Multiple Intelligence Theory and Its Application to Education

The discourse surrounding multiple intelligence theory (MI) and its integration into education has been that of much debate. Written as an opposition to IQ testing, MI was originally developed as an alternate account of cognitive function, initially identifying seven distinct intelligences (verbal-linguistic, logical-mathematical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and musical), and later acquiring two more (naturalist and existential).Applied to an educational context, the main aim of MI theory is to demonstrate the insufficiencies of IQ measurements and traditional testing methods as evaluations of student intelligence and the grounds for planning programs and curricula suitable for all students (Moran, Kornhaber, & Gardner, 2007). MI theory is attractive to many because it offers â€Å"a more pluralistic cognitive universe† (Gardner, 1995b, p. 16).However, vigorous debate challenges MI theory, whilst the lack of clear instruction for its integration i nto pedagogy has led to misconceptions and unfaithful application of its key elements. Some of the arguments pertaining to the integration of MI in schools, and in art and design classrooms in particular, will be explored below, firstly examining critiques of the theory itself. The first debate considers the empirical aspects of MI. In Frames of Mind (1983), Gardner presents his investigation of numerous empirical studies, from which he identified the initial seven intelligences.Thus, it can be said that MI theory is formed solely on empirical evidence. Since there can be no permanence to any empirically based theory, MI can be modified in accordance to new studies, openly allowing for discussion and constant reconceptualisation (Gardner, 1995a). Whilst Kevin Williams (2000) highlights the intuitively appealing natureof MI theory, Robert J. Sternberg identifies the need for a basis for testing and comparing these â€Å"attractive† empirical theories (1984, p. 700). Klein (199 8, p. 06) points out that Gardner, whilst expanding the claims of MI theory, â€Å"provides no evidence for them,† but further demonstrates the virtually â€Å"untestable† nature of MI theory that continued to exist over a decade after Sternberg’s critique.This means that whilst it difficult to prove that MI is wrong, it is equally difficult to prove that it is correct, which questions the validity of the theory in educational contexts. Secondly, MI theory has been accused of confusing intelligence with domain and discipline. Gardner (1995a, p. 02) explains that on the contrary, â€Å"an intelligence is a biological and psychological potential†¦ capable of being realized†¦ as a consequence of the experiential, cultural, and motivational factors that affect a person. † This definition is dissimilar to that of â€Å"domain,† which is a cultural concept, relating to culturally organized activities, in which individuals are involved. In the a rt and design context, sculpture, painting and woodwork would be examples of domains, which, according to MI, can be accomplished through the utilization if intelligences such as spatial, bodily-kinesthetic and logical mathematical.In saying that, Gardiner argues that intelligences can operate in many diverse domains(Gardner, 1995a; Gardner, 1998). Logical mathematical intelligence must be applied in planning and constructing a table, for instance, to attain correct measurements and angles. Perry D. Klein accuses MI of linguistic redundancy on the basis that each intelligence is defined â€Å"as an ability in a corresponding set of domains,† and an ability in each domain is explained â€Å"with reference to the intelligence† (Klein, 1997, p. 103).Gardner (1998) believes that Klein has confused these concepts, as each domain involves several intelligences, not just one by which it is defined. For example, a student who possesses high spatial intelligence might not neces sarily produce an effective poster design without also incorporating a degree of bodily-kinesthetic intelligence, cultural support, practice and good instruction. Gardner strongly disagrees with a third critique that MI theory â€Å"so broadens the notion of intelligence that it includes all psychological constructs and thus vitiates the usefulness, as well as the usual connotation, of the term,† (Gardner, 1995a, p. 03). His argument stems from allegations that the traditional definition of intelligence provides a thin and incomplete observation of its nature, touching on only psychometric capacity and disregarding other cognitive aspects. MI deals only with matters of the intellect and Gardner believes that a more useful comprehension of cognition can be gained by considering multiple semi-independent intelligences than what is offered by the hypothesis of a single â€Å"bell curve† model of intelligence. Conversely, some critics show concern that MI regiments the var iety of human intelligences due to the restriction of categories.The formation of categories and intelligences they include is, in the opinion of John White, based â€Å"on Gardner’s own value preferences† (White in Williams, 2000, P. 107). Williams (2000), however, asserts that White may have misjudged the way in which MI can allow for the diverse combinations of intelligences in the classroom. MI encourages that key concepts or disciplines be approached in a multiple ways to enhance a students experience of ideas and implications in a way that is familiar to them.In art and design, topics can be taught using a range of approaches, from narration of an artists or designers experience (interpersonal), class discussion (verbal-linguistic) and individual reflection (interpersonal and intrapersonal) to practical experimentation or stimulation (logical-mathematical, spatial and bodily-kinesthetic). By approaching content from different perspectives, teachers can increase t heir access to the intelligences of more students and allow students to see that they are capable of representing content and their knowledge in different ways (Gardner, 1995a)A fourth concern takes the form of what Gardner (1995a, p. 203) deems a myth: â€Å"MI theory is incompatible with g (general intelligence), with hereditarian accounts, or with environmental accounts of the nature and causes of intelligence. † His response is that MI theory is primarily concerned with exploring the intelligences and intellectual procedures that g does not take into account. MI examines the scope of g, not it’s actual existence. Similarly, MI theory focuses on exploring the interaction between genetic and environmental elements, impartial on the issue of whether particular intelligences are heritable.MI’s exploration of the unique intelligences of individuals allows them to understand that they have potential to be â€Å"intelligent† in multiple ways and are no longe r restricted to the â€Å"smart† or dumb† categories that are often ascribed to g (Moran, Kornhaber, & Gardner, 2007). Considering the above arguments, MI practice should not be considered in separation of MI theory and teachers should be aware of the discourse surrounding MI theory in order to make a more educated integration of its principles into their classrooms.The almost immediate attempt to integrate MI theory into educational contexts has generated positive results in its development. However, Burke (2007) also notes that many teachers have acquired information about MI that is in contradiction to what the theory actually suggests. Written in the context of psychology, Frames of Mind relates only six paragraphs to MI practice in education (Burke, 2007). Gardner denies that MI attempts to instruct pedagogy and sees it as the educator’s role to decide how MI will best serve students (Gardner, 1995a).Considering MI theory is not the result of standardized te sts, any testing that claims to be MI based, should use an â€Å"intelligent-fair† method, as opposed to linguistic or logical methods of pen and paper testing, so that each individual intelligence is directly examined. For instance, if a student is to be assessed in aspects of spatial intelligence, it should be done based on their practical interaction with and application of visual arrangements and materials, rather than written assessment.Gardner points out that the assessment of MI’s is not always a main concern in education, but if it is appropriate for testing to occur, it should exist within an environment where the student feels comfortable and is provided with familiar materials (Gardner, 1995a). Misguided notions of MI have led to the concern that teachers need â€Å"to plan eight or nine different entry points or approaches for each lesson† (Moran, Kornhaber, & Gardner, 2007, p. 26).Burke (2007) reports that in art classes where teachers attempted to teach to every intelligence, students began to complain about far-fetched lessons. It is not always feasible, nor appropriate to attempt to conduct lessons in this way, and Gardner (1995a) agrees that to do so would be a waste of time and effort. Klein points out that the complication of growing class sizes combined with the â€Å"supposed existence of eight intelligences† and their various levels of operation, would result in an â€Å"explosion in the workload of the teachers who would have to plan and deliver these programs† (1997, p. 38). Whilst the identification of â€Å"strong† areas of intelligence in individuals can be beneficial, Klein (1997) predicts that this could also mean that students will avoid areas where their intelligence is deemed â€Å"weak. † Within an art program, for example, a student with strong verbal linguistic intelligence and weak spatial intelligence might focus their efforts more heavily in developing a written report on an artist case study and avoid tasks that require them to create or interpret compositions or work with 3D modeling.Furthermore, if a student ascribes their strong logical-mathematical intelligence to an ability such as the careful planning of measurements for a project, and the calculations prove to be more difficult then they expected, Klein suggests that they often quit as they â€Å"interpret failure as a lack of this ability† (1997, p. 389). MI has also been applied to classrooms in trivial ways. This includes the practices that exercise aspects of particular intelligence without cultivating the mind (Gardner, 1995a).An example of this would be to have students thrash their limbs about to make random marks on a surface without informing them of what energized mark-making is about and how it is relevant to art. In order to achieve deep learning, applications of MI should be student-focused, considering the intellectual attributes of each individual in order to plan educatio nal programs that are relevant, appropriate, fair and engaging (Gardner, 1995b). Understanding the dynamics of intelligences within a classroom can assist teachers in their provision of rich learning experiences.This means understanding which intelligences, both on an individual and class level, will create interference, compensation or enhancement (Moran, Kornhaber, & Gardner, 2007). Having students work collaboratively on projects can allow for intelligences to operate â€Å"across students†¦ to build shared strengths† (Moran, Kornhaber, & Gardner, 2007, p. 28). In concluding, Gardner (1998) maintains the position that MI theory can provide a rich, flexible and useful set of tools and ideas for teaching that allow educators to meet the needs of increasingly diverse classrooms by utilizing knowledge of and tapping into the specific intelligences and ubskills of individual students. MI can be useful in explaining the behavior of individuals and identifying obstacles in t heir learning with the aim of making teaching and learning relevant for more students in order to achieve deeper learning. However, to avoid misconception and subsequent misapplication of MI theory, educators must be aware of the debate that surrounds it and its progress as a continually developing empirical theory.

