History of Educational Technology - 2941 Words

History of Educational Technology Educational technology in a way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history starts with educational film (1900s) or Sidney Presseys mechanical teaching machines in the 1920s. The first large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learn through aural and visual reception, exists in many forms, e.g., streaming audio and video, or PowerPoint presentations with voice-over. Another interesting invention of the 1940s was hypertext, i.e., V. Bushs memex. The 1950s led to two†¦show more content†¦Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings. There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. Educational technology, broadly speaking, has passed through five stages. The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids. The second stage of educational technology is associated with the electronic revolution with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly,Show MoreRelatedHistory of Educational Technology2929 Words   |  12 PagesHistory of Educational Technology Educational technology in a way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history starts with educational film (1900s) or Sidney Presseys mechanical teaching machines in the 1920s. The first large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learnRead MoreUse of Technology in the Classroom: Potentials and Pitfalls Essay665 Words   |  3 PagesUse of Technology in the Classroom: Potentials and Pitfalls In the last decade, increasingly powerful technologies have begun to make their way into classrooms across the nation. Many classrooms are now equipped with personal computers that run educational software to help teach students facts and concepts in a more engaging way than a traditional lecture. Advances in telecommunications technologies have led to almost universal access to the Internet, allowing students and teachers to communicateRead MoreImpact Of Technology On Young Children1118 Words   |  5 Pagesseen the evolution of technology. Society has gone from having just one TV in the home to being immersed where technology is surrounding people everywhere they turn. People are now living in the â€Å"Digital Age† where most families own TVs, computers, video games, Ipads and Iphones. There has been such a rapid growth of the use of all these devices, which has led to the growing concern of how it affects young children. While technology is constantly changing throughout history and from day to day theRead MoreHistory And Evolution Of Vocational Education846 Words   |  4 Pagesfocusing on selected issues relevant to current policy discussions. The history of vocational education was shaped by major events in American history. This book provides an overview and analysis of the history and evolution of vocational education in the United States. The social, economic, political and educational influences leading to federal legislations that has shaped vocational education. The book identifies the major educational theorists and outlines the ideas that shaped the development of vocationalRead MoreMobile Computing And The Creation Of The Internet1416 Words   |  6 Pagesthe grand scheme of technology. In comparison, education has always been a stickler for the removal of technology unless absolute need of it came about. To analyze the impact of technology, and more specifically mobile computing, a letdown of a few old-fashioned rules has had to occu r and still must occur for any true level of educational and technological efficiency to happen. Education of technology need to be integrated and having it become mobile could only help the educational process because thatRead MoreTeaching History in Schools Depends on the Source1073 Words   |  4 Pagesinformation, reacting and indulging differently if that information comes from an educational outlet than that of a social or even private source. This is especially the case with history with more students feeling overwhelmed and unattached to history information supplied to them through classrooms or teachers but respond well to history when it is received through media outlets, technology or just outside the educational system. Maybe it is due to the students’ perception that anything taught at schoolRead MoreConquering the Generation Gap825 Words   |  3 Pagesdiffer from the current generation in their use of technology and their integration of educational methods. O lder generations did not have the technological advancements and opportunities that are available now, nor did they have access to these technologies for educational purposes. Successful efforts are being made each day to bridge the technological and educational gap. One thing that has continued to advance steadily throughout history is technology. Generations pass as technological knowledge increasesRead MoreThe Impact Of Technology On The Classroom1323 Words   |  6 Pagescomputers, in some instances smartboards, but overall the influence of technology in the classroom is limited. This scene is practically identical to every other classroom across the country. Although society has evolved to embrace technology, the American classroom has had little alteration to its scenery and little acceptance of technology in educating students. In contrast to the past, the classroom and the educational techniques used in the twenty-first century have evolved. Throughout theRead MoreThe Formulation Of Public Policy871 Words   |  4 Pageshow policy is made and fails to define policy. Levison and Sutton (2001) also define policy as a verb by equating policy â€Å"as a practice of power† (p. 2). This definition implies that policymakers are powerful when in there have been times in our history that marginalized groups of people acquired more power as a result of policy. Groups such as the gay, lesbian, bisexual, and transgendered community (or communities, depending on your perspective), could hardly be described as powerful yet they areRead MoreThe Educational Value Of Virtual Reality1686 Words   |  7 Pagesâ€Å"I Have a Question!†: The Educational Value of Virtual Reality Since the 1950’s, virtual reality (VR) has been hovering on the periphery of technology without achieving accepted mainstream application or commercial adoption. However, that is beginning to change and virtual reality has become a popular topic within the latest technological headlines. According to TechCrunch, VR startups have raised more than $1.46 billion in venture capital, and people believe that this is the year that VR will finally

The Debate Over The Death Penalty - 2033 Words

The use of Capital Punishment has always been an issue for which the states must determine the proper use and implementation. Like the other thirty-two states that practice the death penalty, Idaho has its own unique statutes regarding the death penalty, but also like all other states, the statute is constantly under scrutiny through the appeals process death row inmates take part in. Through looking at their current statutes, one can understand this complicated and high profile punishment. It seems that with each person who is executed, a new part of the law is highlighted which may be unfair. The appeals process is lengthy, and because of this, it tends to be an incredibly costly sentence to carry out. With an age in which the media†¦show more content†¦The only crimes, which are eligible for Capital Punishment, are murder in the first degree, kidnapping in the first degree, and perjury, which results in the death of an innocent person. This statute was changed in 19 73 as a result of the Furman decision to make the death penalty mandatory for a conviction of murder in the first degree to make jury sentencing unnecessary (Office of Performance Evaluations, 2014). According to Idaho Statute 19-2515, Sentencing in Capital Cases outlines the mens rea, which is necessary to seek the death penalty. It states the jury or judge must find that one of the listed aggravating circumstances must be found present for a person to be sentenced to the death penalty: A previous conviction for murder; knowingly committing two murders at the same time; knowingly placing many people at great risk of death; a murder committed for money; an especially â€Å"heinous, atrocious or cruel† murder; a murder which exhibits a disregard for human life, murder in conjunction with attempted/executed arson, rape, robbery, burglary, or kidnapping; murder committed during the commission of a crime against nature (i.e. sexual abuse of a child under sixteen); actions which would indicate a continued threat to society; a murder in which the victim was a law enforcement officer or officer of the court; or a murder in which the victim was the witness of a crime. As with th e finding of guilt, a jury must unanimously find one

