Brainstorm of the places where we use computers Essay Example for Free

Brainstorm of the places where we use computers Essay The main uses of ICT in Coopers is to educate pupils that attend also to help teachers keep track of their daily teachings. The uses of ICT like interactive boards and projectors have played an important part in the way education is being taught in ST Edwards. These functions allows teachers to browse the Internet in front of the class and go on educational websites. Also to use the interactive board with a interactive pen to draw straight lines easier than a whiteboard. Systems like SIMS are very useful for teachers every day routine as it allows them to do features like see students timetables, personal details like address and home telephone number also their face identity. This is useful because this can be arranged so that a whole classes pictures are printed of in alphabetical order in order for a teacher to know there class pupils quicker by face by arranging the class in alphabetical order. The public school Coopers is allocated in Romford, Essex was formed over 300 years ago. It contains around 1200 pupils with six formers and over 100 teachers, which the school had to accommodate by building a new building alongside the old one. The head teacher of Coopers is Mr Drew. The school is very multicultural as it accepts students from the local borough as well as outside the borough, which makes the school very unique in its area of Havering. Also recently Coopers was one of the 19 schools in the whole of London to been given the top grade from OFSTED inspectors. The school dress code of Cooperss pupils is to blue blazers with a badge showing a cross and doves also charcoal grey trousers. The tie has diagonal stripes of yellow, navy and light blue. Microsoft office plays a very important role in the education system at Coopers through programs like Microsoft Word, Excel, and PowerPoint. Some of the uses that these programs enable are: Spreadsheet Microsoft Excel: Use are being able to mail merge, spread sheet formulas Word Processing Microsoft Word: This programs enables you to Do Fax template documents, Invoices and basics such as Letters Presentation Software Microsoft PowerPoint: PowerPoint presentations allow students to present class to their class on an interactive board. Database Microsoft Access: Mainly used throughout Coopers school for tracking students behaviour and for teaching throughout the schooling industry. Also by teachers into allowing them to organise their timetables and see where they have free periods or when a class needs a supply teacher as a teacher is away from school. Desktop Publishing (DTP) MS Publisher, Photoshop, and Corel Draw: Generally used in school to edit and draw pictures. List of Hardware: (computer Specification) How ICT is used in subjects that are taught and used in school. CDT: This subject has specialised software on the ICT program like 2D Design, which enables students to draw different shapes and letters then have specially designed into a 2D key chain using a high tech machine. MFL: the subject MFL has software installed on the schools computer system, which allows teachers to access it through the interactive boards and teach students on their speech thought the boards speakers. Also through the interactive pen, the teachers can ask students to come to the front and moves individual words to the right sentences. Security software: an administrator through logging on a computer can access The CCTV cameras. This allows the admin to control the movement of the cameras. Most classrooms in Coopers are locked with a specialized security system with only opens by inserting a card with a special chip build into it. The door will only open if it recognises the chip. Systems on different doors can be programmed to accept the chip. This will allow the user to open a number of doors throughout the school. The school technicians would install anti virus softwares like Northern Art: The use of digital cameras and software allows users to edit photos and images. Also it can be used to evaluate pieces of work and how to make improvements. The benefits of using ICT in Art are that students can do animations and add special effects to pictures, which cannot be done by hand. Library: The heritage used to the check if the book you want hasnt been taken out. Also the library uses ICT to controls what is borrowed and taken out in the library also students who have books that are overdue. I also found my school is using networking in 10 computer rooms; each room has a local network. All local networks are connected together with router and Gateway. After accessing to the network manager I found that the school network is using the star network. Preferably Maths: ICT is used in maths to do accurate pie chart and bar chart diagrams. Also spreadsheets and calculations in programs like MS excel. Finance Dept: This department uses ICT to deal with problems such as calculating staff salary and tax using spreadsheets and SAGE line 50 or Payroll software. Why the organisation uses ICT? Coopers Comprehensive uses ICT as it is very effective in helping to manage and organise the work of the school. Examples; The organisation uses word processing software such as Microsoft Word to design templates which they will use every time they want to send a letter to pupils homes. This is effective as this system will enable the organisation to save time not writing by hand the information that would be stored as a template. E.g. school address and logo Locations where ICT is used 1. Reception a. Photocopier b. Computer c. Lights d. Fax 2. Classrooms a. Lights system b. Computer c. Fan d. Projector e. 3. Staff room a. Computers b. Lighting system 4. Science Lab a. Computers b. Interactive board 5. Interactive board a. Sound system b. Internet browser c. Interactive board d. Video e. Projector 6. Library a. Heritage i. Resource library ii. Computer iii. Database 7. Six form sweet 8. D.T a. Computers 9. Technicians office a. Laptops b. Computers 10. Art room a. Computers 11. Music room a. Keyboards b. Interactive board c. Lights d. Sound system 12. Food room a. Digital camera (for taking pictures of food) b. Computer c. Pocket computer (keeps track of his daily routines) Roles 1. Teaching a. Worksheets b. Timetables c. Teachers planners d. Room changes e. On call system 2. French a. Interactive whiteboards 3. History a. Computer b. Interactive 4. Security a. CCTV (24 hours in motion a day.) b. School alarm c. Fire alarm 5. Internet a. School website b. Revision sites for learning 6. Mr Chapmens Office a. Letters home b. Reachout 7. Mr Drews office a. Photocopier 8. Homework 9. Maths a. Calculators b. Projectors c. Interactive board 10. SEN Dept 11. S.T.E.D.S a. Calculators 12. Mr Browns Office a. Timetables 13. SIMS (schools information management system) a. NOVA b. Timetables for students and teachers c. Cover d. Administration e. Pupil profiles f. Students behaviour Now I am going to highlight more details how the organisation is using ICT to meet the specific needs. Making lessons interactive: the school uses a smart interactive white board and computer system in every classroom to make lessons interactive. When the teacher is teaching he can write down everything on the whiteboard and using the special software SMART, writing can be saved and played back whenever necessary. Teachers can use many tools to make lessons interactive for example, drawing tools, setting the background colour, selecting font, importing diagrams, showing animation and effects and so on. To make the interactive board work the following hardware and software I identified Projector Computer with necessary software e.g. operating system Windows XP and applications software e.g. MS Word and hardware e.g. keyboard, mouse and Driver program comes with interactive whiteboard USB memory to transfer and save lessons. Digital pen or stylus using this device teachers can use software interactively without coming to the computer Cable connection between whiteboard and computer The objective of the organisation is to educate students interactively within a short time. Using such interactive system the teacher can teach many things to each student e.g. printing handouts of what he taught at the end of the lesson, without writing he can show it again and again if the student doesnt understand. Students dont need to take all notes and can take soft copy of the lessons. When a student is absent he or she can take the soft copy to catch up. registering and maintaining student database creating school brochure templates designing writing letter to parents mail merge save time dont make mistakes Issuing and receiving books in the school library Searching for books in the library: the school uses ICT in libraries so that books can be found easily and can also to record pupils taking books out and returning them easily without making mistakes and losing books. The benefits are: Saves time just scanning books instead of writing it down manually every time a pupil wants to take a book out. Pupils can easily search for books on a database instead of finding it on shelves Overdue books can be worked out by the computer whereas you may forget when the pupil was due to bring back the book.