A Project Dilemma At Canadian Shield Insurance Essay

Introduction After reading the case, you ought to realize that our protagonist, Seamus Reynolds, is between the proverbial â€Å"rock and a hard spot† and you are probably thinking â€Å"I would hate to be him†. Guess what? You are going to be him in this assignment. There is quantitative data in the case that we can analyze; however, we are also going to â€Å"quantify† the qualitative data provided – think of it as reducing numerical and non-numerical data to a set of numbers we can use to make a decision. Yes, you read that correctly, attach numbers to data without numbers. Exhibit 3 of the case will accomplish this for us and is called a Scorecard. A bit of history on this method from your â€Å"long in the tooth† Instructor. Scorecard analysis was made popular by a Kepner Tregoe decision making model dating back to the 1950’s. In essence, a decision is made by gathering information, prioritizing it and then evaluating it. The following link provide a quick primer on the method: Kepner Tregoe Decision Making We are going to use a scorecard to assist in the decision about which of the 3 information systems Seamus should recommend to upper management. One of the scorecard inputs (called â€Å"NPV† in Exhibit 3) involves the cost for each system (capital cost and operating costs). Here we will take the present value of the Year 1 to Year 5 operating costs and add them to the Year 0 capital cost (if applicable) to get a TCO. In these calculations we will be ignoring sunk costs (hint: Google sunk cost). In addition to the above decision making criteria we will take a look at the human side of â€Å"sunk costs†, learn from IS implementations, IS â€Å"make vs. buy†Ã‚  and determine who should be making a crucial IS decision for an entire company. Lab Assignment Questions 146 Marks in Total 1. Open the Excel file â€Å"Lab Assignment 6 PV and Scorecard Template.xlsx† and select the â€Å"PV Costs† worksheet. After inputting the table data (6 marks), calculate the PV to Operate System for all 3 scenarios provided (30 marks). 36 marks total 2. Select the â€Å"Scorecard† worksheet. Assign a Weight to ? scorecard items, then calculate the scores for the 3 IS options. 45 marks Answer the following questions on a new worksheet in the above Excel file and when done, upload to the designated Sharein folder. 3. Based on your calculations in (1) and (2) above, which IS Option would you recommend that Seamus select? 5 marks 4. Should the decision to select an IS option be left solely to Seamus? Explain. 10 marks 5. The concept of sunk costs is simple to apply in theory. Explain applying this theory to the calculations in (1) above from a Capital Cost and People point of view. 10 marks 6. Read the â€Å"Qualifiers vs. Competes.pdf† file. In light of what the file says, comment about the scorecard that the Ivey case writers compiled. 10 marks If you believe there an alternative or 4th solution that Seamus might recommend, what might it be? Explain. 10 marks 7. Read the â€Å"IT Value Metrics_ How to Communicate ROI to the Business.pdf† file, in particular the chart on Page 5/6. Next, open the file named â€Å"Investing in the IT That Makes a Competitive Difference.pdf†, go to Page 5 and study the charts and their message (and any accompanying prose in the article). Based on these 2 files and the case data, is it crucial that Canadian Shield Insurance â€Å"keep up with/get ahead of the Jones’s† (i.e., keep up/get ahead of the competition)? Explain. 20 marks

How to Write Radio Drama Essay

Here are some horrible truths: Most radio drama is very badly written. Radio drama is an endangered species. It has never taken a hold of mainstream programming on commercial radio in the UK. It used to be the mainstream in the States and Australia but lost out to TV in the middle to late fifties. It is under threat within public radio services including the BBC because of the pressure of monetarist ideology and the fact that authors and radio drama directors have been too complacent. IRDP is a significant oasis and continues to support the principle of the original play. Ground rules The Beginning The beginning is everything. If this part of it does not work you are ‘up shit creek without a paddle’. Your listeners will desert you. You have failed. You do not exist as a dramatist. Booo! The Moment of Arrival This is how you drop your listeners into the story. Don’t give them a warm bed with comfortable pillows and a hot water bottle. The background and sub-text of previous histories is better explored through revelation in dramatic action. So parachute your listener into a top dramatic moment. Not the climax. That would be premature. Find the MOMENT to join the story. Avoid the slow snail’s explicatory route. Kick ’em into a high energy trip and whoosh them through the rapids. Structure Set up†¦struggle†¦resolution. You can reverse this if the set-up is more dramatic and explosive than the resolution. Regard your play as a series of phases The Plot This is the story with lots of twists and turns. The more the merrier. Most listeners like good exciting plots. Without a good plot you’re eating a souffle that has gone flat. You need plot, more plot and more plot. Run at least two story lines. Two sub plots would be interesting. Keep the plots linked logically within the same play. The best system is a major and a  minor storyline linked to one another. Get them to come together at the end. Surprise People are hungry for entertainment. If they wanted boredom they would be filling out their tax returns instead of listening to your radio play. Make people afraid, but also excited. Character Your main character must have the sympathy of the audience. Your audience has to identify with your main character. If this does not happen you have created a failure. Booo! Conflict Drama = conflict = audience. There has to be an emotional, financial, human, moral, physical struggle so your listeners can laugh or cry. Yes, you want your listeners to laugh or cry or laugh and cry. If you don’t, give up. Polarities or Extremes The art of story telling is exploring the extreme limits of our psychological or physical existence. To pitch one polarity against another. The Climax I apologize for the sexual metaphor. But there is something in this. The better sex has foreplay, development, sustained excitement, surprise and affection, nay love followed by an explosion of ecstasy. Good radio drama is not all that different. If you don’t use it, you lose it. Dialogue This is how we engage dramatically with the world. Characters inform, argue, amuse, outrage, argue through the ebb and flow of dialogue. When we do we talk and that is how great radio plays are made†¦..by talking in dramatic dialogue. Atmosphere / Ambience This sets the emotional spirit of the play. It determines whether your  listeners believe in the world that you have created. Worlds are not created by dramatic dialogue alone. There is attitude and atmosphere. This is determined by detail and relevant detail. It could be in a sound effect. It could be in the writing. It could be in the music. It could be in everything. But the result is that the fifth dimension of radio writing – the imagination of the listener – is stimulated to become a picture palace of the mind. Emotion Got to be there. You have to generate an emotional response from the audience†¦.preferably to the main character†¦.also not so strongly in relation to the other characters. Emotion = love, hate, admiration. Never mind about the type of emotion†¦..concentrate on whether it is there or not. Emotional connection between the writing and the listener = good radio drama. Balance Character and Plot You have to have both. You cannot trade. One can predominate over the other. Where they are balanced equally†¦.it can only work if characterisation relates to plot development. If your main plot is character intensive, make sure that your minor plot is plot intensive. Purpose Crook’s golden rule is that every word, every line, every scene must serve a dramatic purpose in terms of characterisation and plot development. Drop anything that does not have a dramatic purpose. Tension and Humour To stop the listener dropping off or switching off, maintain the tension always and throw in the humour. Tension, humour, tension, humour, tension humour†¦like the foxtrot..Make the emotional rhythm of the play dance on the listener’s heart and mind. Charm and alarm, charm and alarm. But they’ve got to be linked. Your character uses humour to react to the tension in the scene or play. Keep one character who uses humour to deal with difficult situations. Make sure the humour is verbal. Slapstick belongs to a different  type of play or entertainment. Make sure you do not have characters taking it in turns to be funny. This is not stand up comedy or sitcom. Make sure that the character who uses humour has a consistent sense of humour. Get your listener inside the world of your play. How? a. Sympathy or empathy with the main character. b. A bloody good set up. c. A big, nasty antagonist or villain. d. Great Plot†¦Great Story†¦.twists and turns. e. Crisis at the beginning is dramatic and a great start. f. Emotional intensity. Hit some high points. g. Escalating conflict so the structure climbs with tension and humour. h. Strike the colours with detail so there’s an atmosphere, mood†¦ambience. I. Modulate charm with alarm†¦humour with tension†¦tension with humour†¦funny policeman nasty policeman. j. Surprise, surprise†¦that’s what you do to the listener, through the plot. The principle of developing scenes 1.Introduction. 2.Character one†¦goal and objective. 3.Character two†¦goal and objective. 4.Purpose of scene in overall plot. 5.One of the characters achieves a goal. 6.Link to the next scene by introducing or pointing to location of next scene or presence of character in next scene. Question marks in the mind of the listener. Always keep one, better two or three The Principle of Character 1.Believable and recognisable. 2.Purpose within the plot. 3.Characters have to have function. Character has to be consistent with function. 4.Characters have to be intentional. 5.Start with a stereotype to ensure rapid recognition, then twist the stereotype. Challenge the homily that there is nothing new under the sun by making it new under the moon. 6.Give each character a dominant physical or behavioural characteristic. Make the dominant characteristic purposeful. Make it extreme. 7.Your main character must be active. 8.Active character / urgent plot. The character’s energy has to fight the urgency of the plot and the urgency of the plot makes the character more energetic. The principle of Hero / Heroine 1.Listeners look up to main characters, want to admire them because we all want heroes and heroines in our lives. Life’s eternal fantasy that transcendent people and transcendent moments conquer adversity. 2.If you are very clever you can transfer the hero from the obvious to the humble and make great the inferior or character who has greater potential for human dignity. 3.Charisma. Characters need intensity and conviction. They may not be perfect but they are attractive. You cannot identify with people who are unlike ourselves†¦too perfect, no beliefs†¦take themselves too seriously†¦lack a sense of humour.. 4.Give your characters private moments when they drop their guards and allow us into their minds and hearts. Make the listener privileged. Use this moment for revelation. 5.The main character has to change and has to be changed by the plot. 6.You must have a main character and secondary characters. Your main character changes. Your secondary characters are probably more singular in their characteristics. Your secondary characters are already committed. Your main character is still weighing up the options. 7.You must have characters who are extreme in relation to each other†¦characters that are different make drama. Where are we now? Well, we should be here†¦. a. The main character is in the middle of the story. b. You’ve used dominant characteristics. c. The listener likes the main character. d. The listener cares what happens to the main character. e. The listener hates the antagonist. f. The main character is developing. Principles of Dialogue a. Dialogue must be a response to a situation, plot or action. b. Dialogue must be a response to each character in the scene. c. Dialogue must be comic relief. d. Dialogue must connect to the next scene. e. Avoid reflective, passive and neutral. Go for active, and direct and emotional. f. Dialogue must be believable by being specific†¦by being specific to the character’s background and emotional state. g. If dialogue is reacting to action or situation then it must be dramatic and poised on polarities. The goals of the characters in each scene should be different. h. Dialogue should be continuous. Tip†¦characters often take a tag by repeating the last word spoken by the first character. i. Dialogue must relate to function. j. You can mix direct with indirect between two characters because they have different goals. k. Humorous dialogue is not a character telling a joke but a line or lines responding to the dramatic situation. l. Heightened dialogue vs naturalistic dialogue. Heightened language is the language of the theatre†¦high octane communication†¦poetic, philosophical†¦charged..the expression of the playwright†¦It serves not only the development of the plot and character, but it also presents the view of the writer. Works well in radio. But there is now a tendency for more naturalism. Radio producers like to go out on location and explore realism. In these situations you must stick to natural dialogue. Principles peculiar to Radio 1.The inner existence. 2.The tension and conflict between the interior and exterior. 3.More psychological. 4.Easier to explore the real and the surreal and to delineate the line between the two. 5.Have to work in the fifth dimension†¦the energy of the listener’s imaginative participation. 6.The interior existence offers exploration of personal thoughts, fantasies, emotions and conflicts. 7.All  levels of external conflict can be explored. 8.The precipitating event through plot has to threaten the inner life of the main character. This is the kick-off in radio drama. 9.The end or resolution in radio drama is more deeply rooted in the emotional equilibrium and insight of the main character. Changes are internal as well as external. 10.Time transposition and translocation are faster and more rapid and more complicated. Flashbacks†¦flashforwards†¦ different ages. 11.Radio requires less rather than more characters. Characterisation needs to be strong and fascinating. 12.Maintain the focus of the main character and plot. 13.Economy of words underlines subtextual surprise and engagement with the listener’s imagination. 14.Wit is vital because language is so important†¦cleverness with words†¦energy with words..humour with words†¦Wit is advanced by surprising the listener†¦being aggressive with the listener..being fast, short and clever with the listener. 15.Irony is pathos and bathos. It’s conflict between the inner life and outer action. Other radio drama producers in the world Norway: NRK kulturkanalen, P2 RODD- 0340, Oslo, Norway. Swedish Radio, SR S-105 10 Stockholm, Sweden. YLE Finnish Broadcasting Company Radio, PO Box 79 FIN-00024 Yleisrdio, Finland. HR, Hessischer Rundfunk Bertramstrasse 8, 60320 Frankfurt am Main, Germany. DR Danmarks Radio, Radio Drama Department, Ewaldsgade 3-9, DK 2200, Copenhagen N Denmark. ABC Australia, ABC Ultimo Centre, Level 5, 700 Harris Street, Ultimo NSW 2007. CBC-SRC, Radio Drama Department, Box 500, Station A, Toronto, Ontario, Canada MSW 1E6 SDR Suddeutscher Rundfunk, Neckarstrasse 230, 70190, Stuttgart, Germany. Radio Television Hong Kong, Broadcasting House, m 30 Broadcast Drive, Kowloon, Hong Kong, China. Other radio drama producers, SABC, South Africa, Los Angeles Theatre Works, LA, California, Public Radio, New Zealand.