Romeo and Juliet Chapters 1 †7 quotes Free Essays

string(134) " Deltas and Epsilons are all differently intellectually capable and this is due to the amount of oxygen that they receive as embryos\." Chapter 1 – Quotes â€Å"A squat grey building of only thirty-four stories† pg.1 This is the opening line of the novel and it paints a picture of what the city is like. It is grey meaning there is no life and individuality, it is quite dull and that the building being â€Å"only† thirty-four stories high indicates that it is a smaller building compared to those that surround it and that this world is dissimilar to what we have at present. We will write a custom essay sample on Romeo and Juliet: Chapters 1 – 7 quotes or any similar topic only for you Order Now â€Å"Community, Identity, Stability† pg.1 This is the motto of this brave new world. Community through one another working hand in hand and applying themselves fully at whatever job they have been assigned to undergo. Identity of each human being known as either an Alpha, Beta, Gamma, Deltas or Epsilon. And finally, stability within the brave new world through each type of human knowing their role within the process and that there will be no unhappiness within the humans. â€Å"Cold for all the summers beyond the panes, for all the tropical heat of the room itself† pg.1 Here we see the artificial nature of the brave new world. There is no heat emitted throughout highlighting the fact that the humans in the world are somewhat artificial too. The rooms are not heated through a natural process although it is all done through machinery and if not even summer would be a cold season. â€Å"Hands gloved with a pale corpse-coloured rubber. The light frozen, dead, a ghost.† pg.1 This provides another insight into the world which has been created through the various processes and techniques that have been implemented in the brave new world. It shows that there is no uniqueness within the community and that everyone is if they are dead and that they is no actual life. â€Å"For particulars, as everyone knows, make for virtue and happiness; generalities are intellectually necessary evils† pg.2 This shows that everybody within the brave new world has been made for a singular purpose and that they can only fulfill that purpose. Liking what you are doing provides virtue and happiness and so there are particulars although having generalities and room for potential and ability to rise above others is evil. This is the message that the director provides the students to show that this is the best way forward and that the way it was carried out ‘before-Ford’ was a problem to all. â€Å"Year of stability A.F 632† pg.2 The director talking to the students, always refers to what they are doing as the â€Å"year of stability†, the year were the process of what they are doing to create a brave new world stabilizes and continues to bring well-being to those brought up with it. A.F stands for â€Å"After-Ford†, the creator of the Ford T-Model, and the dates are based on around him. â€Å"Alphas and Betas remained until definitely bottled; while the Gammas, Deltas and Epsilons were brought out again† pg.3 This is the process that was applied to the various embryos to determine the intellectual capabilities of each individual. The more oxygen a type received the higher their intelligence would be so that is why the alphas and betas, the smarter humans, would remain with oxygen while the Gammas, Deltas and Epsilons would only have a certain amount of time with oxygen as they were not required to do high intellectual jobs. â€Å"But a bokanovskified egg will bud, will proliferate, and will divide. From eight to ninety-six buds and every bud will grow into a perfectly formed embryo, and every embryo into a full-sized adult. Making ninety-six human beings grow where only one grew before. Progress† pg.3-4 Yet again the director tells the students of his beloved process which form adults which they see at present. In a normal process, eggs will bud and form one embryo to form a full-sized adult although in the brave new world, a Bokanovsky egg due to scientific enchantments, are able to produce over ninety adults. This shows that there has been significant advancements in the human race and that they believe that progress is the key. â€Å"‘Bokanovsky’s Process is one of the major instruments of social stability!’ Major instruments of social stability. Standard men and women; in uniform batches.† pg.5 Bokanovsky’s process is the one that is ruling over the brave new world. It allows for certain type of people to be born with a certain limit to their intellectual capabilities and as a result it provides the social stability that was being looked for. It provides both men and women to do the same job with the same abilities to do so and so it provides stability. â€Å"Like chickens drinking, the students lifted their eyes towards the distant ceiling† pg.8 This shows that even those who are on a tour of the process are conditioned in such as way that they to do things at the same pace and share the same amount of interest in the topic at hand. It also highlights the fact that there is not much room for uniqueness within the brave new world and that humans are at a point where they are nearly as unique as a chicken in a group of them. â€Å"So we allow as many as thirty per cent of the female embryos to develop normally. The others get a dose of male sex-hormone every twenty-four metres for the rest of the course. Result: they’re decanted as freemartins – structurally quite normal†¦but sterile.† Pg.10 Here we see the process that is carried out to make female adults although make sure that they do not have the capability or desires to reproduce as this would cause a disruption to the ‘stability’ of brave new world. The process involves allowing the female to develop normally for thirty-percent although they are then given a dose of male sex-hormone so that they are freemartins and at the same time still structurally fine. â€Å"‘The lower the caste, the shorter the oxygen'† pg.11 The Alphas, Betas, Gamma, Deltas and Epsilons are all differently intellectually capable and this is due to the amount of oxygen that they receive as embryos. You read "Romeo and Juliet: Chapters 1 – 7 quotes" in category "Papers" The more oxygen that one receives the higher the intelligence, as Alphas do the most amount work needing intelligence they are given the most oxygen and so then are recognized as Alphas while the least amount of oxygen is given to those who do not need much intelligence to complete their task which Epsilons. â€Å"‘But in Epsilons, we don’t need human intelligence† pg.11 Epsilons are the lowest caste within the brave new world society and they do not need a large amount of human intelligence to complete their role in the society. As they do not need this intelligence they are starved of oxygen so they do not move up within the castes and so stability is upheld. â€Å"‘And that,’ put in the Director sententiously, ‘that is the secret of happiness and virtue – liking what you’ve got to so. All conditioning aims at that: making people like their unescapable social destiny† pg .12 The process that is involved in making a human is one of ease in the brave new world and for that to continue the people that are born must be conditioned into liking what they have to do. For example, if an Epsilon was conditioned into liking cleaning toilets they would be rewarded as a child to go near toilets although if they were not, they would not like this job and therefore there would be an uprising. Conditioning is all about making people like their unescapable social destiny. â€Å"They learn to associate topsy-turvydom with well-being; in fact they’re only truly happy when they’re standing on their heads† pg.13-14 This underlies the process of conditioning, undergoing processes so that the human is associated with the job or role they play, even if that means making them hate books and flowers. Here we see that the embryos are placed upside-down so that when they are born that is the state that they feel comfortable in and that they will be conditioned to do their job with better results. Brave New World Aldous Huxley Chapter 2 – Quotes â€Å"Books and loud noises, flowers and electric shocks†¦They’ll grow up with what the psychologists used to call an â€Å"instinctive† hatred of books and flowers. Reflexes unalterably conditioned.'† pg.17 This is another example of where conditioning changes the natural growth of a person. In this example we see that babies are conditioned to hate books and flowers through the use of playing loud noises whenever they played with books and giving them slight electric shocks whenever they played with flowers. This then meant that the babies when grow up and have a hatred for books and flowers and will want nothing to do with them which allows them to do certain jobs within the society. â€Å"It was decided to abolish the love of nature, at any rate among the lower classes† pg.18 Abolishing the love of nature allows for certain types of people to do certain jobs within the brave new world society without the hatred of doing the job. This is especially forced upon the lower classes including Deltas and Epsilons as they required the conditioning to do things of low intelligence and therefore there will be no uprising against what they are assigned to do. â€Å"‘We conditioned the masses to hate the country, but simultaneously we condition them to love all country sports† pg.18 Here is another example of where conditioning sets a particular liking and disliking for different things. In this example it is of hating he country so that people do not have the intention to travel there although they love the country sports so they can watch it on television resulting in their past times filled instead of wanting to do other activities. â€Å"(Here the Director made a sign of the T on his stomach and all the students reverently followed suit)† pg. 20 The ‘T’ symbol indicates the significance of Henry Ford’s T-Model car and that not only does the director respect what he has contributed to make the brave new world possible but the students to understand that he is a god like figure and must be respected. â€Å"Elementary Class Consciousness†¦All wear green and Delta children wear khaki. Oh no, I don’t want to play with Delta children. And Epsilons are still worse. They’re too stupid to be able to read or write. Besides, they wear black, which is such a beastly colour. I’m so glad I’m a Beta. Alpha children wear grey† pg. 22 This shows that each class of people, the Alphas, Betas, Gammas, Deltas and Epsilons have different uniforms to wear so that they can be easily recognized by others. For example, Delta children wear khaki, Epsilons wear black, and Alphas wear grey. Even this child who is talking in this example says he is glad to be a Beta because he is conditioned in such a way that he does like being who he is and does not want it any other way. Brave New World Aldous Huxley Chapter 3 – Quotes â€Å"Mustapha Mond†¦Bernard Marx†¦Lenina Crowne† pg.28 These three people all hold significant background histories in different areas although the names are changed slightly within the novel. Mustapha Mond is the Resident World Controller of Western Europe, one of only ten World Controllers. He was once an ambitious, young scientist performing illicit research. When his work was discovered, he was given the choice of going into exile or training to become a World Controller. Bernard Marx an Alpha male who fails to fit in because of his inferior physical stature. He holds unorthodox beliefs about sexual relationships, sports, and community events. His insecurity about his size and status makes him discontented with the World State. Bernard’s surname recalls Karl Marx, the nineteenth-century German author best known for writing Capital, a monumental critique of capitalist society. Finally, Lenina Crowne is a vaccination worker at the Central London Hatchery and Conditioning Centre. She is an object of desire for a number of major a nd minor characters, including Bernard Marx and John. Her behavior is sometimes intriguingly unorthodox, which makes her attractive to the reader. â€Å"Home, home – a few small rooms, stiflingly over-inhabited by a man, by a periodically teeming woman, by a rabble of boys and girls of all ages. No air, no space; an under sterilized prison; darkness, disease and smells† pg.31 This quote describes the living areas of the people within brave new world. They are not given much although they are conditioned to feel happy about what they have and they do not complain despite the fact that they are living with a large number of male and females as well as boys and girls in little space which teems full of diseases and unpleasant smells. â€Å"‘Dr. Wells advised me to have a Pregnancy Substitute.'