Policing themselves Essay Example for Free

Policing themselves Essay In The Handmaids Tale education is highly restricted, defined by law not to allow the reading of text, therefore diminishing the progression of society on an intellectual level. The former university which once represented freedom and learning now represents regimental order. A distinct absence of education is found as the aim is to repress through the enforcement of ignorance; as Althusser would claim this is a clear ISA, education is used to direct and manipulate the handmaids. The Bible is the only form of legal reading material and the only persons allowed to access The Bible are the commanders we can be read to from it, by him, but we cannot read: this allows them to manipulate the text to suit their needs. Give me children, or else I die. The careful selection and manipulation of material is used to try to promote procreation. The use of religious text from The Bible can be seen as the regimes way of legitimising their actions. Offred realises that the next generation of Handmaids will be more docile because they will have no memories of other possibilities. The stark contrast between Offred the librarian and Offred the Handmaid is used to emphasise how repression has been enforced through the use of literary freedom. Language too is subtly used with links to the old testament the Angels and Eyes are respectively derived from the Guardian Angels and Eyes of the Lord; this subtle insertion of biblical references helps to create the overall feeling of containment; a sharp contrast with the lack of intellectual and educational language which is deliberately removed. In both novels education is a restrictive force however, in Hard Times education takes on a different form of repression. Hard Times uses education as an enforcing presence children are brought into education from an early age, facts, facts and more facts are driven into the mindset of all, therefore firmly placing them within the machine of capitalism. Bitzer is the example of this as he becomes trapped within the system. This shows the strength of education as an ISA; by being embodied in education he knows nothing of life and how to succeed without facts, he knows of no way out of the system imposed upon him by those in power. He himself says, We are so constituted. I was brought up in this catechism when I was very young, sir, as you are aware. Here Bitzer points out that the system of education prevents any way out, distilling the human instincts of capital gain. In comparison this sense of having no way out from repression is shown by the image clusters in the language of Atwoods novel (hands/feet/faces/eyes/blood/wombs) this language works in opposition to the polluted biblical manipulation of the regime and shows the only way out for Offred is through her imagination. Imagination has been removed from Bitzer in Hard Times through education; he has been depersonalised in a way which is also very evident within Atwoods novel through RSAs. Depersonalisation is enforced by the state in The Handmaids Tale with the uniform that the Handmaids are forced to wear the uniform represses sexuality and sensuality. The skirt is ankle length, the breasts a flat yoke. The similitude of the uniform eradicates individualism to the extent that Offred begins to consider herself as we: Shes like my own reflectionfrom which I am moving away. This implication that she is losing touch with her identity by moving away highlights the success of this repressive force. The uniforms worn can be associated with uniforms of armies and law-enforcers such as the police. In this way it can be interpreted that by wearing set uniforms the handmaids are policing themselves. As Dickens uses his novel to strengthen the theory of Benthamism Atwood too uses techniques like the manipulation of uniforms to make a social statement. Living through the 1960s/70s Atwood witnessed the liberation of women in the U.S. and the wider civil rights movements around the globe such as racial equality. The uniforms are just one example of how Atwood is showing the dangers of pursuing a regime of unfair liberation. We can see the success of the uniforms as a repressive force through the change in Offreds nature when I take my clothes off. Only when the uniform is removed at night does Offred seem to escape from the regime imposed upon her; the night is mine shows how she feels about night, her only chance to feel free without a loss of identity. A similar lack of identity is shown in Hard Times through the use of colour. The colours of the town are black and red due to industrial smog. Dickens compares this assimilation of the natural colour of brick with the painted face of a savage, implying that like a savage industrialisation is cruel, barbaric and uncultured. This image of casing nature runs throughout the novel through the use of colour symbolisation. Dickens associated richness of colour with the preservation of life and individuality; neither black nor white are considered as colours therefore Coketown dismisses the idea of individuality by containing people within strict structures like the structural presence of Atwoods uniforms. Utilitarianism has robbed the town of the ability to speak; public inscriptions which are used to voice the needs of the people are black and white therefore they are devoid of any identity; they lack the capacity to provoke change. Colour is used to an extent in The Handmaids Tale to highlight repression women appear to wear set colours, the Handmaids red, the wives blue. I never looked good in redthe colour of blood, defines us. Offred highlights that they are defined and restricted by colour, they are there for a purpose; reproduction. The sarcastic tone represents an attempt to use humour to redress repression. The colour red links also to blood; several links are made to blood, most notably is the blood from the unknown people hung from the wall red is a constant reminder of where their fate could lie. Colour is used to dismiss individuality, yet it is much bolder in Atwoods novel through the images of blood. People are part of the production line, with no lawful means of expressing needs. Stephen Blackpool is used by Dickens as an example of a worker trapped within his class through the laws and structures of society: wishing for divorce he says I mun be ridden o her. As Bounderby highlights, money is the decisive factor: in this capitalist society everything is bound by wealth. There is such a lawbut its not for you at allyoud have to get an act of Parliament. For the working class there is no way of expressing their views, they do not have the power to use the system to their benefit, therefore they remain stuck within their repressed class. In my opinion Dickens highlights this so clearly as he is trying to make a political statement socialism was developing through the mid 19th Century and was popular amongst Dickens target audience, the middle class intellectuals. The novel acts as a political devise for issues of the time. Acts of individualism within this class is likewise repressed. Blackpools decision to abstain from the union leaves him a man on whom unequal laws have fallen heavy; he is compared with Judas Iscariot by his own class showing how individualism is repressed from all levels. The extremity of Blackpools act of abstention is shown by his banishment and need to change his name to acquire work. This brutal act of banishment hangs over the Handmaids too.