Marketing Intelligence Systems Essay Example | Topics and Well Written Essays - 1000 words

Marketing Intelligence Systems - Essay Example Some of the topics that are going to be covered in the MIS presentation include: The value and quality of a marketing intelligence system depends on the input data the system receives. A five-step process that can help improve the quality of a marketing intelligence system is: 1) Train and motivate the sales force to spot and report new developments; 2) Motivate, retailers, intermediaries, and distributors to pass information along; 3) Collect intelligence by purchasing competitor’s products; 4) Create advisory panel composed of important stakeholders; 5) Purchase information from outside suppliers such as A.C. Nielsen Corporation (Kotler, 2002). The five step quality control process improves marketing intelligence systems to make them more valuable. When the sales force acts as intelligence gatherers they must be trained to recognize the type of information that is useful for managerial purposes. Obtaining product samples from the competition is useful to compare in terms of quality, value, and packaging presentation. Customer advisory panels provide valuable information concerning customer needs. External research firms are able to provide marketing information at a lower cost than what most companies can produce in-house. There are many benefits associated with the implementation of a MIS. The use of an MIS can assist a manager in the sales forecasting process. The system can be used by a start-up company to determine the optimal target markets to penetrate. An MIS system allows a company to monitor behavioral changes in consumer buying patterns. This type of information is useful to adapt the company’s product offering. For example a company in the food industry could utilize data concerning the tendency of a marketplace to consume salty foods to determine the chances its new potato chips brand have to succeed in a region. Marketing intelligence systems can be

Culture Jamming Essay Example | Topics and Well Written Essays - 750 words

Culture Jamming - Essay Example Photoshop and interceptions-counter-messages. Over the years, jammers argue that they usually do not alter ad’s message but are exposing, improving, correcting or rather modifying them. A billboard artist, however, said that an excellent jam does not directly rescript a precisely different meaning but drafts the deeper message of substitute advertisement. Jamming is only a productive act if done to the right of the society; Rodriguez de Granada is an example of a jammer with the well-meant intention of the same. Jamming disagrees with marketing as a one-way conveyance of information; people should have the right to respond to images they did not ask for their display. Rodriguez de Granada , one of the founders of jamming was a highly skilled and innovative jammer. Rodriguez, a 31-year-old man, would be seen in the city of New York altering ads in broad daylight. The reason to why he was not arrested was because he would reason out with the police why he did talking them out of arresting him in a couple of incidences. Rodriguez de Granada jammed for a good course, and unlike other artists, he did not fancy the term guerrilla art but termed it as, citizen art. He believed practicing jamming in daylight was a regular mode of communicating with the society democratically. Rodriguez explains his main reason for jamming was to wipe out advertisers habit to glamorize hard alcoholic products and addictive drugs like tobacco on billboards. Ads on beer and cigarettes featured provocative models that create an enticing image in children’s mind especially those living in the ghettos felt compelled to elope. Rodriguez de Granada argued the importance o f jamming was to the culture at large. He intended his work to be a part of the community’s way of life; he wanted people to engage in his work. Children stood to watch as he transformed ads while others participated e.g. holding the ladder for him while he. He wanted

Global warming Research Paper Example | Topics and Well Written Essays - 1000 words

Global warming - Research Paper Example As a result, there are diverse ways through which these effects manifest on the surfaces of oceans. Some ways through which global warming affects the oceans include; rise of sea level, formation of strong and destructive ocean current, ocean acidification and rise in ocean water temperature. These effects of global warming on oceans have led to destabilization of the ecosystem because it triggers imbalance in very many systems of the environment the course of its continuity (Cheel, 2007). Rise in see level which result from the increase in ocean water result from global warming that melts the glacier in temperate areas, expansion of the ocean water due to increase in temperature rise and human changes to underground storage of water. Change in temperature of the ocean water at different points of the ocean influence formation of ocean currents and, the intensity of any current is determined by the temperature different between the source and destination. Global warming causes some p oints on the surface of the ocean, especially those within the tropics, rise in temperature and, therefore, becomes areas of low pressure leading to the flow of water towards them (Fournier, 2011). Ocean acidification results from the increase in carbon (IV) oxides that mix with water to formal carbonic acids that have a high pH value. This happens when the rise in atmospheric carbon (IV) oxide destabilizes the equilibrium between the carbon (IV) oxide in water, and that one in the air and, therefore, it dissolves in water to cause acidic substances. Rise in temperature in the atmosphere causes an obvious increase in temperature of the ocean water because when a wave of warm air flows over the water, it radiates some heat energy to the water causing it to be warm (Weart, 2008). Research Findings In the development of the research, the research question that guided the study indirectly related to the topic of how global warming affects oceans. The study focused on production and the effects of greenhouse gases which contributed too much of the global warming on earth’s surface. The questions focused on the methods that people can use to reduce the production of green house, the forms of energy that contribute to low pollution of the atmosphere with greenhouse gases and the methods that could reduce the already present greenhouse gases in the atmosphere. Out of the analysis of the analysis of the findings, the research identified some ways of controlling greenhouse gases in the atmosphere which included; use of few and efficient machines, use of renewable sources of energy and planting trees to absorb the excess the excess carbon (IV) oxide gas in the atmosphere. Rationale Choice of the research question is involving two aspects of the environment which may not be closely related and therefore, it will look at the environment of each of them, to find out the ways through which regulation of one can affect the other. The result of the analysis of the cause s of global warming will offer different means through which implementation of well selected means to reduce global warming, to cause a reduction in effect on the ocean water. When the research has a good coverage of the background of the issue of global warming, it will be possible to explain the effects it has on oceans, and it will be possible to recommend ways to curb it. Research recommendations I. We can use fewer machines to reduce greenhouse gas