† pg.32 This is Lenina Crowne talking, where she says that she is having a pregnancy substitute a process Since there is no live birth or pregnancy, only decanting, it is suggested that women take a pregnancy substitute, which lasts several months. The procedure is not described in detail. It is compulsory at age twenty-one, but some women have it as early as seventeen. â€Å"‘But everyone belongs to everyone else,† pg.34 Through everyone belonging to everyone else, there is no need for marriage, is no need for love or no need for reproduction between the opposite sexes. This allows for the Bokanovsky’s process to rise and continue to taken over the brave new world. This also means that there will be ‘stability’ which is essentially what is being wanted in this society and by everyone just as similar as the next and no connection between anyone it can be upheld. â€Å"No wonder those poor pre-moderns were mad and wicked and miserable†¦they were not conditioned to obey†¦they were forced to feel strongly† pg.35 Here we see that there is a shift in time and that before Ford, people who were called ‘pre-moderns’ were miserable and wicked because they were not conditioned and controlled by the community and could do whatever they liked and that cause a problem of society as well as feeling and supporting what they thought was correct. This to ‘moderns’ sounds like a past that they do not want to go back to and therefore advocate the process and society they live in now. â€Å"No civilization without social stability. No social stability without individual stability† pg.36 Here we see the motto being used, especially that of stability within the brave new world. Stability is a key concept within the society and one that is believed to be needed for a civilization to proceed forward. This stability is only reached when individuals are stable and feel that and is why conditioning is such a major factor in this society. â€Å"Impulse arrested spills over, and the flood is feeling, the flood is passion, the flood is even madness† pg.37 Here we see that everyone in the society of brave new world is brainwashed and conditioned into thinking what the leaders believe to be correct, there is no uniqueness. The people believe that if they think and act for themselves there are consequences for doing so which is stated above, and the end result will be madness, something no one wants. â€Å"Shorten that interval, break down all those unnecessary barriers†¦Ã¢â‚¬â„¢No pains have been spared to make your lives emotionally easy† pg.37 Here we see that the people of the brave new world are made to work only short spurts of time so that they do not have to face barriers which can hindered their performance. This therefore means that they are not faced with various emotional problems and can do the particular job that they were assigned to be at the best of their ability. â€Å"‘Talking about her as though she were a bit of meat'† pg.39 This is how the men speak of as the women. They are not as important as themselves but of must less significance despite the fact that they are of the same intellectual capabilities. When the men do see a good looking women they would often pay no respect for them as just as it states, talk of them like they are meat. â€Å"‘Everyone belongs to everyone else, after all'† pg. 40 Through everyone belonging to everyone else, there is no need for marriage, is no need for love or no need for reproduction between the opposite sexes. This allows for the Bokanovsky’s process to rise and continue to taken over the brave new world. This also means that there will be ‘stability’ which is essentially what is being wanted in this society and by everyone just as similar as the next and no connection between anyone it can be upheld. Brave New World Aldous Huxley Chapter 4 – Quotes â€Å"Droning twilight of the well, the twilight of his habitual stupor. It was warm and bright on the roof. The summer afternoon was drowsy with the hum of passing helicopters; and the deeper drone of the rocket-planes hastening.† pg.51 Here we see that everything in the brave new world is mechanized and run my machinery. There is no need for humans to do certain jobs including reproduction as that has all been allocated to the machines to undergo that process. There is no natural buzz created by humans when working and there is no natural feeling although there is a dull hum of the machinery working consistently of where humans used to. â€Å"The malice and bad tempers from which other people had to take holidays never afflicted him† pg.52 In the brave new world there are a specified number of separate social castes and no more. Here we see that there is an odd example of Benito who always saw things sunny-side up. It was the nature within him to act of as if everyone deserved a second chance and that they are all good people at heart. He did not have a bad temper nor would be wish bad things upon other people. â€Å"To have dealings with members of the lower castes was always, for Bernard, a most distressing experience† pg.55†³ Here we see Bernard, of the higher class in the brave new world society, not wanting to deal with lower castes because he had been conditioned in such a way that people underneath with were not as good as him. They were below his dignity and he could not force himself to have any association with those people. It was just the way that the brave new world society operated. â€Å"The mockery made him feel like an outsider; and feeling an outsider he behaved like one, which increased the prejudice against him† pg.55/56 Here we see how Bernard felt when talking to the various castes including the Gammas and Epsilons. He is treated as if he does not belong and that his reactions to this is to behave like an alien, alone and an outsider. It was because of the way that he dealt with the problem that the others began to increase their prejudice against him. Brave New World Aldous Huxley Chapter 5 – Quotes â€Å"Ant like pullulation of lower-caste activity† pg.63 This is describing the lower-caste population and comparing them to how ants work in everyday life. The jobs they did were monotonous unlike Alphas whose jobs were varied and diverse. The lower-caste did jobs that were boring and did not need much intellect to complete them although they enjoyed what they did because of the conditioning process that is in place in the brave new world. â€Å"‘Phosphorus recovery†¦One their way up the chimney the gases go through four separate treatments. Now they recover over ninety eight percent of it. More than a kilo and a half per adult corpse.† pg.63 Here we see that everything in the brave new world is not wasted even including human bodies after they have died. They have constructed a process which they extract phosphorous out of the decaying human body which is used for other purposes. This shows how different the brave new world is from the everyday world. â€Å"‘Everyone works for everyone else. We can’t do without anyone'† pg.64 In the brave new world it is operated through everyone doing their job, without any fighting which is somewhat accomplished with the conditioning program that is compulsory for everyone within the brave new world. Everyone had a certain role to play and they must do their duty if progress it to continue into the future. Brave New World Aldous Huxley Chapter 6 – Quotes â€Å"‘When the individual feels, the community reels'† pg.81 Here we see that Lenina talking about how the individual must realize that they are part of the community and that it is practically all for one and one for all. If the individual does not pull their weight and contribute evenly to the community then the community will pay the prices. It does not matter if everyone else in the community is performing at their peak, but for the community to actually perform at its optimum, everyone must work. Brave New World Aldous Huxley Chapter 7 – Quotes â€Å"The tall houses rose like stepped and amputated pyramids into the blue sky† pg.92 Here we see that nothing in the brave new world is natural and nobody is individual and unique. Everything is the same and similarity overpowers uniqueness within the society. Everything which has been made has been done so in mass numbers including the houses and the pyramids which have been erected. â€Å"Cleanliness is next is next to fordliness† pg.94 In the brave new world, God is not the main figure of power within the world nor is he even recognized as a ruling power. Ford, the man who created the T-model car is the overpowering leader of the brave new world and has say over all the rules in the society. Nothing is god like, but Ford like, he is the divine leader of this new world. â€Å"We keep their internal secretions artificially balanced at a youthful equilibrium. We don’t permit their magnesium-calcium ratio to fall below what it was at thirty. We give them transfusions of young blood. We keep their metabolism permanently stimulated† pg.95 Here we see another process which is taken to keep the brave new world functioning in such a way that it benefits the community. This process of giving everyone transfusions of young blood which not only keeps them feeling young but keeping their metabolism permanently stimulated allows for everyone to prevent the aging process as well as not growing old. â€Å"The place was queer, so what the music, so were the clothes and the hoisters and the skin diseases and the old people† pg.97 Here we see where the brave new world society has not assigned their ways on. It was so different to what people of the brave new world had experienced, everything that was not present in the brave new world including diseases and old people was present and this disgusted those who did not live in these conditions. This is the world that we live in at the present moment. â€Å"But his plaited hair was straw coloured, his eyes a pale blue, and his skin a white skin, bronzed† pg.100 This individual was one who had a mix of cross blood and was not one of the natives. This could be identified quite easily through the way his hair was coloured and was worn as well as they colour of his eyes and the colour of his skin. All these branded him as someone who was not an ‘actual’ resident and was different to the others. â€Å"They disliked me for my complexion† pg.100 Here we see a young man talking to Lenina and he starts to cry because those who surrounded him thought and treated him like an outsider despite the fact that her tried so very hard to fit if, even happily get whipped to be accepted. Everyone did not like him for who is was and acted as if he belonged to someone else all because of his skin colour. â€Å"Linda and he were strangers in the Reservation† pg.101 Linda and her son came from the Other Place and so feel and were treated like they were not part of the group of the Reservation and that they were foreigners. Not only did they feel like they were not accepted they actually were not. â€Å"Front teeth were missing†¦so fat†¦flabbiness, the wrinkles. And the sagging cheeks wit those purplish blotches. And under the brown sack-shaped tunic those enormous breasts.† pg.102 In the brave new world everything is conditioned so that everyone can be kept at the same age and has the same metabolism although in the normal world they is no conditioning or mass production of babies. This is why when they saw this lady who was not beautiful and had many problems Lenina shuddered because she had never seen someone so ugly. â€Å"But it’s all different here; it’s like living with lunatics. Everything they do is mad† pg.104 Here we see that see does not like living in the normal world outside from the brave new world as there is no conditioning and that there is room for improvement and never being happy with what one has. We also see that she is described our everyday lives of where there is no conditioning and that there are lunatics and everything is mad compared to the brave new world. â€Å"So they’re having children all the time – like dogs†¦And yet John was a great comfort to me†¦It wasn’t my business to know† pg.105 He we see that she has a child and in the brave new world they produce children on a mass scale, in a way just like dogs or animals do. Even though she does not like living in the world outside of the brave new world her child provided a lot of comfort and was different compared to that of the everyday world which is conditioned to perfection. How to cite Romeo and Juliet: Chapters 1 – 7 quotes, Papers