Impact of Movies on Society

Impact of Movies on Society This essay gives a brief history of how movies were developed in the first place. This not only gives a bit of experience of how the movies were developed, but also the purpose of making the movie itself. Many people begin to argue that movies are positive or negative to the society for various reasons. Nowadays, there are more amounts of people who go against movies, as they mostly fear of common problems, such as children having a chance of attempting to make risky actions from what they have watched from action and adventure kind of movies. The problem about their judgement of the influence of movies to the society is that some of them do not think about the genres, as this gives a large difference in the influence to the persons reaction. For example, another kind of genre would be documentary. As they give knowledge about the nature and reality, it is considered to be helpful and if better, change their personalities and their point of view. So that means other genres like action and adventure movies are not considered to be helpful and are none other than scenes filled with violence which may offend the audience, isnt it? Even if the specific genre is not a type for educational purpose, it doesnt necessarily mean that they are useless or violent to children. As generally everyone knows: all movies have a storyline, no matter what way it is, just like a book. And because of that, most of the storyline leaves a message for the audience. But is that it? Other than United States, there are others that are trying to make movies about their own cultures. Chinese movies are one of the most well-known for martial arts and their histories. There are also directors who sometimes want to make movies from true situations that they have experienced, so that audience who watches them will be able to learn from these situations. Since the topic itself is broad, Ill be concentrating on my own personal country, Korea. Not just that I could be able to share the history and acknowledge the advantages that people gain benefit from them, but also learn the Korean history and acknowledge them for myself. 1. Introduction What is a movie? To be alive is being moved. To be dead is being still. We say The Sea is alive particularly because of the waves. There are fish around in the sea. When we look at babies, they normally react to something or somebody moving. Man is an animal of curiosity. We all get interested in something new and/or alive. Movies can show us a new world which we can imagine. My study on movies starts here. A movie, also called a film or motion picture is a kind of living/ multi-complex art, which most of people like. A movie is a story that is communicated with animating images. It is produced by recording photographic images with cameras, or by creating images using animation techniques or visual effects. The process of filmmaking has developed into an art form and industry. People in the United States call it movie, while in Europe they call it film. There are other terms that others call it, including the big screen, the silver screen, the cinema and the movies. The history of movies comes with the historical development of the medium. The history of movies spans over a hundred years, from the late 19th century to the present day. Movies were developed so well it evolved from creative innovation to one of the most important tools of communication and entertainment, mass media in the 20th century to 21st century. Movies became highly compatible with arts, technology, and politics. Human being is an animal of communication. We talk, we see, we hear, we smell and we touch/ feel the others. Also we are a creature who can enjoy entertainment. Movie is one of the most powerful communication tools we have ever developed so far. Movie has started as a moving picture. And now it is not just an entertainment, but it is a centre of culture. Movies influence us on every lifestyle. We see other languages, lifestyles, clothes, instruments, houses, roads, buildings and landscapes, we hear other songs and sounds, we learn other thoughts and philosophies, and we feel other emotions on the movie than what we used to. Movies can offer a lot of different and diverse experiences to people something good and bad. 2. History of movies If we go through the history of movies, we will realise that movie itself is a history. The skills, stories and contents have been developed / changed in accordance with our history. Political, economic, social and ideological situation influence the movies and in return the movies influence our daily lives. 2.1. Birth of the Movie The French Lumià ¨re brothers, Louis and Auguste gave their first show of projected motion pictures to an audience on December 28, 1895. Their first public screening of films at which admission was charged was held at Salon Indien du Grand Cafà © in Paris. This history-making presentation featured ten short films, including their first film, Sortie des Usines Lumià ¨re à   Lyon (Workers Leaving the Lumià ¨re Factory). Each film is 17 meters long, which, when hand cranked through a projector, runs approximately 50 seconds. It was the well-known first movies which means that film changed from a simple innovator to a commercial product. The moving images had an immediate and significant influence on popular culture with LArrivà ©e dun Train en Gare de la Ciotat (Arrival of a Train at a Station) and Carmaux, dà ©fournage du coke (Drawing out the coke). It is said that the spectators who had looked on at Arrival of a Train at a Station ran away as they had felt the train came across them. 2.2. The silent era (1895 1925) Combining the image with synchronous sound was not possible for inventors and producers, since no such practical method was devised until 1923. For the first thirty years, they were silent, except accompanied by live musicians with possible sound effects. Even commentaries were spoken by the showman or projectionist. 