectivity, one that is embodied in Trainspottings main character, Mark Renton. Renton can be seen as anti- subjective because he sees any statement that claims to speak the truth about human subjectivity as an imposition, a technique of power and social administration. Renton voices his reservations: Society invents spurious convoluted logic tae absorb and change people whaes behaviour is outside its mainstream. Suppose that ah knew the pros and cons, know that ahm gaunnae hav a short life, am ay sotmd mind, etcetera, etcetera, but still want tae use smack? They wont let ya dae it. They wont let ye dae it, because its seen as a sign of thair ain failure. The fact is ye jist simply choose tae reject whit they huv tae offer. Choose us. Choose life. Choose mortgage payments; choose washing machines; choose cars; choose sitting on a couch watching mind-numbing and spirit-crushing game shows, stufting fuckin junk food intae yir mooth. Choose rotting away, pishing and shiteing yersel in a home, a total fuckin embarrassment tae the selfish, fucked-up brats yeve produced. Choose life. Well, ah choose no tae choose life. If the cunts cant handle that, its thair fuckin problem (Welsh 187-9). Renton, like Foucault, sees subjectivity as a mode of social organization and administration. For Renton, the state is inherently dependent on its citizens to cultivate a notion of sanctity regarding their lives. Upon this foundation of natural life, the State builds concepts of morality and truth that are articulations of power structures (Agamben 2). Therefore, Renton and his mates seek a subjectivity that does not privilege the sanctity of life. As actor and critic Lewis MacLeod puts it, Welshs characters are not at all interested in the rule of parasite politicians (Welsh 228). Instead they operate on a highly idiosyncratic cultural logic that frequently inverts conventional values (90). The characters experimental subjectivity prioritizes desire and addiction as the most important achievements in life, and the screenplays adaptation of the above quote l elucidates this point. ln the theatrical version, Renton explains: Choose rotting away, pishing and shiteing yersel in a home, a total fuckin embarrassment tae the selfish, fucked up brats that youve spawned to replace yourselves . But why would I want to do a thing like that? I chose not to choose life. I chose somethin else. And the reasons? There are no reasons. Who needs reasons when youve got heroin? Renton has lost faith in any type of subjectivity, and considers a life on heroin just as pointless as a life of gainful employment. From a Foucaultian perspective his reasoning can obtain some credence in that institutions will inevitably wrest all agency away from its citizens. It is interesting to note Welshs novels title describes a pointless exercise enacted within societys establishments. Renton can clearly see the absurdity of society and the meaninglessness of his life, yet his choice is ultimately self-defeating, for as the title of the book suggests, heroin addiction, like trainspotting grown men watching locomotives and noting their identification numbers -is effectively a pointless exercise (Bishop 221-22). Similarly, in Peter Corliss review of the cinematic adaptation of Trainspotting, Welsh and John Hodge explain the importance of the metaphor: Trainspotting, Welsh explains, is the compulsive collection of locomotive engine numbers from the British railway system. But you cant do anything with the numbers once youve collected them. Says Hodge, who culled the brilliant screenplay from Welshs anecdotal novel. Its a nice metaphor for doing something that gives your life a bit of structure but its ultimately pointless. So is the intravenous injection of drugs a palpable pleasure that wastes time, and often, life (85). In his PhD Doctorate entitled The Diminished Subject, Professor Geoffrey Bishop looks at the T rainspotting texts to see how the characters attempt to exercise a new type of subjectivity. Bishop writes, For Renton, heroin use is a determinedly philosophical decision to adopt a counter-discursive practice in order to retreat from a society that makes him an outsider, and threatens his attempts to simplify his existence (ZI9). As I shall show in the following analysis, through the selfish pleasure of drug use Renton attempts to avoid the docility that Foucault talks about In an interview with film critic Andrew OHagan, it is apparent that T rainspotting s director and screenwriter were not attempting to display Kristevas theories in their film. But, as I will discuss, the filmic adaptation of the novel lends itself very well to Kristevian philosophy. Kristeva, Posthumanist Practice, and Trainspotting Julia Kristeva argues that subjectivity depends on someones relation to outside forces. Kristevas ontology is based on