How Great Is Jay Gatsby free essay sample

Jay Gatsby is an accurate product of the Jazz age. His Greatness can be scrutinized in several ways however his honesty and belief In the concept of the American Dream sets him apart from the other characters In the novel. In an age of Emotional degradation and loss of faith Gatsby proves to be a source of Inspiration with his near Idyllically love for the now married Daisy Fay. HIS love for Daisy is often compared with a medieval chivalric love and this love is contradicted with the values of the age they happen to be living in.Another such irony is that Daisy the object of his worship is unworthy of his devotion, therefore his entire faith in the dream lies misplaced. The misplaced faith in this dream is reflected in the material wealth portrayed throughout the novel ,the house of a knight being replaced with automobiles synonymous then with wealth and power. We will write a custom essay sample on How Great Is Jay Gatsby or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The means he uses to achieve his wealth are used to question his greatness too, as he was involved in bootlegging and the setting up of drug stores in a time when such things were illegal.However hose actions can be overlooked as he too Like the rest of the characters Is a product of the Jazz age where dishonesty and lack of moral values were common character traits In order to be successful. The factor that sets Gatsby apart from Jordan for example however Is his continued belief In the Dream until his own demise. Nick Caraway plays a large part in creating the aura of Greatness that surrounds Gatsby even after he is gone. Nick has a fondness for Gatsby with quotes such as There was something gorgeous about his personality.Throughout the novel we are given a depiction of Gatsby that borders on that of a tragic hero. At one point in the novel Gatsby is even said to have Committed himself to the following of the Grail. Further emphasizing his vain attempts to win over the unattainable Daisy. Aside from the impact he created on people that depict him as Great, his own reinvention of himself is something that can truly be commended If not anything else. From his planning of a dally schedule to his contribution In the war. His ambition to rise is a remarkable example of an unvaried belief . Though he achieves this through Illegal means nonetheless proves that anyone who believes In the dream can surely achieve their own success. When he saw Dan Cods yacht drop anchor he ;witnessed the beginning of his Career The yacht represented all the ;beauty and glamour in the world. However Gatsby self recreation is somewhat idealistic from the relentless materialism of Cody, as he never inherited any money left from him by Cody, showing a self reliance that is vastly different from the old wealth of East Egg.Therefore in a time when friendship, loyalty and love was all based on Material success Gatsby had the Greatness to carry forth his dream till his death before which he agreed to take the blame for Myrtles death as he was clutching on to some last hope. At a chance with Daisy. Proving himself to truly be a product of greatness in a time with misplaced loyalties even among friends and loved ones. How Great Is Jay Gatsby By Janissaries several ways however his honesty and bel ief in the concept of the American Dream test him apart from the other characters in the novel. In an age of Emotional degradation and loss of faith Gatsby proves to be a source of inspiration with his near idealistic love for the now married Daisy Fay. His love for Daisy is often these actions can be overlooked as he too like the rest of the characters is a product traits in order to be successful. The factor that sets Gatsby apart from Jordan for example however is his continued belief in the Dream until his own demise. Nick is something that can truly be commended if not anything else.