RCT Appraisal Article Example | Topics and Well Written Essays - 750 words

RCT Appraisal - Article Example The study explores the various support services that are offered within the hospital to parents who have lost their child during or after birth. The hospital staffs play a vital role in helping the parents especially the mother to fully understand the cause and significance of the death of their child which would greatly help them to come to terms with the loss. The study analyses the current services that are being offered and also provides recommendations to improve the quality of support provided to mother who have lost their children due to stillbirth or neonatal death. This is an exploratory research as there is no evidence of prior research conducted on the experiences of bereaved mothers at Gauteng. The interviews were conducted by the one of the study authors and the respondent details, requirement of support, services that is being provided at the hospital including formal services such as counseling and suggestions for improving the present services were collected. No conflict of interest has been identified. The purpose of the study was to analyze the support services that are being offered to mothers who have lost their child due to stillbirth or neonatal death by hospital staff and to determine whether these services are sufficient. To include any recommendations provided by the mothers included in the study and other suggestions to improve the quality of hospital services in such cases. The study design included both quantitative and qualitative approaches with the quantitative approach more dominant than the later. A one-shot case study was employed by which a single group of mother who had the same experience were selected and research was conducted through as series of semi-structured personal interviews on the nature of the support services that are provided with the hospital and their suggestions to improve the present services were also incorporated. As the interviews were structured the quantitative data

Community Policing Paper Research Example | Topics and Well Written Essays - 1000 words

Community Policing - Research Paper Example COP creates unity between communities and officers but is not practical in lower economies where citizens focus on working to attain sustainability. POP focuses on problems that may recur and has the limitation of requiring technical knowledge for proper implementation. Crimes such as home burglaries, substance abuse and prostitution have been eradicated using both POP and COP. POP and COP entail officers working with the community to prevent evil. However, POP focuses on problems and how they can be solved after careful scanning, analysis, and assessments. Everyone in the community is involved in problem solving when COP is under implementation. Police departments encounter such challenges as inadequate resources, conservatism and lack of technical knowledge in implementing POP and COP. Definition, description, strengths and weaknesses of COP According to Palmiotto (2011), community-oriented policing is a philosophy that combines traditional aspects of law enforcement with deterrenc e measures, problem resolution, community engagement and partnerships. It seeks to unite the police and the public thus facilitates the identification of criminal issues and solutions. In this arrangement, police officers discover determinants of crime and disorder consequently solving problems in their communities. The strengths are evident when officers design a network of personal contacts by foot, bike, or horse patrol in and out of their departments. This supports the crime prevention efforts and teaches residents how to help themselves by reporting crime in the neighborhood. Citizens engage in regular patrols and awareness programs to achieve the goals of prevention. Community-oriented policing has the following weaknesses. Indeed, low-income communities are not able to achieve because adults work multiple jobs at odd hours. It is also challenging neighbors to know and care about each other comfortably (Palmiotto, 2011). Definition, description, strengths and weaknesses of POP According to Goldstein (2011), POP is a policing strategy that includes classification and scrutiny of precise crime and disorder activities to design effective response strategies accompanied by ongoing assessment. Emphasis is on research to prevent the re-occurring of crimes and involvement of public and private groups that are qualified to solve problems. POP Scanning-identification of problems, Analysis-asking questions to understand the problem, Response-after careful analysis; designing a suitable response, Assessment evaluating the problem and establish a suitable solution. The strengths of POP incorporate gaining popularity among police administrators and city officials because it is practical, winning public favor which results to job securities for administrators and elected officials. There is also increased communication with the public who influence police activities. POP enables officers to link with public and private agencies to help communities. Weaknesses of POP a re conflicts that arise when officers feel subordinated and get afraid of losing their jobs since they feel that other professionals involved in policing might replace them in service delivery. Furthermore, controversies between priorities of the community and what officers feel is important to them. This is because people feel that it is not their duty to prevent crime. There is also lack of expert knowledge to employ technical mechanisms involved in

Political and Economic Systems of India and Japan Essay

Political and Economic Systems of India and Japan - Essay Example Gratitude to the achievement of India's financial reforms since 1991, ever since then it is opening to come out as a global economic control. The nation's burst through in the IT business is mainly extraordinary. Though, Japan's concerns in India continue low compared to that in China and the ASEAN countries, which is replicated in the low levels of personal foreign straight savings. There is prospective for future growth of Japanese venture in India, in spite of a lot of obstructions comprising infrastructure, system of government, and literary and language hurdles. In order to understand this potential   Several see Japan as an up-and-coming colossus, but India is functioning tough to hold up. Both scheme extraordinary economic expansion but in very diverse political, martial and cultural backgrounds. Economist and Politicians converse India and Japan as the economics of the 21st century.   The problem in previous days was mostly that through the Cold War years, there was not a great deal of an association amid India and Japan. It merely started after 1991 when there was an alteration in the financial policy and the financial reform procedure started in India. However so far, past ten years, Economist and Politicians believe that though India and Japan have a lot-balancing function to play in economic features, there is until now a lot of possible aptitudes to be discovered in the relationship between the two countries. Each government has not subjugated this fundamental potentiality so far. Thus, both the countries have fairly a lot to do to make efforts to additionally endorse investment in every other country.   The stage of the Foreign Direct Investment (FDI), which approaches to India in contrast with what goes to Japan, is around one to ten. The sum Indians are investing in India is around 200 million dollars, but about 2 billion dollars is going to China and Japan yearly. Apparently, there is geological proximity between Japan and China, and to both nations with India.   The Indian citizens are extremely welcoming towards Japanese or Chinese, and a very pro-Japanese feeling subsists in India. Many people speak about the general legacy that Indians and Japanese share, particularly Buddhism, which came from India to Japan all the way through China. Moreover, previous Prime Minister Nehru talked concerning the development in India after Japan overwhelmed Russia in 1904, or the knowledge of the position taken by Judge Pal at the Far Eastern War Criminal Tribunal. However, while all this points to a high-quality ambiance, there is not a lot straight impact of this when depositors make the choice to invest. One has to build more alert attempts to develop the investment environment in India from Japan, and one requires to make more cognizant efforts on Indian fraction to additionally augment investments now in India.

Five Reasons to Stop Saying Good Job Essay Example | Topics and Well Written Essays - 250 words

Five Reasons to Stop Saying Good Job - Essay Example One of the most important consequences of saying ‘Good Job!’ to a child constantly, Kohn argues, is that it reduces the child’s real achievement. â€Å"As if it weren’t bad enough that ‘Good job!’ can undermine independence, pleasure, and interest, it can also interfere with how good a job children actually do. Researchers keep finding that kids who are praised for doing well at a creative task tend to stumble at the next task – and they don’t do as well as children who weren’t praised to begin with.† (Kohn) In a reflective analysis of this argument made by Kohn, it becomes evident that the author is highly sensible in making this point, because practical experience as well as research evidences supports his claim. One must agree with the author that it is time to stop praising children by saying ‘Good Job!’ because it creates pressure to the youngsters to keep up the good work. It is unquestionable fact that ‘Good job!’ often ignores the thoughts, feelings, and values behind the behaviors of human beings and it unfortunately promotes the less desirable motives in the child.

Management Assignment Example | Topics and Well Written Essays - 750 words - 3

Management - Assignment Example Through evaluation, the company is able to come up with strategies for dealing with the changing environment. Owing to the fact that technology is rising at a fast rate, it is important for organizations to come up with methodologies for incorporating beneficial technology into their system (Dyro, 2004). This will help an organization make adjustments in areas that need improvement. Evaluation helps in monitoring and checking the operations of an organization. This helps to identify whether a company is getting the fullest outcome from its input. This will assist a company change the strategies for delivering more results to the clients (Mittenthal, 2002). Companies should not overstress SWOT appraisal since an organization may concentrate too much on its strengths and forget about the weaknesses. SWOT is an appreciable tool for reflecting how the company is performing but it is not overtly beneficial in proffering a competitive advantage. This is because SWOT may emphasize only on t he advantages and positive sides of a company (Daft 2009). 2 Evaluation should not be done on specific employees and staff. These people are considered as the most significant body of any organization. This is because the employees provide the labor force that is needed in accomplishing the company’s objectives. ... Setting of levelheaded goals is a crucial factor for a company’s success; this can be achieved by involving the employees in decision making of these goals. Goals set by the managerial can be unrealistic to employees; this because managers will set high goals inorder for the company to realize more output. This eventually lowers the morale of the employee’s hence poor performance. When employees are involved in setting of the company’s goal, realistic goals are addressed hence motivating them, and this results in good performance (Daft and Marcic, 2010). For a company to conduct superior evaluation, it should consider the employees as their priority. Employees are the most significant body in an organization, hence the company should be very careful not to lower the morale of the workers when they are conducting their evaluations. This can be achieved through involving them in decision making of the companies goals because realistic goals will be addressed. In th e evaluation process, the company should reward the employees who do a superior job. This will help boost their morale hence working aggressively to achieve the goals of he company. An efficient evaluation process should not only consider the company’s well being, but it should also consider the well being of employees. The salaries and wages should be reasonable, this will avoid oppressing and under paying the employees. The company’s evaluation should show the employees that they care for them. This can be through the company’s effort to educate potential employees on their talents and capabilities. This will ensure that the skills of the employees are improved, hence working to