2.3. The sound era (The era of talking pictures, or talkies 1926 ) Warner Bros. Hollywood studio introduced a new system called Vitaphone in 1926. It produces short films of live entertainment acts and public figures. Recorded sound effects and orchestral scores were able to be added to some of its major features. During late 1927, Warners released The Jazz Singer. It was mostly silent but contained what is generally known for the first synchronized dialogue (and singing) in a feature film. 2.3.1. Industrial impact of sound During the late 1929, Hollywood was filled with competition, including sound systems. Nevertheless, total changeover in the world overall, was slightly slower, mainly for economic reasons. This situation was known as or called The Golden Age of Hollywood, which roughly refers to 1926, when sound was introduced until the late 1940s. During that time, the American cinema successfully manufactured glamour and global appeal. The top actors of the era were thought of as the classic movie stars. Some of them were Clark Gable, Katharine Hepburn, Humphrey Bogart, Greta Garbo, and Shirley Temple, the greatest box office draw of the child performer in 1930s. Sound films developed and benefited more variety of genres than silent films. One of them was the musical film. The first classic-style Hollywood musical was The Broadway Melody (1929). The first major creator in choreographer and director was Busby Berkeley (42nd Street, 1933, Dames, 1934). In France, Renà © Clair the avant-garde director made various uses of songs and dances especially in comedies. Some of them were Under the Roofs of Paris (1930) and Le Million (1931). Universal Pictures began releasing horror films, such as Dracula and Frankenstein (both 1931). In 1933, RKO released Merian C. Coopers well-known giant monster film King Kong. Other popular films were American gangster films like Little Caesar and Wellmans The Public Enemy (both 1931). Dialogue took precedence over slapstick in Hollywood comedies: The Front Page (1931) or It Happened One Night (1934), the sexual double entrendres of Mae West (She Done Him Wrong, 1933) or the rebellious chaotic nonsense of the Marx Brothers (Duck Soup, 1933). Walt Disney, who was previously in the short cartoon business, triggered the first English-speaking animations. One of them was Snow White and the Seven Dwarves, released by RKO Pictures in 1937. In 1939, American cinema brought popular films, like The Wizard of Oz and Gone with The Wind. 2.3.2. War and post-war: patriotism and propaganda (1940s) The desire for wartime propaganda created a renaissance in the film industry in Britain, with realistic war dramas like 49th Parallel (1941), Went the Day Well? (1942), The Way Ahead (1944) and Noel Coward and David Leans celebrated naval film In Which We Serve in 1942, which won a special Academy Award. The onset of US involvement in World War II also brought a proliferation of movies as both patriotism and propaganda. American propaganda movies included Desperate Journey, Mrs Miniver, Forever and a Day and Objective Burma. Notable American films from the war years include the anti-Nazi Watch on the Rhine (1943), scripted by Dashiell Hammett; Shadow of a Doubt (1943), Hitchcocks direction of a script by Thornton Wilder; the George M. Cohan biopic, Yankee Doodle Dandy (1942), starring James Cagney, and the immensely popular Casablanca, with Humphrey Bogart. 2.3.3. Era of cold war and introduction of television (1950s) The Cold War era zeitgeist translated into a type of near-paranoia manifested in themes such as invading armies of evil aliens, (Invasion of the Body Snatchers, The War of the Worlds); and communist fifth columnists, (The Manchurian Candidate). During the immediate post-war years the cinematic industry was also threatened by television, and the increasing popularity of the medium meant that some movie theatres would bankrupt and close. Some of the most successful examples of the spectaculars include The Ten Commandments (1956), The Vikings (1958), Ben-Hur (1959), Spartacus (1960) and El Cid (1961). Also during this period a number of other significant films were produced in Todd-AO, developed by Mike Todd shortly before his death, including Oklahoma! (1955), Around the World in 80 Days (1956), South Pacific (1958) and Cleopatra (1963) plus many more. 2.3.4. 1960s During the 1960s the studio system in Hollywood declined, because many films were now being made on location in other countries, or using studio facilities abroad, such as Pinewood in the UK and Cinecittà   in Rome. Hollywood movies were still largely aimed at family audiences, and it was often the more old-fashioned films that produced the studios biggest successes. Productions like Mary Poppins (1964), My Fair Lady (1964) and The Sound of Music (1965) were among the biggest money-makers of the decade. Further, the nuclear paranoia of the age, and the threat of an apocalyptic nuclear exchange (like the 1962 close-call with the USSR during the Cuban missile crisis) prompted a reaction within the film community as well. Films like Stanley Kubricks Dr Strangelove and Fail Safe with Henry Fonda were produced in a Hollywood that was once known for its overt patriotism and wartime propaganda. In documentary film the sixties saw the blossoming of Direct Cinema, an observational style of film making as well as the advent of more overtly partisan films like In the Year of the Pig about the Vietnam War by Emile de Antonio. 2.3.5. The New Hollywood Post-classical cinema (1970s) The New Hollywood and post-classical cinema are terms used to describe the period following the decline of the studio system during the 1950s and 1960s and the end of the production code. During the 1970s, filmmakers increasingly depicted explicit sexual content and showed gunfight and battle scenes that included graphic images of bloody deaths. During the 1970s, a new group of American filmmakers emerged, such as Martin Scorsese, Francis Ford Coppola, Roman Polanski, Steven Spielberg, George Lucas and Brian De Palma. The development of the auteur style of filmmaking helped to give these directors far greater control over their projects than would have been possible in earlier eras. This led to some great critical and commercial successes, like Scorseses Taxi Driver, Coppolas The Godfather films, Polanskis Chinatown, Spielbergs Jaws and Close Encounters of the Third Kind and George Lucass Star Wars. The phenomenal success in the 1970s of Jaws and Star Wars in particular, led to the rise of the modern blockbuster. Hollywood studios increasingly focused on producing a smaller number of very large budget films with massive marketing and promotional campaigns. 2.3.6. Sequels, blockbusters and videotape (1980s) During the 1980s, audiences began increasingly watching movies on their home VCRs. In the early part of that decade, the movie studios tried legal action to ban home ownership of VCRs as a violation of copyright, which proved unsuccessful. Eventually, the sale and rental of movies on home video became a significant second venue for exhibition of films, and an additional source of revenue for the movie companies. The Lucas-Spielberg combine would dominate Hollywood cinema for much of the 1980s, and lead to much imitation. Two follow-ups to Star Wars, three to Jaws, and three Indiana Jones films helped to make sequels of successful films more of an expectation than ever before. Lucas also launched THX Ltd, a division of Lucasfilm in 1982, while Spielberg enjoyed one of the decades greatest successes in E.T. the same year. 1982 also saw the release of Disneys Tron. This was one of the first films from a major studio to use computer graphics extensively. 