Shrek and Lord Farquaad Essay Example

Shrek and Lord Farquaad Paper In this essay I am going to analyse the characters of Shrek and Lord Farquaad and write how filmmakers use different presentational devices to create an unusual fairy tale. Traditional Fairytales consist of basic concepts and themes. Good always seems to defeat evil. One of the characters we have all come across in fairytales is the Ogre. When we first think of the Ogre, the thoughts and attitudes towards the character would be, firstly, the related words ugly and strength. These are important characteristics of the Ogre. He uses these to scare away other people. There is a sense of fear in the Ogre. To sum up the Ogre, he is large, unfriendly, terrible looking and a lonely creature that can be considered as a bad guy in fairytales. We will write a custom essay sample on Shrek and Lord Farquaad specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shrek and Lord Farquaad specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shrek and Lord Farquaad specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Another fairytale character who is common in many stories is The Prince. He is literally the opposite of the Ogre. He is usually a handsome brave man who in fairytales rescues a beautiful woman who he truly loves. The prince is a hero in many tales. These two characters are very important and their values contribute deeply into the meaning of the story in which they are found. Characters, which make up a fairytale world, are stereotypes of those characters in a ideal world. For example we transfer the image of someone brave and who is a hero into someone like the prince. Language is an important device. It can create the impression of good and evil in both characters. The main character of the film and the centre of the story is Shrek himself. The film is set up and laid out like a normal fairytale. The beginning starts off like a typical fairytale, starting Once apon a time At the very start of the film it is different, unconventional and new ideas are added, like when Shreks big hand shuts the book at the beginning. We are introduced to him straight away. The setting at the beginning of the film is not tradition because it is set in a swamp where you expect and Ogre to live. The camera shots are mostly close-ups at the beginning. They are focusing on the character. When the village people arrive at Shreks swamp, he sees them, so he gets cross, therefore he tries to intimidate them by saying forcefully, I will grind your bones for my bread and shave your liver and make jelly from your eyes. He tries to daunt them by saying, Ogres are worse than giants. The characters run away in fear. Shrek comes across as a conventional ogre because he scares the characters like you would expect them to do. He uses quick phrases to create a sense of fear so the characters will deliberately become horrified. During this scene there is a camera shot which is very effective. A close up is taken of Shreks mouth to make them think he is going to eat them. Afterwards, Shrek meets donkey. Due to Shreks nature, he immediately tries to scare Donkey away. He follows Shrek to his swamp. One of the surprising characteristics about Donkey is that he can talk. Shrek roars at him to try and terrify him. Donkey does not seem intimidated and is not scared. He just says, You need some tictacs because your breath stinks. Later on in the scene, Shrek is sat at his table when three blind mice come out looking for food. He tries to catch them but fails. When he eventually catches them he reminds them, I am a terrifying Ogre, what do I have to do to get a little privacy around here? The behaviour of donkey and the mice tell us that Shrek is not a traditional ogre because he does not really want the mice and donkey to go as he likes their company. From the attitudes towards these characters we can conclude that Shrek is very lonely and doesnt like to be close to others. Shrek isnt capable of doing horrible things to others even if he really wanted to. He feels sad and feels others hate him and do not want to get to know him. Shrek and Donkey take a visit to Dulok to try and get Shreks Swamp back. They are going to see Lord Farquaad and tell him that the swamp is his and no one elses. Shrek is not even vaguely frightened about going to him. As the film progresses, we learn that Shrek is really not all that frightening. Lord Farquaad orders Shrek to go and rescue Princess Fiona from the tower. Whilst in the Lords court the makers use lighting to make it seem like a tense atmosphere by dimming the lights, which makes it darker. Shrek does as he is told and goes to rescue the princess. The presentational device used is not traditional. The setting is where Shrek goes to get the princess from the tower. A dragon stops them going to awaken the princess. This scene is opposite of stereotypes of traditional fairytale scenes. Everything is opposite to what it should be. In a traditional fairytale, a handsome prince slays the dragon, rescues the princess and they share first love. But in Shrek, the ogre comes into the castle, does not slay the dragon and leaves. When Shrek gets to the top of the tower he awakens Fiona vigorously. There is no romantic moment in this part, again another untraditional device is used. Fiona is another character who is not frightened of Shrek and can communicate normally. So not everyone thinks badly of him. When they are escaping a quick tune is played in the background. This creates an effect that they are eager to escape. During the film we learn that Lord Farquaad is not a traditional prince as he has an evil side to him. You can tell hes bad by the way he talks and treats others, like the gingerbread man. He laughs at him and throws him in the bin. A presentational device is used here. Lord Farquaad tortures the gingerbread man and this is not normally the case in fairytales. A high angle camera shot is used to make Lord Farquaad look big compared to the gingerbread man. He is short, mean, not handsome and greedy. This shows his character is unconventional of that a fairytale prince. Greed is shown when he wants to marry a princess for the sake of being king. A traditional prince would want to marry a princess to share love. Lord Farquaad is not a stereotypical character. Many different camera shots are used in Shrek. A high angle camera shot is used when the camera moves from ground level upwards to reveal his tower. It is useful because it makes Lord Farquaad seem higher and more honoured and Shrek and Donkey appear small land less important. High camera angles are useful and help the viewers to get a better feeling of whats going on. Middle angle camera shots are also used like when Princess Fiona is cooking breakfast. Lighting, music and sound effects are a big part in the film. Music reflects the characters emotions, for example when Shrek is unhappy the music is slow. Lighting often portrays minor events like the ending of Princesss song. Brighter lighting adds the feeling of a warmer and a happier event.

A comparison between Karl Marx essays

A comparison between Karl Marx essays Karl Marx and Max Weber are two of the most important figures in the science of sociology. Karl Marx was born on May 5, 1818 in the city of Trier, Germany and was the forefather to the great communist revolution that swept across a large part of the world at the beginning of the 20th Century. Marx is regarded as an economic and political philosopher. However, when compared to one of the founders of sociology Max Weber, Marxs theories still have a clear resonance within this related field. Max Weber was born on April 21st, 1864, in the town of Erfurt, Germany into a wealthy and educated family. Like Marx, Weber was a political economist. However, although there were similarities in some of their theories, there were far more distinct differences. The purpose of this paper is to compare both Marxs Class society and Webers Rational society theories and then to evaluate their relevance in contemporary society. At the core of Karl Marxs socio-economic theory was the theory of class and conflict and it ultimately became very much a capitalist critique. Marx claimed that an individuals class position is determined by his or her relationship to the Forces (means) of production. If a person was in the position of owning the means of production, then they would be categorised as being part of the ruling class or the Bourgeoisie. However, if you did not own the means then you would be in one of the subject classes or the Proletariat. Marx was most concerned with the dominant position of the Bourgeoisie due to them own the means of production. He also stated that with their economic power came political power, and hence the ruling class influenced all spheres of society. In addition, the ideology of the ruling class also subjugated the proletariat into believing that their life was natural and normal. Marx represented this theory by using a Superstructure model of soc...

The Ultimate Program for Gifted Learners Essay Example | Topics and Well Written Essays - 2500 words

The Ultimate Program for Gifted Learners - Essay Example It gives them a place and an identity in the world. They help him carve for himself a good standard of living and a decent status in society, depending on the upbringing he gets. Nevertheless, these are not good enough for a child gifted with special learning abilities and talents. Funds and resource material are important and necessary to discover and hone the skills of the pupil with special learning abilities. However, these are just some of the tools to be put in place for such students. Unlimited funds and resource do not necessarily guarantee success for an aspiring pupil seeking to discover his special talents and abilities. Equally important is confidence building measures and emotional factors that play a vital role in shaping the future and lives of these students. Nothing can replicate their worth and value. They comprise the bond of relationship between the tutor and the taught. A very large premium is placed on the intelligence and integrity of the tutor, for these are the standards the student will seek to emulate. It is customary in schools to allow brilliant students, especially in the lower classes, to skip a grade, in order to accelerate their education and put them up at a grade which will be a match for their level of intelligence. We so often come across students too young for the grade they are in. However, their performance is brilliant. They are promoted in a double measure. This is done in order to introduce them to a curriculum which will prove to be a match to their special learning skills which is superior to their peers. A fourth-grade student who shows extraordinary skills in mathematics, science and English, qualify for grade-skipping and is promoted to the sixth grade, even if the rest of the students in the new class are senior to him by a couple of years. Education acceleration helps accommodate him at a level where he could enthusiastically prove himself and gain confidence. These students automatically qualify for the program. (http://www.projectappleseed.org/gifted.html) 2. The next group of students who may qualify are those who consistently remain among the first five rankers in a class of 40-45 students. These are the ones who possess extraordinary learning skills and leadership qualities. It is necessary to consider this group of students even if they do not necessarily qualify for grade skipping, in order to ensure that no deserving student is left out of the program. Also, gifted children with Learning Disabilities (LD) must be given the opportunity to seek admission in the program. Until recently, students with the LD tag were written off as below average students. Ultimately, most of them ended up as dropouts. However, times have changed. Students with learning disabilities are no longer treated as misfits. It may be difficult to identify their

Marketing Management Project wk4 Essay Example | Topics and Well Written Essays - 500 words

Marketing Management Project wk4 - Essay Example This target market saves business owners from wasting time and money, among other resources, while trying to sell their products to people who do not require them. All businesses need a marketing strategy so as to concentrate their efforts to the right channels of generating income. A good marketing strategy is important in ensuring that the target market is fully captured and purchases the presented product or service. To understand a market and the impact of a product or service on it, several methods can be applied in studying a business. These methods create a situation analysis. The situation analysis is a key component of a marketing plan and should be carefully thought on and done. For the service in question, which involves the supply of textbook-like content to students online, a large portion of the target market is made up of school children, and specifically those who have access to a computer with an internet connection. This market constitutes children and young adults who have the desire to read textbooks but have little or no access the hard copies. This site will be open to anyone, meaning that the market will not be limited to a specific geographical region. The strengths of the service are that it can serve a large population regardless of geographical location and contains relevant academic content that would only be available in academic textbooks. Its weakness lies in the fact that anyone can copy this idea and create their own version of it, probably even an improved one. The opportunities that lie within this service include the addition of professional academic materials that can be supplied to universities and colleges at a fee. Finally, threats such as already existing knowledge sites, among them Wikipedia, are known to many students who heavily rely on them. Threats of new entrants into the business sector are also to be considered (Wood, 2005). The main competitors of such an online