Best Practices Essay Example for Free

Best Practices Essay Historically, minority groups have been ardent supporters of and advocates for high-quality public education. Black efforts to gain systemic equality in educational policies and practices are well known: the battles for equal per-pupil expenditures; teachers’ salaries; length of school terms; expenditures for buildings, facilities, equipment, and books; curricular offerings; and so on. As a result of these efforts and of political and economic changes nationally and internationally, progress has been made with respect to ending legally imposed school segregation, as well as increasing minority participation in schooling for longer periods of time, that is, raising the median years of schooling completed. This paper aims to identify three best practices which assist the educational progress of minorities. Since public school desegregation began in the mid-1960s, urban school improvement is considered to be one of the most contributing factors for the progress of minorities in educational sector. Black educators and their likeminded allies have increasingly taken the lead in urban school improvement. One facet of this movement has been the study of schools that are effectively educating urban poor black children and making recommendations to other schools that want to replicate effective policies and programs. Researchers like Ronald R. Edmonds, George Weber and Daniel U. Levine began by identifying public schools that were effectively teaching black children and pinpointed their common characteristics, namely strong administrative leadership; orderly but flexible atmosphere, conducive to instruction; philosophy that acquiring basic academic skills is the first order of business; climate of high expectations, and continuous monitoring and evaluation of pupil progress with instructional strategies redesigned as needed (Mohanty, 1994). Achievements of urban school improvements were particularly evident in the middle of 1990s, for instance the data indicated significant increase in New York schools where 70 percent or more of the students â€Å"achieved reading scores at or above grade level for three years† (Iram Wahrman, 2003:119). The second important practice contributing to educational progress of minorities is initiation and further development of various improvement projects targeting directly minority students and their teachers. In the beginning of 1990s for instance, Chicago instituted a plan for mastery learning in reading to correct the widespread problem of low reading achievement. The program provided teachers with comprehensive instructional activities, corresponding student learning activities, formative tests for instructional feedback, and corrective instructional activities for those students who failed to master objectives. A criterion referenced testing program served as the basis for instruction, promotion, and administrative monitoring (Bjork et al, 1994). The New Jersey Education Association (NJEA) in 1996 instituted a School Effectiveness Training Program designed to increase student achievement. The results from this program showed lower staff absenteeism, higher participation of staff in instructional decisions, greater involvement of staff in school activities, reduced costs for vandalism, better management, and higher staff and student morale (McNeely, 1985). The final practice, very important in terms of progress performed by minorities in education is giving a preference to private schooling than public. It must be emphasized that during the past two decades it has become increasingly apparent that larger numbers of minority adults are selecting nonpublic schools for their young. In their desire to obtain the best possible education for their young, they choose private schools, including minority independent schools. These parents say they believe private schools provide their children with better basic skills instruction, cultivate higher order thinking skills, have higher academic standards, and prepare their children for college or the work place more successfully. School improvement for them means leaving public schools. As Slaughter and Schneider points out (1986:17) black parents’ choice of private schools is â€Å"less of a rejection of public schooling, and more of an evolution of a new strategy for insuring future levels of sustained and/or upward mobility for the family. † Increased minority departure from public schools, however, may mean that the more supportive, motivated, caring, and accomplished parents and their children (regardless of income) are not involved in the public school system and that the system is the loser in the process (Henig et al. , 1999). From the critical perspective, minority individuals and communities must consider the costs and benefits of education in nonpublic schools compared with education in public schools not only for themselves, but for the nation at large. At the same time, public schools must make more headway in school improvement if they want to retain the traditional support they have long enjoyed from black families. Many minority students can attain standards of excellence if school improvement policies and programs such as those described above are retained, consistently used, refined, and modified. Individual schools will find that their achievement levels and test scores improve, and that many of them can attain local and national norms even if their populations are poor, or black, or Hispanic, or both. These standards can be achieved without excluding any student from an equal opportunity to be educated. Our country still has a long way to go to realize equity in the schoolrooms of our nation. All students need an equal chance to learn, which means providing equity in financing schools and programs; providing competent, caring teachers; retaining proven, compensatory programs and relating curriculum subject matter to coping with real-life situations and problems. References Bjork L. et al (1994). Minorities in Higher Education, Oryx Press Henig J. , Hula R. , Orr M. , Pedescleaux D. (1999). The Color of School Reform: Race, Politics, and the Challenge of Urban Education, Princeton University Press Iram Y. Wahrman H. (2003). Education of Minorities and Peace Education in Pluralistic Societies, Hillel; Praeger, 2003 Mohanty, C. T. (1994). On Race and Voice: Challenges for Liberal Education in the 1990s. In H. A. Giroux and P. McLaren (Eds. ), Between Borders: Pedagogy and the Politics of Cultural Studies (145-166). New York: Routledge Slaughter D. T. , Schneider B. L. (1986). Newcomers: Blacks in private schools. Final Report to the National Institute of Education (Grant No. NIE-G-82-0040, Project No. 2- 0450). Evanston, IL: Northwestern University, School of Education

ATM Deployment Strategy Using Rank Based Genetic Algorithm

ATM Deployment Strategy Using Rank Based Genetic Algorithm ATM Deployment Strategy using Rank based genetic algorithm using convolution CHAPTER 4 SYSTEM DESIGN AND DEVELOPMENT 4.1 System Design Data processing can be shown by data flow models. At the early stage of examination, these models are used to show data processing in existing system. This data flow model consists of various notations which denotes functional processing, passing of data between two functions and storing data at some level. Data flow models are the step by step representation of data flow in sequence. Transformation of data takes place at each step in model while entering to next step. This transformation or processing steps are functions defined for particular activity or program. In this program functions data flow diagrams (DFDs) define software design. There are number data flow diagrams modeling rules are followed such as: 1) there should be in and out of data flow is compulsory for all processes. 2) Incoming Data is modified by all processes and they should produce transformed new outgoing data 3) data store must be involved with one data flow module. 4) One of the data flow must involve one ex ternal entity. 5) data flow should have minimum one process attached to it . 4.2 Data Flow Diagram In data flow diagrams’ data flow in the system is represented by graphical view. This graphical view can be used to represents any information or processing criteria in development of system. First step towards creation of overall system is shown by DFD which can later expand. DFDs show data processing in each function. Data flow diagrams provides information about what should be input for each module and expected output after processing as well as how the data will enter and how it is passed and where it is stored. DFDs are just used to show information flow in the system. They won’t show time required to complete the process or how processing can be done whether serially or parallel. 4.2.1 Physical DFD A physical data flow diagram (physical DFD) represents actual implementation of the system at the present DFD and required DFD can be designed as per future demands. Hence physical DFD can be designed in both forms in current position and one can build on future demands by customers. Physical DFDs describes set of data items included on each paper circulated in office and they describe truth about unique set of paper pieces that are stored together in filling cabinet. As it shows all information about data in all forms thus there is possibility of inclusion of references towards data that are redundant or copied the storage of data is implemented as tables that could be normalized or de-normalized relational database. Logical DFD work opposite to physical DFD in such a way that it tries to capture data flow aspects in system that is not copied or have redundancy. Context level data flow diagrams can be drawn practisizing it. They show interaction between external entities and system that are considered as data source and data sink. That could be helpful in drawing context diagrams. How this system interacts to external agents is designed naturally in terms of data flow between system boundaries. The context diagram denotes whole system as a single process and does not provide any information to internal organization. These context level diagrams are expanded next to generate level 1 flow diagram that represents small detailed information about the system to be modeled. Level 1 system represents ts of sub systems from which system is built that each process consists of more than one data flows which goes to external entity or comes from it and considering theses processes together forms one single system. Data stored from each module should be in order to perform its job and this defines the actual data moving from different parts of system. DFDs are important part of structured systems analysis and it is SSADM method. These diagrams provide information of system evolution in simple word to the sponsor person or end user. DFDs provide information about operation of system will complete its task and implementation details about system. DFDs of old system can be compared with new proposed system to see the output and can be used for development of system with updates. A data flow diagram provides idea to end user about the change in systems output after giving data input at modules. System development can be shown through DFD model. There are different levels of data flow diagrams and designer should show partition of system into sub systems, also the data flow between each module. In SDLC for analysis and design step DFDs are used. Data flow diagrams can be drawn by using various notations (Yourdon Coad, GaneSarson), that shows data stores, data flow, processes, and external agents. Figure 4.1:Notations used in the Dataflow Diagram In the above figure 4.1 the notations used for showing data flow diagrams have shown. It indicated the control flow of project modules from starting to end. The following figures show each modules data flow diagram. As modules include: 1) Area grid generator 2) Random population initialize 3) Applying algorithm. Fig.4.2 Flow diagram of area grid generator As shown in the above fig 4.2 data flow diagram input values are passed that are latitude and longitude of each point so that one area is selected. After that this transformation of data can takes place in the form of distance calculation. Hence the output will be calculated distance is divided into smaller grids. Fig. 4.3 Flow diagram of random population initialization A data flow diagram defines the data flow from one module to another module this can be illustrated in this system as shown in above fig 4.3. In this DFD the input comes from area grid generator in the partitioned form of area grid. In this module main function is to generate random population for each smaller grid. After the population generation for each grid random ATM machine is located. Fig. 4.4 Flow diagram for final ATM locator In the fig 4.4 DFD input taken from random population initializer module and one point crossover and mutation operation can be applied on them , once the fitness evaluation based on percentage of population is done. Fig 4.4 Flow diagram of ATM deployment with RGAC 4.3 Sequence Diagram Sequence diagram is a chart of sequence of message. They are called as interaction diagrams as they provide information about inter-process operation in order. Here object interactions are time specific. One scenario is built from objects and classes. The messages are exchanged sequentially between objects for performing particular task in the scenario. They are called as event scenarios or event diagrams because they are arranged in time sequence. Sequence diagrams consist of use case realizations built from logical of system which is under implementation. In sequence diagrams various processes or objects that are running parallel are shown by vertical lines also called as lifelines and messages exchange is denoted by horizontal arrows, in orderly fashion based on time. This can be shown in terms of graphical view. If the vertical line is object it shows a role. It is compulsory to denote instance name, if it is blank it will consider it as anonymous or unnamed instance. Messages with horizontal arrows with message name on top of arrow show interaction. Synchronous calls represented by solid arrow, asynchronous messages are denoted with open arrow and reply message with dashed lines. If a sender sends message is synchronous then it must wait until message completes and invoke a subroutine. In asynchronous direct response is generated. Such kind of direct response with asynchronous message is seen in multithreaded applications and also implemented in message oriented middleware. Processes that are performed after response to message are shown with activation boxes or method call boxes. They are present on top of vertical lines and are opaque rectangle. New activation boxes are shown if it indicates next level of processing and objects invoking functions on themselves use messages. Objects destroyed are shown with X on top of vertical lines and dashed lines are ceased drawn below. Following fig 4.5 shows sequence diagram of ATM deployment in terms of client server activity. Here Clients are user. Clients has to select initial area for study, hence first step is to enter the latitude and longitude of each location from which area is build from i.e. top, bottom, left and right corners of area. This data is stored in database and it is shown at server side for further operation. After this selection process this area is represented in terms of grids for studying smaller part of the area. For this purpose this grid is partitioned into sub grids. Now for this selected area subparts random initialization population can be done and randomly ATM machines are placed. After evaluating the percentage of population of each grid, and applying algorithm for taking more accurate points, for highly dense areas ATM is placed. Fig. 4.5 Sequence diagram 4.4 Use Case Diagram UML (use case diagrams) diagrams are type of behavioral diagrams designed and defined by Use case analysis. It provides graphical representation of functionality of system in terms actors, they are use cases and use case dependencies. The goal of use case diagram is to show role of each actor and these roles are depicted. Actors and authentication server are two actors. The interaction of user with system is done with use cases by forming topology, transmission range is selected and source and sink also selected. Actors are a person, organization or it can be an external agent/system that plays a role in system interactions. Sequence of actions providing information about actor is described with use case and graphically shown with horizontal ellipse. Following figures shows use case diagrams for ATM deployment. Fig. 4.7 Use case diagram for Initialization Fig. 4.8 Use case diagram for fitness calculation Fig 4.9 Use case diagram for ATM locator M.Tech/Dept of CSE, SJBIT 1