2.3.7. 1990s The early 1990s saw the development of a commercially successful independent cinema in the United States. Although cinema was increasingly dominated by special-effects films such as Terminator 2: Judgment Day (1991), Jurassic Park (1993) and Titanic (1997), independent films like Steven Soderberghs sex, lies, and videotape (1989) and Quentin Tarantinos Reservoir Dogs (1992) had significant commercial success both at the cinema and on home video. Animated films aimed at family audiences also regained their popularity, with Disneys Beauty and the Beast (1991), Aladdin (1992), and The Lion King (1994). During 1995 the first feature length computer-animated feature, Toy Story, was produced by Pixar Animation Studios and released by Disney. After the success of Toy Story, computer animation would grow to become the dominant technique for feature length animation, which would allow competing film companies such as Dreamworks Animation and 20th Century Fox to effectively compete with Disney with successful films of their own. During the late 1990s, another cinematic transition began, from physical film stock to digital cinema technology. Meanwhile DVDs became the new standard for consumer video, replacing VHS tapes. 2.3.8. 21st Century globalization and 3D movies There has been an increasing globalization of cinema during this decade, with foreign-language films gaining popularity in English-speaking markets. Examples of such films include Crouching Tiger, Hidden Dragon (Mandarin), Amelie (French), Lagaan (Hindi), Spirited Away (Japanese), City of God (Portuguese), The Passion of the Christ (Aramaic), Apocalypto (Mayan), Slumdog Millionaire (a third in Hindi), and Inglorious Basterds (multiple languages). There has been a revival in 3D film popularity the first being James Camerons Ghosts of the Abyss which was released as the first full-length 3-D IMAX feature filmed with the Reality Camera System. As of 2010, 3D movies are gaining increasing popularity. After James Camerons 3D movie Avatar became the highest-grossing film of all time, many other movies have followed suit and been released in 3D, with the best critical and financial successes being in the field of feature film animation such as DreamWorks Animations How To Train Your Dragon and Walt Disney Pictures/Pixars Toy Story 3. 3. The Korean movies Recently the Korean government office placed an order to the dept. of culture that Movie industry is mainly controlled by a few big capitals. Therefore we need to control those capitals to support making more movies that are ideologically more right-hand side. This is an example to show us that how movies can influence on people and how some governments want to take use of movies for their political purposes. In 2011 Director Hwang Dong-Hyeok made a movie, The Crucible (Korean name: Dogani) which is based on the novel of the same name by Gong Ji-young, starring Gong Yoo and Jung Yoo-mi. It is based on true events which took place at GwangjuInhwa School for the hearing-impaired, where young deaf students were the victims of repeated sexual assaults by faculty members over a period of five years in the early 2000s. as it was ridiculous that both crimes and the court proceedings let the teachers off with a mere minimal punishment, the film made an intense noticeable release in September 2011, which caused to reopen the investigations of these incidents. Over 4 million people in Korea watched this film, allowing the demand for legislative reform to reach all the way to the National Assembly, where a revised bill, dubbed the Dogani Bill, was passed in late October 2011 to abolish the statute of limitations for sex crimes against minors and the disabled. As we have gone through the world movie history, the movies are a product of history and they are so influential to the people. It is not only an entertainment, but also a strong mass-communication tool and become a centre of culture. 3.1. Development of Movies in Korea Koreas modern history has been very tough. Chosun dynasty (the last Korean emperor) was conquered by Japan in 1910 and since then Korea was under Japanese colony until 1945. After independence, there was a civil war from 1950 to 1953 for three years and divided into two countries North and South. During the cold war after the WW2 in the world, Korea was in the most serious and severe situation. It was a tragedy as the governments always take use of this political and ideological situation for their governance. All the democratic freedom of speech, thought and writhing have been thoroughly restricted under the name of ideology. Nevertheless, Korean people have been expanding their freedom with their dynamic characters and this is the same in movies. 3.1.1. Origin of movies (- 1926) According to the October 19, 1897 issue of The Times, Motion pictures have finally been introduced into Chosun, a country located in the Far East. At the beginning of October 1897 motion pictures were screened for the public in Jingogae, Bukchon, in a shabby barrack that was borrowed from its Chinese owner for three days. The works screened included short films and actuality films produced by Frances Pathe Pictures. Koreas first movie theatre, Dongdaemun Motion Picture Studio, was opened in 1903.The Dansung-sa Theatre opened in Seoul in November 1907.Not merely a theatre-operator, as the first film producer in Korea, Dansung-sas owner, Pak Sung-pil, took an active part in supporting early Korean cinema. He financed the first Korean domestic film, Loyal Revenge (Korean: Uirijeok Guto), as well as the first Korean documentary film, Scenes of Kyongsong City and showed both at his theatre on October 27, 1919. Uirijeok Guto was used as a Kino drama, a live theatrical production against the backdrop of film projected on stage. Some name a filming of Chunhyang-Jeon in 1921 (released in 1922) as the first Korean feature film. The traditional story, Chunhyang, was to become Koreas most-filmed story later. It was possibly the first Korean feature film, and was certainly the first Korean sound film, colour film and widescreen film. Im Kwon-taeks 2000 Pansori version of Chunhyang brought the number of films based on Chunyang. 