Evocative Object Essay Example | Topics and Well Written Essays - 750 words

Evocative Object - Essay Example ICT refers to technologies that guarantee passage of information through telecommunications. The effects of information and communication technologies reflect on how humans do things in present day life as compared to how they used to in the agrarian economy. The information and communication technologies affect various human fields including health, education, modes of transport, communication, agriculture, governance, security, entertainment, sports, industrialization, and others (Seyler 1). The advancement of information and communication technologies is a continuous process that becomes complex and more effective every day. Nevertheless, these advancements equally have negative effects on the environment where they lead to pollution and security where they promote terrorism. Moreover, they come at a price. However, in most cases the inherent benefits of information and communication technologies are more than the costs accrued. Actually, the benefits of information and communicat ion technologies depend on the mode of application, the gadget itself, government policies, and other external factors. Some of the most common and advanced information and communication technologies include cell phones and computers (Seyler 21). Indeed, there are different versions of computers and cell phones with variant applications that continue to flood the global market. Personally, I have had experiences with technology in many cases in my course of life. However, this paper will illustrate my experience with a cell phone as a form of information and communication technologies. It will equally relate my experience to the society in the context of its technological application. The use of cell phones is growing in the modern world due to the friendly, effective, and advanced applications they contain. Its use varies from different personalities including students, business personalities, doctors, service men, pilots, engineers, and the general society (Seyler 26). As a studen t, I have various uses of my cell phone both inn school and outside school. Indeed, in my very first day in college, I was new in town had a vague idea on where my school is. As such, it was physically impossible to access my school on the registration day. However, iPhone had a GPRS and could thus access Google maps application forming a trusted source of direction. There with just a click on my phones keyboard the goggle maps directed me on the shortest direction from the airport to the school free of charge. This application was so beneficial that my mother actually had to buy an iPhone on her way from work. Again, while at school I have used my cell phone in various significant roles. Indeed, I still remember the day that my friend had an accident along the highway far from town. I used my cell phone again to take pictures of the accident using the video recorder and call the police and the ambulance at the scene of the accident. This saved the life of my friend, reduced traffic snarl at the highway, and ensured timely notification to the authorities. Indeed, I equally used the cell phone to inform my friend’s parents of the accident. Back in school, I use my cell phone in different studies and research. Since my cell phone can access the internet and has a capacity to download and store online information, I frequently use it to further my education. Actually, I use my phone to access emails from my tutors, download assignments, find research materials, and forward my assignments. I do this by connecting my phone to my computer at home using a cable and subsequently use my phone as a modem through tethering. This makes my studying more effective and convenient. In addition, my phone has a calculator that is very relevant in doing calculations at school. Indeed, I use my