National Parks By Visitor Management Tourism Essay

National Parks By Visitor Management Tourism Essay The recreationists who visit and enjoy the planets protected natural areas cause serious ecological damage to the very lands they enjoy. To maintain ecosystem integrity, park managers must increasingly focus on recreation management as a vital part of their jobs. Managers agree on the importance of pursuing objectives using the least cost mix of tools. To make this choice wisely, the efficacy of various tools in influencing recreationists behavior must be assessed. Natural resource managers often confront the dual objectives of encouraging recreation while simultaneously preserving the ecosystems they manage. Unfortunately, human behavior often degrades natural processes. To maintain ecosystem integrity, park managers must increasingly focus on recreation management as a vital part of their jobs. The choice of recreation management strategy requires that objectives be delineated and that the efficacy of the many tools at their disposal be evaluated. Visitor management in parks, wilderness and other protected areas requires information about visitor environment interactions and, particularly, the distribution and flow of visitors in space and time. Such information is usually sketchy and based largely on the verbal reports of visitors. Many of the worlds natural parks, wilderness areas and other protected areas are established for the dual purposes of ecological preservation and recreational use. Managers of such places must balance visitor use and environmental protection. Regardless of the balance selected, policy development and implementation requires fundamental information about visitors, their needs and wants, the impacts of their visits, and their distribution and flow in space and time. While well-established protected areas in developed countries often receive large numbers of visitors, newly established ones can struggle to attract them. This is especially so in some developing countries, where protected areas often depend on tourism income, and the number of visitors may be too low to provide even a small portion of the necessary income to run the park. Therefore strategies to manage the problems of large numbers of visitors in some protected areas often need to be complemented by other strategies designed to attract them to other areas. Managers have at their disposal a wide array of strategies to manage the impacts of park tourism. Their choice will be determined by any restrictions that legislation or agency policy places upon them, by the efficiency and appropriateness of the management strategy, and the resource implications. The main features of these strategies to control, influence and mitigate visitor impacts are described below. There are four strategic approaches which can be used to reduce the negative impacts of visitors on protected areas: 1. Managing the supply of tourism or visitor opportunities, e.g. by increasing the space available or the time available to accommodate more use. 2. Managing the demand for visitation, e.g. through restrictions of length of stay, the total numbers, or type of use. 3. Managing the resource capabilities to handle use, e.g. through hardening the site or specific locations, or developing facilities. 4. Managing the impact of use, e.g. reducing the negative impact of use by modifying the type of use, or dispersing or concentrating use. Literature review: The requirement of Environment Canada, Parks mandate to protect heritage resources and to facilitate visitor use of those resources has not been met in park management plans or operations. Care of the physical, biological, and cultural heritage resources led Parks Canada to develop objective data about natural resources within park boundaries but minimal data about the dimensions and nature of human use. Park planning reflected a protection bias with the result that issues related to the mix of opportunities, activities, services and facilities were not well analyzed or taken seriously. In practical terms, management action in national parks suffered. Facilities were badly located and sometimes too large or too small. Managing the tension between the resource and the visitor requires that park visitors and their activities be treated seriously. This requirement has led to the development of the Visitor Activity Management Process (VAMP). The advent of VAMP represents a fundamental change in orientation in Parks from a product or supply basis to an outward-looking market-sensitive one. Traditionally, park agencies have utilized a product orientation to visitor activity planning and management. Park planners and managers, believed their primary task to be providing facilities, services and programs which they consider to be most appropriate, as efficiently as they are able. This approach involves deciding what the public wants and how the park agency can best provide for visitor and local wants. The resulting facilities, services and programs are offered to the public with the hope that they will be utilized. Ensuing management then becomes operation-orientated, focusing on the facility or resource being offered rather than on the recreation experiences or benefits provided. Natural resource information is collected through the Natural Resources Management Process and is assessed to identify resource opportunities and constraints. The inclusion of such information in VAMP is important because it helps achieve integration between visitor use and resource protection. From the recently revised US National Park Service (NPS) Management Policies, provides a strong mandate to guide recreation management decisions in protecting park resources and values at some 375 parks. This policy guidance recognizes the legitimacy of providing opportunities for public enjoyment of parks. However, the Management Policies also acknowledge that some degree of resource impact is an inevitable consequence of use and direct managers to `ensure that any adverse impacts are the minimum necessary, unavoidable, cannot be further mitigated, and do not constitute impairment or derogation of park resources and values (NPS, 2001). Most protected areas internationally operate under similar mandates. Success in achieving an appropriate balance between recreation provision and resource protection mandates requires professional management of park natural resources and visitor use. Managers must have the ability to assess and find out visitor impacts and determine what their acceptability with respect to park management objectives is. Objective of the research: National Park Service lands are administered under dual legal mandates requiring managers to achieve an acceptable balance between resource protection and recreation provision objectives. While some degree of environmental degradation is inevitable, managers are challenged to develop recreation resource management policies that can preserve environmental conditions and processes, while sustaining high quality recreational experiences. Recreation ecology knowledge can assist managers in this challenging task by providing procedures to monitor resource conditions and evaluate the effectiveness of management actions. Provisions of (physical) facilities in recreational areas often have a double purpose. They offer service to the visitors, but their primary purpose might equally be as management actions with the purpose of limiting impacts on the natural environment. Research in the outdoor recreation field shows that land managers usually are more sensitive to ecological impacts from recreation than are the visitors. 1. How do the two groups judge the need for facilities? 2. Which management actions are regarded as good or acceptable tools in order to repair or minimize impacts? 3. How we can apply visitors management tools to integrate protection and use of national parks and facilities at the same time? Methodology: This project will utilize both quantitative and qualitative data collection tools, but is rooted in a qualitative method. It means combination of quantitative and qualitative method but rely on qualitative one. Data collection will consist of primary data and secondary data. In secondary data collection, using of magazines, books, articles, journals, internet, websites and conferences papers are common ways and primary data can be gathered by: communication methods and observation methods such as interview and questionnaire. Expected benefits to the society: Protected areas provide opportunities for visitors to develop a sense of perspective, to begin to appreciate that the past played an important role in shaping the present, and to understand that what we now hold dear came because others before us made sacrifices, were worried about the future or were simply far-sighted. Parks are thus highly valued for their opportunities for these experiences. The potential pressures that tourism may place on cultural resources are significant, yet such tourism is highly dependent on maintaining the integrity of the site. National parks and protected areas provide important reserves for biological habitats, ecological processes, pure air, clean water and individual species. These functions serve the important role of providing the security that cultures need for maintenance of natural processes important to the survival of human life. National parks and protected areas provide critical habitats for humans to enjoy, appreciate and learn about natural processes.