a transgression, rather than an establishment, of borders. Likewise, the bodies in Trainsporting illustrate a significant alternative to traditional conceptions of the body as stable and self-contained. I propose that the film calls for a critical approach that attends to bodies as products and producers of posthuman discourses. Posthumanist practice questions the genealogy of moral norms rather than accepting and perpetuating them, and much of Kristevas theory is an enactment of posthuman discourse. In critical theory, the posthuman is a speculative being that represents or seeks to enact a re-writing of what is generally conceived of as human. Posthumanist criticism critically questions Renaissance humanism, which is a branch of humanist philosophy that claims human nature is a universal state from which the human being emerges, and it stresses that human nature is autonomous, rational, capable of free will, and unified in itself as the apex of existence. Thus, the posthuman recognizes imperfectability and disunity within him or herself Instead of a humanist perspective, a posthuman perception understands the world through context and heterogeneous perspectives while maintaining intellectual rigor and a dedication to objective observations of the world. Key to this posthuman practice is the ability to fluidly change perspectives and manifest oneself through different identities. The posthuman, for critical theorists of the subject, has an emergent ontology rather than a stable one; in other words, the posthuman is not a singular, defined individual, but rather one who can become or embody different identities and understand the world from multiple, heterogeneous perspectives (Haraway 3). In what follows, I discuss how body fluids in the film illustrate the instability of corporeal limits as conceived by Julia Kristeva and Judith Butler. Through the lens of these theorists, the characters in Trainspotting can become producers of posthurnan discourses. But tirst, I will briefly discuss the critical reception of the film, inasmuch as responses to it characterize the kind of moralizing judgment that so often I denies another perception like Kristevas. _ In 1996, Danny Boyles film adaptation of Irvine Welshs bestselling novel became the highest grossing British-made film in the United Kingdom in history (Callahan 39). Although other films have addressed the subject of heroin addiction most have done so from a stance of such moral disdain that the characters became little more than exaggerations of an addicted underclass that remains safely Other to mainstream film audiences. In contrast, Trainspotting, even though it portrays the desperation and horrors of drug addiction, the film never grants its audience the privilege of certain moral judgment. It invites audiences to engage with its characters in their own world as they struggle between the desperate need and the always- temporary satisfaction that characterizes life on heroin. The cinematic release of Trainspozling came right after a controversial trend in the fashion industry known as heroin chic, a trend that earned its name by popularizing images of thin, glassy-eyed models who were apparently strung-out in dirty bathrooms or cheap, dingy motels (Craik 19). President Clinton even raised the issue in a widely reported address to magazine editors, charging that the glorification of heroin is not creative Its destructive. Its not beautiful. It is ugly. And this is not about art. Its about life and death. And glorifying death is not good for any society (Clinton). Cultural critic Henry Giroux describes the images associated with heroin chic as nothing more than inspiration for a type of cultural slumming that produces attitudes and actions in which well-to-do yuppies aestheticize the pain and suffering of underprivileged youths (27). Some critics have made similar claims about Trainspotting. One reviewer, for example, said the film belongs to an unoriginal, voyeuristic genre that caters to an addiction to addiction- watching (Kauffmann 38). Other critics dismiss the film and other such films as mere slumfests for the bored upper classes, virtual petting zoos they can visit anytime they want to feel like theyre down with the kids (Callahan 39). Although the films graphic portrayal of self- depravation and misery is at times difficult to watch, other critics claim that the films uncritical, even sympathetic portrayal of junkies overtly glamorizes heroin use. Despite the fact that such arguments allude to possible real world dangers of drug culture and the celebration of its images, they remain anchored in a discourse of negativity. They designate the rhetorical critic to the psychoanalytic position of searching for a lack, whether it is of morals, health, or life. In other words, such arguments can only analyze the  ¬Ã‚ lm based on its failure to do something it presumably should do: adhere to moral norms. A moral argument based on whether Trainspotting does or does not glamorize heroin useand whether or not that is good or badneglects a compelling line of analysis: how the pervasive physicality of the  ¬Ã‚ lm functions rhetorically. The  ¬Ã‚ lmmakers are careful to illustrate both the pain and the pleasure of heroin use, but this evenhandedness seems less the depiction of a moral judgment than an investigation or even a meditation on the transgression of boundaries. Indeed, in an interview, director Damiy Boyle says that the  ¬Ã‚ lm is about being a transgressor Its about doing something that everybody says will kill youyou will kill yourself And the thing that nobody understands is, its not that you dont hear that message, its just that its irrelevant. The  ¬Ã‚ lm isnt about heroin. Its about an attitude, and thats why we wanted the  ¬Ã‚ lm to pulse, to pulse like you do in your twenties (Callahan 39). This pulsing, or this incessant transgressing that Boyle refers to provides a key metaphor for this discussion of corporeality in Trainspotting. A pulse is not characterized by stability or even an interplay between opposite forces. Rather, a pulse is a constant  ¬Ã¢â‚¬Å¡uctuation, what William Burroughs describes as an interdependent relationship between systolic and diastolic movement (Naked Lunch iii). It is in this sense that I conceive of transgression not as an eradication or a crossing of boundaries, but as a recon ¬Ã‚ guration that occurs through continual engagement and response. Bodies connecting and expanding within an economy of bodily  ¬Ã¢â‚¬Å¡uids enact the pulse of the  ¬Ã‚ lm. Bodily Refuse and Identity Julia Kristevas theoretical work on the concept of abj ection has done much to trouble a humanist conception of the discrete, autonomous individual. According to the Oxford Dictionary and Thesaurus, abjection means a state of misery or degradation. Kristeva develops this de ¬Ã‚ nition of the abject by arguing that the signi ¬Ã‚ cance of abj ection lies in its role as an operation through which we continually distinguish ourselves as individuals. She describes abject as a jettisoned object that is opposed to 1 and is radically excluded; the abject draws me toward the place where meaning collapses (Powers 1-2). For example, an image of the emaciated body of a person living with AIDS may evoke sympathy, or in, in some cases, fear, but it also ful ¬Ã‚ lls the role of the abject, infected Other that enables the healthy to feel clean, vital, and even morally superior. Similarly, the starving bodies of third-world countries serve as boundaries or limits that contribute to this countrys sense of nationhood. According to this logic, American identity depends on what America precisely is not (Debrix 1 158). Kristevas notion of a disorganized, abject body challenging the concept of order itself aids to an understanding of Trainspotting in which the characters experiment with a unique ontology based on the transgression of corporeal terms. Rather than quietly remaining outside of the mainstream at designated margins, the abject, as the heroin bodies exhibited in Trainspotting, breaks apart the sanctity and homogeneity of rational public space. Kristeva indicates that bodily boundaries are never  ¬Ã‚ nal and neither are the identities that depend on them. She argues that the self depends on the abject to constitute its border, to be that which lies outside, beyond the set (Powers 2). But she also notes that from its place of banishment, the abject does not cease challenging its master (Powers 2). In this sense, the abject Other never remains at the margins. The abject never remains stagnant, creating stable boundaries for the self. Kristeva thus introduces a dynamism into the concept of identity that depends on a subjects ability to recognize and reject the abject asit gets articulated and rearticulated through the selfs interaction with the Other. In other words, the Cartesian I becomes destabilized to the extent that the humanist emphasis on the mind/body split has been sufficiently troubled with regard to how we construct or acquire a sense of self. Foucault shows how someones perceived autonomy is often merely an extension of state power, and this is important when observing how the characters in Trainspotting both celebrate and struggle for the release of moral or hygienic ideologies that treat them as docile bodies. As Bishop has recently noted, Although Trainspotting was attacked for romanticising drug use, glamorising heroin chic, and over the validity of Welshs description of heroin addiction, such literalist readings not only failed to see past the subject matter, they ignored the possibility of political and philosophical content (219). Kristeva suggests an ontology that