Sr Research Experiment Builder

Sr Research Experiment Builder The SR Research Experiment Builder SREB is a visual experiment creation tool for use by Psychologists and Neuroscientists. The SREB is designed to be easy to use while maintaining a high degree of flexibility. This unique design combination allows for a wide range of experimental paradigms to be created by someone with little or no programming or scripting expertise. When used in combination with the SR Research EyeLink ® eye tracking system, the SREB provides seamless integration into the EyeLink hardware and software platform. Experiments are created in the Experiment Builder by dragging and dropping experiment components into a workspace and configuring the properties of the added components. There are two main classes of experiment components in the Experiment Builder: Actions and Triggers. Actions tell the computer to do something, like displaying a set of graphics on the screen or playing a sound. Triggers define the conditions that must be met before an action can be performed. The flow of the experiment is achieved by connecting sequentially related components in the workspace in a flow diagram like fashion. One of the important concepts in SR Research Experiment Builder is hierarchical organization of events in an experiment. A typical experiment can be dissected into several levels along a hierarchy of Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Blocks à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trials à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trial Runtime / Recording. All of the events within each level of this hierarchy can be conveniently wrapped in a loop (called sequence or sub-graph in Experiment Builder). This allows the whole sequence to be connected to other objects as a unit and be repeated several times in a row. Creating EyeLink Experiments To create an Experiment with SR Research Experiment Builder, the user needs to take the following the following steps: Experiment Design Building and Test-running Experiment Deploying Experiment Participant Data Set Randomization Data Collection Data Analysis Following these, a set of files are generated so that the experiment can be run for data collection without relying on the Experiment Builder application. To illustrate the use of Experiment Builder, a very simple eye-tracking experiment can be shown which runs three blocks of four trials. In each trial, a single word is displayed in the centre of the screen. Creating a New Experiment Session Click on the Experiment Builder to start a new session. When the application starts: Click on File à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ New on the application menu bar. In the following New Project dialog box, enter Simple in the Project Name edit box. Click on the button on the right end of the Project Location to browse to the directory where the experiment project should be saved. If you are manually entering the Project Location field, please make sure that the intended directory already exists. Make sure that EyeLink Experiment box is checked for an EyeLink experiment. Note: The user shouldnt manually add or remove files in the experiment directory. Configuring Experiment Preference Settings After a new experiment session is created, the user needs to check whether the default display and screen preference settings are fine for the experiment to be created. Select Edit à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Preferences from the application menu bar or press the F4 key. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Devices à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Display to check display settings. Make sure that the settings (Width, Height, Bits per Pixel, and Refresh Rate) used are supported by your video card and monitor. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Screen to check Screen Builder settings. Set the Location Type as Center Position. If any of the above settings have been changed and if you want to keep the new settings as defaults for all of your future experiments, click on the button save properties as default. Creating Experiment Block Sequence The first step is to add a block sequence for repeating blocks: Click on the Experiment Tab in the Project Explorer Window to start. Click on the Action Tab of component toolbox. Select the Sequence node, hold down the left mouse button and drag it into the work area. Place the mouse cursor on top of the START node; hold down the left mouse button while moving the mouse cursor on top of the SEQUENCE node. This makes the connection from the START node to SEQUENCE node. (Note: dont make a single or double click on the START node as this will select the node instead. If you have done so, place the mouse cursor on a blank area in the work space and make a single click there. Redo the current step again.) Click on any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in a hierarchical fashion. Click on the SEQUENCE node in the structure list to continue. Editing Block Sequence Next, one will need to edit the properties of the Block Sequence. This involves changing the Label of the sequence to make it more meaningful and changing the iteration count (total number of times a sequence must be executed) to the actual number of blocks to be tested. Click on the value field of the Label property of the Sequence created. Write BLOCK in the text editor and press the ENTER key to finish. Click on the Iteration Count value field and enter 3 as the total number of sequence loops. In the experiment Work Space, double click on the Sequence object to continue. In each block, one has to first give an instruction, perform a camera setup, calibration, and then run the trials (an example has been given below) Click on the Action Tab of the component toolbox, select the Display screen action, hold down the left mouse button and drag the action into the work area. Click on the Trigger Tab of the component toolbox, select the Keyboard trigger, hold down the left mouse button and drag the action into the work area. Add an EyeLink © Button trigger to the work space. Add a Timer trigger to the work space. Click on the Timer trigger and set the duration to 20000 msec. Click on the Action Tab of the component toolbox and add a Camera Setup action to the work space. Click on the action and set the Background Color to white (255, 255, 255). Click on the Action Tab of toolbox and add a Sequence node to the work space. This will be our trial sequence. Place the mouse cursor on top of the START node. Hold down the left mouse button while moving the mouse on top of the DISPLAY_SCREEN node. This makes the connection from the start node to the DISPLAY_SCREEN node. Similarly, connect from DISPLAY_SCREEN to KEYBOARD, EL_BUTTON, TIMER triggers. Note that a number is added to these connections, indicating the evaluation order among the three trigger types. Make the connection from the latter three triggers to the EL_CAMERA_SETUP node and from EL_CAMERA_SETUP to the SEQUENCE node. Click at any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in an orderly fashion. Double click on the DISPLAY_SCREEN object in the work space (not from the structure list) until the Screen Builder interfaces displayed in the Graph Editor Window. Creating Instruction Screen The user may want to provide instruction to the participants at the beginning of the experiment. This can be done by creating an image file containing the experiment instructions and then using DISPLAY_SCREEN action to show the image. The instruction text can also be created with the multiline text resource. In the current example, multiline text resource text source is used. Click on the multiline text resource button on the screen builder toolbar to select the type of resource to be added. Click anywhere on the screen. In the following Multiline Text Resource Editor: Enter the instruction text. Press CTRL + A to select all text entered. Click the Margins button box to set the text margins. Enter 100 (or desired value) in all fields. Click the OK button on the dialog box. Make sure that the text is still selected. Now click the buttons on the toolbar to set the desired text appearance (font name, font size, font style, alignment style, line spacing, and text colour). Click on the Close button at the top right corner of the dialog to finish. To work with images instead of texts: The image resource is flexible enough to accommodate various modes of displaying (e.g., original image size vs. stretched, top-left aligned or centred). The following discusses the option of displaying images in original size or stretching it to a specific dimension. To display the image in original size, after the image is added to the display, the user should have Use Original Size field of the image checked. Please note that, enabling that field will also make several attributes read-only (Width, Height, Clipping Location, Clipping Width, Clipping Height, and Clipping Area is Gaze Contingent). To stretch all images to a fixed width and height (1024 ÃÆ'- 768 for example), after the image is added to the display, the user should first make sure that the Use Original Size field is unchecked. Check the values of Width and Height fields of sample image added and adjust them if necessary. In addition, the user may need to check the values of Clipping Location, Clipping Width and Clipping Height attributes, which are used to control the part of the image to be shown. By default, the clipping width and height are the same as the image width and height. Please note that the clipping location is always top-left based and the location is relative to the top-left corner of the image. If images are stretched to different dimensions, the user should add two columns in the experiment data source to specify the desired image width and height. After the sample image is added to the display, the user should refer the width, height, clip width, and clip height of the image to the two columns created in the data source. Editing Trial Sequence: Data Source Next, one will have to work on the sequence, which will contain all necessary triggers and actions in each trial. One would also have to create a data source to be used for setting parameters in individual trials. Click on the last SEQUENCE node on the structure list to start. In the property table, click on the value field of LABEL. Set it to TRIAL. Click on the Data Source property to bring up Data Source Editor. Click on the Add Column button. In the following dialog box, type Trial (without quotation marks) in the Column Name editor box and set Column type as Number. Click OK button to finish. Click on the Add Column button again. Set the Column Name as Word and Column type as String. Click OK button to finish. Click on the Add Row button. Enter the desired number (here 12) in the Number of Rows edit box to generate the number of rows of empty cells (here 12). Click on the empty cells of the table just generated. For this example, the values of the Trial column are set as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. For the word column, the following strings have been used: One, Two, Three, Four, till Twelve. Click on the Split by value field. Enter a value (here [4]. This makes sure that only 4 trials are run in each block.) Double click on the TRIAL sequence node in the structure list. Click on Start node under it to continue. Editing Trial Sequence: Preparing Sequence and Drift Correction Each recording trial should begin with a prepare sequence action, followed by a drift correction action, and then by the actual trial recording. The prepare sequence action allows the user to preload the image files or audio clips for real-time image drawing or sound playing, to draw feedback graphics on the Host PC to evaluate participants performance, and to reinitialize trigger settings. The user should typically call this action before performing a drift correction. Click on the Action Tab of the component toolbox, select the Prepare Sequence action, hold down the left mouse button and drag the action into the work space. Click on the added PREPARE SEQUENCE action and review the settings in the property table. Make sure to check Draw To EyeLink Host field is set to IMAGE or PRIMITIVE. This will draw image or simple graphics on the host screen for the purpose of evaluating gaze accuracy. Add a Drift Correction action from the action tab of the component toolbox. Click on the Action Tab of toolbox, select the Sequence node, hold down the left mouse button and drag it into the work space. Make a connection from the START node to PREPARE_SEQUENCE, from PREPARE_SEQUENCE to DRIFT_CORRECTION, and from DRIFT_CORRECT to the SEQUENCE node. Click on any blank area in the Work Space. Click the right mouse button and select Arrange Layout in the popup menu to re-arrange the nodes in an orderly fashion. Double click on the newly created sequence to fill in the actual events in the recording. Editing Recording Sequence In a simple recording sequence, one has to display a screen and then wait for a button press response from the participant. The trial times out automatically if no response is made within a user specified time interval in seconds. The display screen is then cleared. Select the newly added Sequence node. Rename the label as RECORDING. Make sure that the Record and Is Real time checkboxes are checked. Double click on the RECORDING node in the structure list until seeing a START node under it. As we double click on the START node, the content of the work area window is also updated. Click on the Action Tab of the component toolbox, select the display screen action, hold down the left mouse button and drag the action into the work area. Click on the Triggers Tab of toolbox, select the TIMER node, hold down the left mouse button and drag the trigger into the work space. Double click on the Timer object. Enter Time out (without quote) in the Message value field and 10000 (time in ms) in the duration field. Add an EyeLink © Button trigger. Add another display screen action. Double click on the action and modify its label as DISPLAY_BLANK. Also uncheck the Send EyeLink DV Message box. Make a connection from the START node to DISPLAY_SCREEN, from DISPLAY_SCREEN to TIMER, from DISPLAY_SCREEN to EL_BUTTON, from TIMER to DISPLAY_BLANK and from EL_BUTTON to DISPLAY_BLANK. Click at any blank area in the work space, then click the right mouse button and select Layout à ¢Ã¢â€š ¬Ã‚ ¦ in the popup menu. Click ok in the following dialog box. This will re-arrange the nodes in an orderly fashion. Modifying Properties of Display Screen One must first need to check the property settings of the display screen actions. For better Data Viewer integration and for reaction time calculation, a message should be written to the EDF file to indicate the time when the stimulus was visible to the participants. In addition, one may need to draw simple graphics onto the host screen so that the participants gaze accuracy during recording can be evaluated. Click on the DISPLAY_SCREEN node. In the property window of the action, double click on the value field of Message property. Type in SYNCTIME and then press ENTER key to register the change. Make sure that the Send EyeLink © DV Messages and Use for Host Display properties are checked. Select the DISPLAY_BLANK action. Double click on the value field of Message property. Type in blank_screen and then press ENTER key to register the change. Make sure that both Send EyeLink © DV Messages and Use for Host Display checkboxes for the DISPLAY_BLANK action is unchecked. Creating Display Screen In here, one has to add a text resource to the display screen and modify the properties of the text resource, such as font name, size, text to be displayed, and alignment style. One also must have to create an interest area for the text. To do this, first double click on the DISPLAY_SCREEN object in the work space, until the screen builder interface is displayed in the Graph Editor Window. Click on the Insert Text Resource button on the Screen Builder tool bar, and click at any position in the work area. Double click on the current value of Font Name (New Times Roman). This will bring up a dropdown list. Set the new font name as Arial (or any other). Double click on the current value of Font Size (20). Enter the desired text size (40) in the text editor. Double click on the far right end of the value field of the Text property. This will bring up an attribute editor dialog. Click on DataSource node under TRIAL sequence on the node selection list. Double click on the word node in the node attributes window. This will update the contents of Attribute editor dialog as @[emailprotected]. Click on the OK button to finish. Check the Use Runtime Word Segment box. This will create interest area automatically for the text used. Select the newly added text resource, click on both Horizontal Center Alignment and Vertical Center Alignment buttons to place the text in the center of the screen. Select the text resource on the work area, click the right mouse button, and select the Lock Selection option so that the resource will not be moved accidentally. Writing Trial ID to EDF file A TRIALID message should be written to the EDF file so that the actual experiment condition under which the trial was conducted can be identified during analysis. Click on the Experiment (the topmost) node in the structure list to start. In the property table, click on the value field of the EyeLink © DV Variables property. In the following dialog box, for each of the variables to be added to the trial ID message, select the variable and click the ADD button. The order of the selected variables can be modified with the Move up and Move down buttons. Click on OK to finish. Showing Experiment Progress Message on Tracker Screen During trial recording, a text message can be displayed at the bottom of the tracker screen so that the experimenter can be informed of the experiment progress. For example, in this experiment, a text message like Trial 1/12 One on the tracker screen was shown. Click on the Recording sequence node in the structure list to start. In the property panel, click on the far right end of the value field of the EyeLink © Record Status Message property. In the attribute editor, enter an equation as: =Trial + str(@[emailprotected]) + /12 +str(@[emailprotected]) Click on the OK button to finish. Building the Experiment Click on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Build menu to build the experiment. The Editor Selection Tab in the Graph Editor Window will be set to the Output tab and build information will be displayed. Watch out for error (displayed in red) and warning (in brown) messages during building. The following is a list of common errors during experiment building: Image file not found No positions are added to the custom pattern Use of runtime value with pre-build to image option on No value is set at row for the column The node could not be used in the sequence Reference to not found in the graph. No link from node. Infinite loop found Invalid Reference. No recording sequence found in an EyeLink © experiment. The following is a list of common warnings during experiment building: The keyboard trigger and mouse trigger is used in a real-time sequence. If this is the case, check whether these two triggers are indispensable for the experiment design. If so, uncheck the Is Real-time box in the recording sequence. Default value use in attribute The user may also test the experiment by clicking on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Run from the application menu-bar. This will try to connect to the tracker PC and execute the experiment code. It should be noted that this should only be used for the purpose of testing and debugging experiment code. To collect experiment data, the user should use the deployed version of the experiment as it does not have to rely on the Experiment Builder application and can be run on a different computer. Deploying the Experiment After the experiment is built, the user must deploy the experiment to a new. This will generate a set of files so that the experiment can be run on a different computer without relying on the Experiment Builder application. If a data source is used, this will create a datasets subdirectory with a copy of data set file in it. The user can create several copies of data set files with the randomizer application Running the Experiment To run the experiment, open the directory where the experiment is deployed to and click on .exe. If the EyeLink © host application is already running on the Host PC and the Ethernet connection and settings between the host and Display PCs are ok, the experiment should now start. This will first popup a dialog box asking for the data source file. Go to the datasets directory and select the target data source file. Following this, enter the desired EDF file name (must be in DOS 8.3 format) and click on the OK button to continue. Following the initial welcome message, the participant will be shown the camera setup and calibration screen and the recording can be started following calibration, validation, and drift correction. After the experiment has ended; an EDF file will be transferred to the Display PC. It may take some time to complete the file transfer. Possible Errors Error in Initializing Graphics: When you start the experiment and see an Error Initializing Graphics error, please check whether the display settings (screen resolution, colour bits, and refresh rate) specified for the experiment are supported by your video card. If not, please change the Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Display settings. Error in Tracker Version: SR Research Experiment Builder works well with both EyeLink and EyeLink II eye trackers. The default tracker version is set to EyeLink II (see Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ EyeLink). Therefore, EyeLink I users may see such an error message with the default tracker setting. If this is the case, please set the tracker-version in the device settings to EyeLink I. Participant Data Set Randomization In most experiments, the user will need to randomize trial order so that the experiment materials are not presented in the same sequence across participants. Randomization of data source can be done with either an internal randomizer or an external randomizer. These two randomization methods are almost identical and therefore the user may use the internal randomizer to perform randomization unless counterbalancing or Latin-square designs are needed. The configuration of the internal randomization settings should be done before deploying the experiment project whereas the external randomization can be done after deploying the experiment project. Data Collection Data can now be collected from the deployed version of the experiment. Double click on the executable file in the deployed experiment directory or type in the .exe file name from the command-line prompt. If the experiment uses a data source, a dialog will be displayed, allowing the user to choose the appropriate data source file. In an EyeLink © Experiment, the user will also be asked to enter the experiment session name. At the End of experiment, an EDF file will be generated for EyeLink © recording session and saved in the experiment directory. Optional result file(s) will be created if the user has specified them in EyeLink © and non-EyeLink © experiments. Data Analysis EyeLink © recording file can be conveniently analyzed with EyeLink © Data Viewer as the experiments created with Experiment Builder are fully integrated with this analysis tool. Experiment Builder sends messages to the data file so that images or simple drawing can be added as overlay background. The user can also specify trial variables, create interest areas, and send messages for the ease of data analysis. The result file(s) from a non-EyeLink © recording session contains columnar outputs for selected variables in the experiment. This file can be easily loaded by common statistics packages. Lists of Application Menu Bar and Toolbar File Menu and Tool Buttons Edit Menu and Tool Buttons Experiment Menu and Tool Buttons Help Menu Lists of Actions, Triggers and Other Node Types Actions Triggers Other Node Types