3.1.2. The silent era (1926 1935) Korean film studios at this time were Japanese-operated. A hat-merchant known as Yodo Orajo established a film company called Choson Kinema Productions. After appearing in the Choson Kinemas 1926 production Nongjungjo, the young actor Na Woon-gyu got the chance to write, direct and star in his own film. The release of Nas film, Arirang (1926) is generally considered the start of the era of silent film in Korea and this has shown the power of movie as it influenced the depressed Korean people to recognize their nationality. Another important director of this period, Shim Hun, directed only one film, Mondongi Tultte (At Daybreak). Though the reviews for this film were as strong as those for Arirang, Shim died at the age of 35 while directing his second film, based on his own novel, Sangroksu (The Evergreens). The novel was later filmed by director Shin Sang-ok in 1961 and by Im Kwon-taek in 1978. The first half of the 1930s saw a decline in the domestic film industry in Korea. Due largely to censorship and oppression from the occupying authorities, the number of films produced at this time dropped down to only two or three per year, and some filmmakers fled Korea for the more robust film industry in Shanghai at this time. Perhaps the most important film of this era is Imjaeobtneun naleutbae (Ferryboat with no Ferryman) (1932), directed by Lee Gyu-hwan (1904-1981), and starring Na Woon-gyu. Because of increasing governmental censorship, this has been called the last pre-liberation film to present a significant nationalistic message. 3.1.3. Early sound era (1935 1945) Koreas first sound film was Lee Myeong-woos 1935 Chunhyang-jeon. The sound technique was reportedly poor, but Korean audiences appreciated hearing their own language in the cinema. The number of films produced increased during the latter part of the decade. Na Woon-gyu began making a larger number of films again with significant works like Kanggeonneo maeul (1935), and Oh Mong-nyeo (1937), before his premature death in 1937. Sound films in Korea faced much harsher censorship from the Japanese government-General than did the silent films before them. Also, the loss of the byeonsa (narrators) with the coming of sound film meant that anti-authority messages could no longer be sneaked around the censors in this way. The showings of American and European films decreased, and were replaced by Japanese films. Korean-made films became a propaganda tool for the government of the Japanese occupation. Starting in 1938, all film-making in Korea was done by the Japanese, and by 1942 the use of Korean language in film was banned. 3.1.4. Divided Korea South Korea 3.1.4.1. 1945 (independence) 1955 With the surrender of Japan in 1945, Korean cinema enjoyed a burst of liberty-and liberty itself, understandably, became the major theme of films at this time. Choi In-gyus Viva Freedom! (Korean: Jayu manse!), about Korean freedom-fighters during the waning days of the colonial period, is considered the major film of this era. During the Korean War, film production slowed; only five or six films were produced each year from 1950 to 1953. 3.1.4.2. Golden era of Korean movies (1955 1972) The quality and quantity of Korean movies had increased dramatically this period. 15 films in 1955, 30 in 1956, 37 in 1957, 74 in 1958 and became 111 films in 1959. The most famous movies were Chunhyang-Jeon (Lee Gyu-hwan 1955) and Free madam (Han Hyung-mo 1959). Chunhyang-Jeon is based on Korean classic story, while Free madam is totally shocking against the Korean traditional way of thinking. Director Lee Kyu-hwan successfully remade Chunhyang-jeon in 1955. Within two months 10% of Seouls population-over 200,000 people had seen the movie, giving the re-establishment of the film industry further impetus. The movie viewers became more than 170,000,000 people per year in 1960s. There were many different genres as well Young love movies, Comedy movies and Action thriller movies. 3.1.4.3. Dark era of Korean movies (1973 1979) This time period can also be called as the winter of the sixty years in Korean film. This was due to the fact that South Korean had a very authoritarian political system that was led by Park Chung-hee. His program of Yusin Restoration (Revitalizing Reforms) caused Korea Cinema to come into a depression period with oppression through censorship. Because the government feared that cinema would disrupt the good taste or customs, harm the pride and dignity of South Korea, praise or support North Korea and Communism, or criticize the political and government politics, filmmakers were wary of this censorship and they were not allowed to produce films that they wanted. Writing in 1981, the International Film Guide said of South Korean cinema, No country has a stricter code of film censorship than South Korea with the possible exception of the North Koreans and some other Communist bloc countries. The number of films in 1970 was 230 and it dropped to 96 only in 1979. The number of movie view ers was 170,000,000 in 1969 and it dropped to 64,000,000 in 1977. 3.1.4.4. The second dark era (1980 1996) After the assassination of President Park Chung-hee in 1979, Korea still has to wait more time to come spring time in Korean movies. In 1988, President Roh Tae-woo began the gradual elimination of the government censorship of political expression in films. Directors were quick to begin re-exploring social and political themes in their films. During this period, producer Lee Tae-won made domestic films just to get an import quote. This import quota system controlled the films and restricted the directors to produce films that would supplement the government. Because the import quota system was controlled by the MPPC (Motion Picture Promotion Corporation, created in 1973) and because the government mainly controlled the MPPC, the government basically had all the control to display whichever film they want and cut out all the films that would go against their views. The audience for domestic films reached a low point, due partly to the opening of the market to films from overseas, especially the United States and Hong Kong. By 1993, only 16% of the films seen by South Korean audiences were made domestically. The local film industry persevered through this lean period. 3.1.4.5. 1997 Present From the late 1990s, South Korean cinema managed to attain domestic box office success exceeding that of Hollywood blockbuster movies. From 1997 to present is considered golden age for Korean films, and now Korea is being considered an Asian film powerhouse, producing movies from various genres, not just for Korean market but also widely for the rest of the Asia. The 1999 film Shiri about a North Korean spy preparing a coup in Seoul was the first in Korean history to sell more than 2 million tickets in Seoul alone. The movies popularity, coupled with the screen quota, helped Shiri to surpass Hollywood box office hits such as Titanic, The Matrix and Star Wars in South Korean theatres. This movies success motivated other Korean films with large budgets for Korean circumstances. In 2000 the film JSA (Joint Security Area) successfully surpassed the benchmark set by Shiri. A year later, the film Friend managed as well. The romantic comedy My Sassy Girl outsold The Lord of the Rings and Harry Potter, which ran at the same time in South Korea. As of 2004, new films continue to outperform older releases. In