is grounded in relations to others rather than in the conscious mind, and when her theories are used in an analysis of Trainspotting they can certainly produce philosophical insight into the concept of subjectivity. Judith Butler links much of her work in Bodies that Matter to Kristevas consideration of the abject. Our self-identi ¬Ã‚ cation, Butler argues, operates within what she calls an exclusionary matrix that relates subjects and necessitates a simultaneous production of a domain of abject beings, those who are not yet subjects, but who form the constitutive outside to the domain of the subject (3 ). She agrees with Kristeva that the abject zone of uninhabitability that de ¬Ã‚ nes the boundaries of the subject will constitute that site of dreaded identi ¬Ã‚ cation against which and by virtue of whichthe domain of the subject will circumscribe its own claim to autonomy and to life (3). However, Butler builds upon Kristevas argument with a point that is essential for this discussion of the abject bodies in Trainspotting. According to Butler, the abjected through abj ection instead of inherently possessing autonomy. Therefore, Renton can be seen as existential explorer of subjectivity, and there are no guarantees in this novel, no happy endings, and no transcendence of the characters into holistic self-present subjects (Bishop 223). g Although Butlers introduction of permeability is helpful, I want to offer another important perspective before continuing. Butler posits a concept of subjectivity based on the repudiation of abj ection. As I have suggested and will explore further throughout this discussion, subjects in the  ¬Ã‚ lm do not and cannot sufficiently negate the abject. Rather, the abject is integral to pulsing-or, what William S. Burroughs might call a constant state of kicking-on which subjectivity depends (Junky xvi). Trainspotting s Alternative Subjectivity The cinematic adaptation of Trainspotting has some key scenes that should elucidate the ontological force of abjection. Depictions of body  ¬Ã¢â‚¬Å¡uids in the  ¬Ã‚ lm illustrate the  ¬Ã¢â‚¬Å¡uctuating, permeable corporeality that Butler describes. The  ¬Ã‚ lm seems to attack any trace of morality or cleanliness inherent in Foucaults analysis, as images abound of body  ¬Ã¢â‚¬Å¡uids contaminating spaces in the most inappropriate of manners. Film critic Andrew OHagan notes that for the young characters shi

Never The Sinner - Production Critique :: essays research papers

This paper is a critique of a production of Never the Sinner, a murder drama written by John Logan, which was performed and produced by the Department of Theatre and Dance at E.S. Strother Theatre located on the campus of Ball State University. Director Judy E. Yordon captures the viciousness and brutality of the murder of an innocent, young boy in this dramatic account of a homicide at the hands of two young men who are intertwined in a dark, sexual relationship. During the murder and trial of â€Å"the crime of the century† the director and cast portray to the audience the sheer violence and torment these two men are willing to affect on another human being for the utter enjoyment of killing another person. This is done by exposing the events of the murder to the audience and then allowing the audience to conclude the motive of the murder, by means of interpretation using the final scene as the keynote in the performance. I found the last scene of the performance to be rath er disturbing to say the least. The performers in the production were very suitable for the roles in which they were cast. Dustin Bennett (Nathan Leopold) and Andrew Burt (Richard Loeb) were excellent in their performance and portrayed their characters well. Both ideally fit the roles in which they were cast. As for the other five members of the cast they to were well suited in their roles and showed much talent in their ability to portray different characters in the same performance. Especially that of Natalie Ellis who portrayed both a girlfriend and a doctor in the play and who easily adapted to her changing roles within the scene. The actors knew their lines of dialogue and exactly what they were talking about, which made it easy for the audience to follow along. The actors could clearly be heard and had clear enunciation, expect during the scene of the trial, in which, the police officer was on the stand. This was in part due to the fact that he was seated in an area beside the audience and it was hard to make out what he was saying because the audience was blocking him from my view. The voice the characters used was appropriate, especially during the trial when the attorneys were speaking and when Germaine Rheinhardt was on the stand. The men were harsh, loud and assertive and Germaine spoke in her sweet, innocent and naive voice when answering their questions.