Discovering Computer Networks Today Essay -- Technology, IP, Protocol

In many countries worldwide businesses and educational institutions make up a large percentage of society. These places need a way of being able to share information and to communicate within the business or school. They also need to be able to share business plans or other information with outside organizations. Computers were originally developed for individual use only. The importance of sharing data forced manufacturers to create techniques for connecting computers and this was the beginning of computer networks. Soon the importance of networks was realized in business organizations and today almost every organization in the world has its own computer network. Educational institutions are also following suit because networking provides a method for effective management and can also help in improving the knowledge of students. Computer networks are becoming the main source of operation and communication for businesses and educational institutions. To know more about computer networks it is first important to know about the internet. The internet was thought up in the early 1960’s by people who saw potential in the fact that information and research could be shared between computers. In his book Defining Moments the Internet Revolution (2005), Hillstrom notes that: a researcher at The Massachusetts Institute of Technology named J.C.R Licklider proposed a plan for a global network of computers and went to the Defense Advanced Research Projects Agency (DARPA) to develop it. In 1966 Lawrence Roberts of M.I.T moved over to DARPA to develop his plans for the ARPANET. The ARPANET was the world first computer network it was brought online in 1969 under a contract from the Advanced Research Projects Agency (ARPA). The internet’s s... ... in government offices, small businesses as well as large corporations. Network technicians ensure that the designs of a computer system allow all of the components, such as computers, the network, and software all properly work together. They also troubleshoot problems reported by the users and by automated network monitoring systems and make recommendations for future system upgrades. Many of these workers are also responsible for maintaining network and system security (Bureau of labor, 2009) Without the internet businesses and educational institutions wouldn’t be able to function or operate as well as they do now and the amount of business they conduct would not be nearly as great. Computer networking makes everything easier and more cost effective for everyone. The internet and computer networking just may be the most effective tools in the everyday world.

Community and the Rocky Horror Picture Show :: Rocky Horror Descriptive Essays

Community and the Rocky Horror Picture Show Sex, adultery, rock and roll, and belonging. These are just some of the things that draw teens into The Rocky Horror Picture Show every Friday and Saturday night. Most teens are drawn in by a family connection and there are still others who are simply drawn in by the curiosity brought up by the name of the show alone. I was drawn in because of family and friend ties to the show. Many teens who go find themselves in a place where they feel that they belong. Teens who normally get called â€Å"freaks† go to Rocky because it is a place where they are no longer considered that. Every person that attends Rocky has a certain uniqueness about them that is celebrated at every show. When you go to Rocky, you meet others who are just like you. This helps to build friendships and bonds between the attendees. It also creates an air of family in the theater that goes everywhere with you. Every week there is a random number of virgins, or first timers, chosen to be sacrificed. These sacrifices are all in fun and are seen as a way of passage into the Rocky community. The first time I went, myself and three other virgins were chosen to be sacrificed. Our sacrifice was long, painless, and completely hilarious. In fact I don’t think that it would have been half as fun if I hadn’t had my three closest friends sitting in the audience laughing at me. Out of the four of us chosen only one was a boy and they made him be an ataman. The two remaining virgins and I were placed under a table and left there to our own devices while the cast made a toast to a newly married member. My being chosen to be sacrificed made me feel as if I really belonged there and would never be shunned. I was also very pleased by the fact that I was chosen to be sacrificed by my favorite character, Eddy who was being played by Dustin Martinez that night. After the toast was finished we did our oath and were allowed to go back to our seats and the show began. In the Rocky community everyone is celebrated for who they are. Individuality is something special among the â€Å"Trannies† and it will always be that way. No guy is ever ridiculed or mocked for dressing like a woman and no woman is ever looked down upon for dressing like a man.

Westward Expansion and Imperialism :: American America History

Westward Expansion and Imperialism Throughout most of the nineteenth century, the United States expanded its territory westward through purchase and annexation. At the end of the century, however, expansion became imperialism, as America acquired several territories overseas. This policy shift from expansionism to imperialism came about as a result of American's experience in the Spanish American War and the Congressional debates that followed the American victory. After temporarily resolving the problems of Reconstruction and Industrialization, Americans began to resume the course of expansion. The horrors of the Civil War had interrupted the original Manifest Destiny that began in the 1840s. Now, as pioneers settled the last western frontiers, expansionists looked yet farther to the west -- toward Asia and the Pacific. American ships had long been active in the Pacific. The New England whaling fleets scoured the ocean in search of their prey. As ships crossed the vast ocean to trade in Asia, islands in the Pacific became important stops for coal, provisions, and repairs. In the South Pacific, the American navy negotiated with awestruck natives for the rights to build bases on the islands of Midway and Samoa. This practice had been going on for a while. The Hawaiian Islands, which lie closest to the American mainland, had long been an important stop for the Pacific fleet. Eventually, the expansion to this area became imperialistic. Pearl Harbor, on the island of Oahu, offered one of the most attractive natural bases in the Pacific. Soon other Americans followed to become sugar planters and to establish profitable businesses. Americans were busy building huge plantations, warehouses, railroads, dry-docks, banks, hotels, and stores. They soon dominated the island's economy, and they were able to influence its government as well. Americans created and controlled Hawaii's legislature and cabinet, and they limited the power of the native king. As the century began to come to a close, disputes arose between the Kanaka and those of foreign descent. "Hawaii for Hawaiians" became the slogan of people who sought to restore the traditional ways of the kingdom. Others called for the annexation of Hawaii by the United States. Annexation would eliminate the recent trade restrictions on sugar and revive the island's faltering economy. The imperialistic was taking ov er the islands. The imperialistic attitude sprung from the American Victory in the Spanish-American War. Although the Spanish-American War and the intervention in the Philippines were preceded by fifty years of meddling in Latin America, and to a lesser degree Asia and Africa, it was these two events that marked and tested a fully realized imperial policy. Westward Expansion and Imperialism :: American America History Westward Expansion and Imperialism Throughout most of the nineteenth century, the United States expanded its territory westward through purchase and annexation. At the end of the century, however, expansion became imperialism, as America acquired several territories overseas. This policy shift from expansionism to imperialism came about as a result of American's experience in the Spanish American War and the Congressional debates that followed the American victory. After temporarily resolving the problems of Reconstruction and Industrialization, Americans began to resume the course of expansion. The horrors of the Civil War had interrupted the original Manifest Destiny that began in the 1840s. Now, as pioneers settled the last western frontiers, expansionists looked yet farther to the west -- toward Asia and the Pacific. American ships had long been active in the Pacific. The New England whaling fleets scoured the ocean in search of their prey. As ships crossed the vast ocean to trade in Asia, islands in the Pacific became important stops for coal, provisions, and repairs. In the South Pacific, the American navy negotiated with awestruck natives for the rights to build bases on the islands of Midway and Samoa. This practice had been going on for a while. The Hawaiian Islands, which lie closest to the American mainland, had long been an important stop for the Pacific fleet. Eventually, the expansion to this area became imperialistic. Pearl Harbor, on the island of Oahu, offered one of the most attractive natural bases in the Pacific. Soon other Americans followed to become sugar planters and to establish profitable businesses. Americans were busy building huge plantations, warehouses, railroads, dry-docks, banks, hotels, and stores. They soon dominated the island's economy, and they were able to influence its government as well. Americans created and controlled Hawaii's legislature and cabinet, and they limited the power of the native king. As the century began to come to a close, disputes arose between the Kanaka and those of foreign descent. "Hawaii for Hawaiians" became the slogan of people who sought to restore the traditional ways of the kingdom. Others called for the annexation of Hawaii by the United States. Annexation would eliminate the recent trade restrictions on sugar and revive the island's faltering economy. The imperialistic was taking ov er the islands. The imperialistic attitude sprung from the American Victory in the Spanish-American War. Although the Spanish-American War and the intervention in the Philippines were preceded by fifty years of meddling in Latin America, and to a lesser degree Asia and Africa, it was these two events that marked and tested a fully realized imperial policy.