South Korea some Korean productions are more popular than Hollywood films. Films such as Shilmido and Taegukgi were watched by over 10 million people per film, which is a quarter of the South Korean population. Shilmido is a film based on a true story about a secret task force in 1970s. The other blockbuster movie, Taegukgi, was described about two brothers in the Korean War. Films such as Shiri have been distributed in the USA. In 2001, Miramax bought the rights to a remake of one of the successful Korean action comedy movie, My Wife is a Gangster. Recently, popular Korean movies such as Il Mare (remade as The Lake House), Old Boy, My Sassy Girl, and Joint Security Area have also been bought by Hollywood firms for remake as well. The 2003 psychological horror A Tale of Two Sisters was successful as well, leading Dreamworks to pay $2 million (US) for the rights to a remake, topping the $1 million (US) paid for the Japanese movie The Ring. 3.1.4.6. Festival success In 2002, Korean film first acquired serious international recognition at the Venice Film Festival, where the film of Oasis won the second prize award. Its about an isolated young woman with cerebral palsy who falls in love with a simple minded man who has recently completed a term in prison for hitting and running an accident that killed her father. Old Boy came in second place in the Cannes Film Festival, second to Fahrenheit 9/11, and hence known for another Korean film to achieve international recognition. It is about the life of a man who is put into solitary confinement by someone he doesnt know. He had to live there for 15 years before he is released and given 5 days to discover the reason for his cruel entrapment. Dark and gloomy, Old Boy experiments with several psychological madness and sexual distortions. In February 2004, Kim Ki Duk won the award for best director at the 54th annual Berlin Film Festival, for a film about a teenage prostitute, Samaritan Girl. In addition, he won the Silver Lion award at the Venice Film Festival for his 2004 movie, 3-Iron. In 2010, Poetry won the Best Screenplay Award and was selected for the main competition at the 2010 Cannes Film Festival. In November 2011, the leading actress, Jeong-hee Yoon won the Los Angeles Film Critics Association Award for Best Actress for her performance. 3.2. Korean-Wave Korean movies together with Korean dramas and Korean songs are making a new wave in Asian countries as well as the rest of the world nowadays. There are three important dates of new Korean-wave movies: 1992, Marriage Story was financed by Samsung, marking the first non-government funded film. 1999, Shiri was released and led to Korean films taking over 50% of the local market. Ultimately, My Sassy Girl became the most popular and exportable Korean film in history. 4. Movies, as a major part of culture industry Every day we meet movies on TVs as well as at theatres. Most of the people from the young to elderly enjoy movies. There are so many genres action, science fiction, adventure, comedy, crime, epic/myth, fantasy, horror, love/romantic), social drama, thriller, and so on. A movie is not just a mere entertainment, but a part of our lives. We have unlimited imagination and access to high technology. Movies dont stick to walls any more. It walks in and out of our mind. They become part of our experiences we may never be able to see from overseas. 5. Conclusion Because movies are strongly influential to the people, there are negative effects. They may be good and enjoyable movies. They can, however, be violent or sexual. They could particularly give a bad impact on youngsters. Few cases have been found in the USA. One of them was about a young student who shot several people dead. He admitted that he imitated a violent scene he has watched. The politicians take advantage of movies for their political purposes. Hitler used movies for his Nazi system. The movie Triumph of the Will is an example. During the Cold War era, there were a lot of movies related to the Cold War. One of them was one of the 007 series. Horse opera movies were made for the White to justify their conquering of the continent and pushing away the Indi

The Life and Literary Work of Kate Chopin Essay example -- Biography B

The Life and Literary Work of Kate Chopin Courageous . . . daring . . . innovative . . . all aptly describe Kate Chopin, American short story writer, novelist, poet, and essayist. Timeless classics, Kate Chopin’s works of the late nineteenth century remain rare jewels and priceless gifts to the literary world today. Born Katherine O’Flaherty on February 8, 1851, in St. Louis, Chopin was the daughter of a prominent Irish merchant and an aristocratic French-Creole mother. Chopin’s roots in, and familiarity with, two distinctly different cultures were important on both a personal and creative level throughout her life. As a member of a slave-owning family and an elite social circle, Chopin was exposed to people of diverse color and background, many of whom provided the basis for her later writings. Kate Chopin was one of five children; and the only one to survive past the age of twenty-five. Chopin’s father was killed in a train accident when Chopin was only four years old, leaving her to be reared under the strong maternal influences of her mother, grandmother, and great-grandmother. These determined women and life’s harsh losses taught Chopin valuable lessons of strength and independence. Kate Chopin’s formal education began when she was five years old at Sacred Heart Academy, a catholic school, and she graduated at seventeen. She had been an honor student, was widely read, and spoke two languages fluently. Upon graduation, Chopin entered the social life of St. Louis, and was noted to be "one of the acknowledged belles of St. Louis, a favorite not only for her beauty, but also for her amiability of character and her cleverness" (Seyersted 23). By this time, she loved (and was accomplished at) reading, music, and wr... ...sity Press, 1971. Kunitz, Stanley J. & Howard Haycroft, eds. American Authors 1600-1900, A Biographical Dictionary of American Literature. New York: H.W. Wilson, 1938. Magill, Frank M. Great Lives From History, American Women Series II. Pasadena: Salena Press, 1995. Reuben, Paul P. "Chapter 6: American Naturalism: Kate Chopin (1851-1904)." PAL: Perspectives in American Literature A Research and Reference Guide. WWW URL: http://www.csustan.edu/english/reuben/pal/chap6/chopin.html (May 28, 1998). Seyersted, Per. Kate Chopin, A Critical Biography. Baton Rouge: Louisiana State University Press, 1980. Toth, Emily. "A New Biographical Approach." Approaches to Teaching Chopin’s The Awakening. New York: Modern Language Association of America, 1988. Voetteler, Thomas, ed. Short Story Criticism. Volume 8. Detroit: Gale Research Inc., 1991, 63-65.