Reunification in Homers Odyssey :: Homer Odyssey Essays

Reunification in Homer's Odyssey In Homer's epic poem, the Odyssey, the main theme is the reunification of the family, as Odysseus struggles to return home and rejoin his wife and son. Throughout the Odyssey, we are shown examples of families: good ones that prosper and bad ones that do not. As Telemakhos struggles to become a man and Odysseus struggles homeward, the concept of healthy family life is stressed. At the end, when all conflicts are resolved and Odysseus is reunited with wife and son, the lesson that a united family can overcome any obstacles is shown and is one that today's families should heed. As the Odyssey begins, we see a family in disarray. Odysseus' whereabouts are unknown. Penelope has spent four years keeping the suitors at bay and spent 20 years crying for Odysseus. And Telemakhos has grown up confused and unsure of himself, without a real father figure. Simultaneously, as a result, we see a kingdom also in disarray. Ithaca has no king, hence no "father" figure. And the sons of the kingdom, hence the suitors, have no guidance and act in an egregious manner. They eat and drink all day, slowly depleting Odysseus' cattle and wine stock. They gamble and constantly harass Penelope and Telemakhos. As Telemakhos, who is ignorant of how real family life should be, travels in search of his father, he learns about family life. In Pylos, he meets Nestor, who asks his son, Peisistratus, to accompany him. This is important because it is the first time Telemakhos has a real friend. In Sparta, he meets King Menelaos and Helen, who are in the midst of the celebration of a double wedding. Here he is shown what a real family should be. Menelaos and Helen have had their troubles. But since they were reunited after the Trojan War, their lives together have been happy and their relationship is loving, honest, and healthy. By the same token, their kingdom thrives, because of this healthy family relationship. Menelaos' brother, Agamemnon, does not have a healthy family relationship. His family is held up to everyone as what a family should not be. It is ironic that the marriages of two brothers, Agamemnon and Menelaos, to two sisters, Helen and Clytemnestra, should be such exact opposite in their outcome. During his absence during the Trojan War, Agamemnon's wife, Clytemnestra, took a lover, Aigisthos. Upon Agamemnon's return, Clytemnestra kills him and his slave-mistress, Cassandra.

The Awakening Essay -- essays research papers

The Awakening is a novel about the growth of a woman into her own person, in spite of the mold society has formed for her. The book follows Edna Pontellier through about a year of her life. During this time we see her struggle to find who she really is, because she knows she cannot be happy filling the role of the mother-woman that society has created for her. She did not believe that she could break from this pattern because of the pressures of society, and ends up taking her own life. Should readers sympathize with her death? The answer is no.   Ã‚  Ã‚  Ã‚  Ã‚  Edna Pontellier was on her way to an awakening. She realized during the book that she was not happy with her position in life. It is apparent that she had never really been fully unaware however, because her own summary of this was some sort of blissful ignorance. Especially in the years of life readers are told about before her newly appearing independence, we see that she has never been fully content with the way her life had turned out. For example she admits she married Mr. Pontellier out of convenience rather than love. She knew he loved her but she did not love him. It was not even the case that she did not know what love was, for she had had infatuations that at the time (being so young) she believed was love. She consciously chose to marry Mr. Pontellier even though she did not love him. When she falls in love with Robert she regrets her decision of marrying Mr. Pontellier. Readers should not sy...