Year Round Education Program

Imagine a child, on a hot summer day†¦ no baseball, no swimming, no picnics or amusement park rides. Instead of spending time doing all of the things kids like to during summer vacations, this child, is attending school. Year round education (YRE) has been around since 1904, with 3,000 schools and 2 million students currently using the program (National Association). Students in year round schools go to school the same 180 days that traditional schools attend. In YRE, the summer vacation is eliminated, replacing it with shorter, more frequent breaks. There is a number of ways the year round school can operate, including: 90/30, 45/15, and 60/20. The most popular of these calendars is the 45/15, where the year is divided into 4 nine week terms, separated by 4 three week vacations (National Association). YRE has been a debated issue in education almost since it began. Supporters of YRE say this schedule improves the learning process. The biggest debate, however, comes from the parents and teachers who believe there are no proven studies that YRE helps the learning process at all. So, is year round schooling a good choice for the education of your children? YRE will not only hurt the education system, but it will create chaos for the lives of the students attending and their families. Supporters of YRE believe year round schools are more cost effective than traditional schools. With population in some districts rising rapidly, YRE is said to reduce overcrowding of schools and classrooms. In many cases, school calendars are changed in response to population growth. By running schools all year, districts can pack in more students and postpone building new schools (Endless Summer). Supporters of YRE say that by staggering vacations and schedules, schools can increase capacity by 25-50 percent (Should Kids go). Supporters argue that the costs for the transition form a traditional calendar to year round schools are modest compared to the construction costs of new schools (Inger, Morton). However, those against YRE feel that expenses will only be reduced temporarily. According to a â€Å"Year Round Education Study† conducted by the Lewisville, Texas Independent School District, â€Å"Findings of a year-long study concluded that there is no financial benefit to operating a Single Track System. The system would cause a modest increase in operational expenses without providing any instructional benefits† (Time to Learn). In Iowa, the Carroll School Board found that the costs of the district moving to a year round education system could range from $16,786 to $32,412. Taylor Elementary School, in Cedar Rapids, spends more money according to the classroom teachers that any other elementary school. Schools in Davenport reported that the switch to YRE will cost an additional $36,000 in salaries, $3000 per year for equipment, and supplies, and $22,300 as a one time expense for teacher training. Plus, the move to YRE would also cost the district an extra $92,626 to fully air condition the school building. In Des Moines, Moulten schools spend about $80,000 annually for year round schooling. If YRE were implemented, Indianola school districts would spend an additional $3,655 for middle school and $5,000 for elementary school to pay for the additional secretarial, administrative, and custodial time during the summer (Time to Learn). Costs will not only be incurred with the schools, but also with the state and with taxpayers. Cost savings for one of these groups may create cost increases for the other (Naylor, Charlie). Contrary to what supporters of YRE claim, there are definitely extra costs to implementing and maintaining a year round education system. Supporters of YRE say that year round schools would promote continuous learning. The belief is that students forget a lot of what they learn while on long summer vacations. This is seen more in slower learning students and for those who know English as their second language. It is also thought that because students retain more when the learning process is interrupted for only short periods of time, teachers in year round schools need to spend less time reviewing pre-vacation material (Inger, Morton). Although this seems true, opponents believe that there is research that needs to be addressed. Mary Lee Smith and Gene V. Glass have done extensive research in year round schools since 1974. In a study conducted by Smith and Glass, in a school district in Colorado, the learning loss in the students was evaluated. They found that although teachers in year round schools spent less time reviewing pre-vacation material than teachers in traditional schools did, the actual achievement differences were insignificant on tests designed specifically to measure district objectives (Glass, Gene V). According to Don Patterson, a member of the Albuquerque, New Mexico School Board that tried and rejected year round schooling, â€Å"Short term memory loss is very acute. Studies show that the only discernible summer loss occurs in the first two to three weeks. So, by introducing all these multiple breaks, all you†re doing is maximizing forgetting. † It has also been proven that forgetting and relearning are part of the learning process. Gaps in student†s learning begin with loss of context retention in the subject area, which begins within 24-48 hours, unless the new information is reinforced or applied immediately. After a month without reinforcement, about 80% of what a student has learned is recently lost. Research indicates what we retain depends on student motivation and teacher-effectiveness and isn†t limited to a time factor (Time to Learn). It is quite obvious that YRE does not improve the learning process, as those who support YRE claim. Supporters of the year round school system believe there are many benefits in the program for students and teachers. Advocates of YRE say families have greater flexibility in planning vacations that often cost less. Parents that support YRE feel that the shorter, more frequent vacations allowed students to remain focused and enthusiastic (Prisoners of Time). Angie Maniscalco, a 5th grade student at Fairmount Elementary in St. Louis, says, â€Å"Kids should go to school nine weeks and be off three because, kids get bored in the summer. They get sick of swimming every single day going skating or basically doing anything. I go to school for nine weeks, then get off three† (Should Schools). Supporters also believe parents who are working outside the home can take advantage of year-round care for their children. Teachers that support the idea of YRE feel that the more frequent breaks reduce burnout, and that the frequent breaks during the school year enable teachers to visit and learn from other programs and other teachers (Prisoners of Time). Those against YRE have different views about what year-round schooling will do for the students and the teachers. In year round schools, middle, elementary and high school students often have different schedules. While vacationing in the off-season may work well, when children are on different schedules, vacations can be more of a problem. YRE can certainly disrupt family life. With different ages of students, vacations are difficult to schedule. For example, children on non-traditional schedules may miss out on Boy Scout Camp, because their summer vacation falls in the month of August and the activity is programmed for July. School activities can suffer as well. One study found that band, chorus, drama, and student government were particularly hit hard (Never Ending School). While there may be some benefits to YRE, it is obvious that there are many situations where the year round calendar will cause confusion in the lives of those involved. Perhaps the most debated issue in YRE is that of the achievement scores. Supporters of YRE claim that student performance in year round schools is much greater. They believe that year round schools will yield higher achievement scores that traditional schools. Many advocates for YRE claim there are studies by the National Association for Year Round Education that report that year round schools have a very positive impact on student grades. Although supporters boast high achievement scores on tests, and higher student grades, those against YRE disagree (Year Round Education: Is). Critics of YRE say there is no evidence for higher academic gains under YRE as compared to traditional schools. Studies and test scores repeatedly show little improvement by students in year round schools. When test scores do increase, many educators hesitate to attribute increases to the new calendar (Time to Learn). Many of these studies, have been conducted by the National Association for Year Round Education (NAYRE), a highly biased organization, whose consultants earn significant amounts of income by promotion YRE. Robert Rosenfield, a systems analyst from Potomac, Maryland, was so concerned at what he considered to be misrepresented data by the NAYRE that he analyzed a substantial number of YRE evaluations in a 1994 paper. He concluded, â€Å"Each study presented in the NAYRE review has either been incompletely characterized, or otherwise contradicted by other studies within the same state or district. Nothing in the NAYRE review demonstrates any academic achievement gain by changing to a year-round calendar. In a 1993 Resnik study of Oakland Unified School District, California, concluded, â€Å"Students at year-round schools show on average a lower academic achievement level than those at other schools, and their achievement has decreased for the period, while it increased for schools in the regular calendar. † Overall, as you can see, there is little difference in student achievement between year-round and traditional calendars (Year Round Education: Is). As evidence has shown, year round education will not improve the education of our children. YRE will cost more money for schools. YRE will not promote continuous learning. YRE won†t create benefits for students and teachers, but will create chaos in the lives of the people around them. Achievement scores in schools with YRE will not increase, but in fact, in some cases, get worse. A few spoken views on YRE say it best. Sheila Duty Gibson says, â€Å"Many students show that year-round schools do not improve education. Changing the days students attend school does not address what many believe are the real problems in education such as a lack of parental involvement, teacher development, effective teaching methods and curriculum. An anonymous editorial in a North Carolina newspaper says, â€Å"It†s time to face the truth. The year-round schedule is a personal preference, not the answer to our educational problems. Year-round school doesn†t work for everyone. † Executive Editor of Elizabethton Star in Tennessee, said it well when he said, â€Å"Summertime offers our youngsters an extended time to experience life in such a way that will never again be afforded. If we are going to do anything with respect to school scheduling, we should extend the summer vacation to Labor Day† (Time to Learn).

Empire of the Sun Essay

One of the many themes in Empire of the cheer is growing up. At the rootage of the book Jim is an optimist, but by means ofout the length of the book he is transformed, and by the rarity he has a much(prenominal) realistic view of things. The reader is turn inn how Jim grows up, through this transformation, and by the end of the novel it is polish off that Jim has changed by the modality his personality and orgasm to life has altered.As a five-year-old boor, Jim has seen some of the devastating results of the strugglefare, but seems to be detached from them. One of the first examples that show how lucky he is, is when he asks Vera where her pargonnts outlived. When she replies, They live in whiz and solitary(prenominal)(a) room, James, Jim appoint this inconceivable, demonstrating how spoilt he is. Completely preoccupied in his own privileged world, he spends his solar days riding his bicycle roughly the city, dreaming of being a submarine sandwich pilot like th e Japanese pilots he sees flying overhead.After he view he had provoked the Japanese attack, by shining the torch out of the window to the Japanese ships, it is illustrated how ignorant Jim is when the author says us that, He decided not to tell his manoeuvre that he had started the war. On pages 64 65 we are invited to infer that Jamie is keep mum a child as we are told his re locomoteion to the talcum powder on the floor. Jim thinks that his mother has been dancing a tango, which we be intimate to start out been a struggle by the way we are told that it seemed far more violent than any tango he had ever seen. He is also pictured as childish by the way he rides his bike around the abide on page 67. The quote, they seemed much younger than Jim, but in fact twain were more than a year old(a), from the origination of chapter 15, signifies that in the short time mingled with leaving Shanghai, and arriving at the detention centre, Jim has already begun growing up. The wor ds, how much he had changed, on page 153, also demonstrate that Jim himself was beginning to recognise that he was growing up.By the end of chapter 20, Jim could no longer repute what his parents looked like. At this point, we nookie see that Jims experience has definitely made him older and further away from his parents, so much, it seems, that he cannot remember what they looked like. Quotes like, a more liberal eye, no longer cared, surprising erection and Kimura had once been a child as he himself had been before the war give the impression that Jim is graduating from The University of liveliness or he is growing up from his experience. concord to Ballard, Jims first self-aggrandizing act was when he pushed his suitcase into the river. He posterior regrets this, as he could have sold the contents, but still, it was his first adult act the turning point in his life from childhood to a acquire adolescent. As the book draws to a conclusion, it becomes slip away that Jim has grown up. When he is reunited with his parents he realises that his mother and father had been through a incompatible war, showing that he was grown up and less dependant on his parents.He is also older and wiser, and realises how patient china have been, and he thinks that One day China would punish the rest of the world, and take a frightening revenge. By the end of the book we have a exuberant picture of Jims difficult childhood. We can see that he has changed from the spoilt child, who goes to foresee dress parties in the middle of a war, and who cant possibly weigh that someone could live in a room the size of his dressing room, to a young adult who has graduated from the University of Life, and who now realised that China would one day take a great revenge.This change shows the reader that although thought of as a war novel, Empire of the Sun is actually a Rites of Passage novel, and the war is just the time and place in which the story is set. Show preview only Th e above preview is unformatted text This learner written piece of work is one of many that can be rig in our GCSE Miscellaneous section.