Modern Day Relevance of The Declaration of Independence Essay -- Decla

Modern Day Relevance of The Declaration of Independence The Declaration of Independence is one of the most important documents produced by an American thinker. Reading The Declaration of Independence presents the reader with a window into the world of revolutionary America. It conveys the dynamic nature of the time better than any written work of the period. The real importance of The Declaration of Independence lies not in the purpose for which Jefferson created it, to declare independence from Great Britain, but rather how future generations have interpreted Jefferson's words. Jefferson's document originally guaranteed basic rights for a select segment of the American population. Today it has become a document which has been interpreted to guarantee the basic rights of everyone living in America and abroad. In a way it has become a document with a life of its own. It has become something far more substantial than anything Jefferson or his contemporaries, writing within an eighteenth century mindset, could ever have believed it would bec ome. When Jefferson first stated in The Declaration of Independence that, "All men are created equal, that they are endowed by their creator with certain inalienable rights," he most certainly did not mean "all men." If he had then it would be hard for him to justify the fact that a sizable percentage of the American population was enslaved. He meant that all white, property-owning Americans were equal to their British counterparts. No consideration was given to women in The Declaration of Independence, they did not hold an equal status with men in the Jeffersonian model of an American republic. "All men," was certainly not the all-encompassing phrase that has been circulating in America ... ...England's policies on the American colonies. There was no way for him to know that The Declaration of Independence would be used to give, and preserve, basic rights for all people; American citizens or not. It is as if The Declaration of Independence has matured along with the United States. America is a country that has been home to a diverse population since its founding. The Declaration of Independence is interpreted in such a way that it has become a tool to accommodate America's heterogeneous population. The poetic nature and riveting tone of the document has inspired the generations of the past to gain and protect their "unalienable rights". What those rights are has been subject to change with each passing generation. 1. Much of this information has been taken from John C Miller's, The Wolf by the Ears: Thomas Jefferson and Slavery. (NY, 1977), pp. 52-53.

Artificial Contraception :: essays research papers fc

There are many forms of artificial contraception. I am going to discuss some of those forms and the Church’s opinion. Condoms, or rubbers, are shaped like a balloon and are made of a special kind of rubber. Condoms prevent sperm from reaching the cervix. They are placed over the male’s erect penis before intercourse. They are 80-90% effective. No prescription is needed to use them. They protect against STD’s. They are more protective in preventing AIDS, then preventing pregnancy. They are not fully effective because they can break, have defects, be slippery, or it can be too old. Spermicides such as: creams, foams, vaginal supporsitones, and vaginal film form a chemical barrier that kills or makes the sperm inactive, which makes it impossible to become pregnant. They are 80% effective. It is available without a prescription and provides some STD protection. Effectiveness is increased if used with condoms. Vasectomies are common for men. The tube that carries the sperm is cut and tied which prevents sperm from being ejaculated. It is 99% effective This procedure is permanent and is done through a small incision near the testicles. It does not affect sexual arousal. A cervical cap is a soft rubber dome that forms a barrier to prevent sperm from reaching the cervix. The spermicidal gel kills the sperm. It is 85% effective. It may give some protection against chlamydia and gonorrhea. The diaphragm does the same thing as a cervical cap and is 85% effective. It is a flat rubber-like disk which has to be fitted from a doctor. It is placed inside the woman’s vagina before having intercourse. It is often used with cream or jelly that is placed around the edge of the diaphragm. There is a very high failure rate because sometimes they are not fitted or inserted correctly. They create fewer health risks for women. It may reduce the risk of cervical cancer and provides some STD protection. There are also injections for men and women. In men, a dr ug is injected into the sperm duct to disable the sperm for a period of time. Depo-Provera injections that contain the hormone, progesterone is injected and it prevents the release of an egg from the ovary. It is 99% effective. It is long lasting and highly effective. It also protects against uterine cancer. But it does not protect against STD’s. Female condoms are 75-85% effective but 95% effective if used correctly.

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Choose one of the following project menu options to work on with your team. Be prepared to provide your second and third choice of project. The rubric that will be used to grade the finished product is also Included to gulled you in completing your project. The project will be due in class on Monday, October 20 and pre-checked on October 17, Friday. Options 1 and 2 Create a 3-D model of a Eukaryotic Cell belonging too Plant (option 1) or Animal (option 2). Length and height are not shorter than 8. Depth is not shorter than . . Your model must include all of the basic parts of the cell you choose as well as all organelles. In addition, you must label or provide a key to all parts and organelles so that they are clearly identifiable. You also need to include a written explanation of what organelles are represented and why you chose the materials you did to make each organelle or cell part. Recommended materials include (but are not limited to) non-perishables such as Styrofoam, wood, c ardboard, plastic, pasta, beans, etc.Your finished product may be freestanding but stable. Critical thinking and creativity are required Options 3 and 4 Design and create a movie (option 3) or cartoon storyboard (option 4) that depicts the adventures of an explorer Inside a cell. Choose one of the two types of Eukaryotic Cells Plant or Animal. Your storyboard should be Illustrated using color and should be presented on pasteboard. In Dalton to illustrations, you need to Include detailed descriptions of what is going on in each picture.You can be creative but remember that you must focus on how the cell parts and organelle function as your explorer experiences or interacts with them. Creativity and humor are encouraged Options 5 and 6 Design a travel brochure that describes a cell as though it were a large exhibit, attraction, an amusement park, cruise ship, or any other self-contained location with lots to do and lots of activities going on inside. Choose one of the two major types of Eukaryotic Cells Plant (option 5)or Animal (option 6).You must create an analogy for all of the parts and organelles found in the cell type that you choose, making sure that your analogies are relevant to the location. (Example If a cell Is Like an amusement park, then the nucleus might be the park headquarters, etc. ) In your brochure, you will draw, describe, and explain the functions of cell parts and organelles. You may use gained cutouts or pictures from the Internet as long as they are clear and accurate.Make sure your brochure is eye catching and interesting, colorful but informative Humor and creativity are required. Options 7 Choreograph and perform an original song or dance that depicts all the organelles and functions of each organelle. It is strongly suggested that you stick a label to identify the organelle you are depicting in the song/dance. If you decide to make more than one scene/act, provide a way to communicate this to the audience. The dance should not be lon ger than 3 minutes and not shorter than 1. 5 minutes. Record this on video.