Far From The Maddening Crowd :: essays research papers

c â€Å"Far from the Maddening Crowd† â€Å"Far from the Maddening Crowd† is a story of three men with nothing in common except the conquest for the same woman. It takes place in the 19th century in a country town of West England, where the sound of the wind along with the singing of the birds is a melodic rhythm, the field is green, and the flocks of sheep graze peacefully like cotton balls. On top of the hill lived Bathsheba, a beautiful and independent young woman. After the death of her father, she confronted with the role of managing the farm she inherited from her father. Batsheba faces her duties and responsibilities with control and authority. This is in contrast to her personal life; she is confused because she does not know which one of her three pretenders she wants as a prospective husband. One of Batsheba’s pretenders was Gabriel Oak, a shepherd of flocks and a man who was loved and respected by everyone. Gabriel was a kind man whose eyes implied tenderness. He wanted Batsheba’s love, but she told him that she was independence and needed a husband that would tame her. He lost all of his wealth when his flock of sheep had strayed off a cliff and had to become Batsheba’s Foreman. Bathsheba arouses an unrestrained passion in Mr. Boldwood, a middle-aged, wealthy man who had never bothered with the feelings of a woman, until, he receives an anonymous letter where he was teased with a marriage proposal. When he found out that Batsheba had written the letter, he proposed to her. Batsheba felt guilty for what she had done to Mr. Boldwood and was willing to marry him even without feeling any love for him. Batsheba meets the third pretender; Sgt. Troy, a good looking, daring, young man, depressed by being left at the altar by the woman he loves. Bathsheba felt jealousy and distraction toward him, which she thought was love. He desires only Bathsheba’s wealth. Bathsheba and Sgt. Troy were married even though Mr. Boldwood offered Sgt. Troy a fortune in exchange for not marrying Batsheba. Gabriel and Mr. Boldwood were left broken hearted; Mr. Boldwood sworn vengeance to Sgt. Troy. As soon as they were married, Sgt. Troy started ill treating Bathsheba, and he does not help her with the farm duties; instead, he demands money to support his gambling. But there was Gabriel Oak always by her side and working arduously on the maintenance of the farm.

Field of Social Work in Child Practice

Field of Social Work Practice in Child Welfare Definition of the Field The Encyclopedia Britannica defines child welfare as services and institutions concerned with the physical, social and psychological well-being of children, particularly children suffering from the effects of poverty or lacking normal parental care and supervision (Child Welfare, 2010). Working with children and families is the second largest area of practice for social workers, and it is most popular with those who have a Bachelor of Social Work (BSW) Degree (Berg-Weger, 2010).National Organizations Addressing Child Welfare Practice A brief description of The Child Welfare System helps to better understand the role of social workers in this field. Under the Child Abuse Prevention and Treatment Act (CAPTA), The Child Welfare system emerged. Primarily state and local regulated, this system encompasses the primary responsibility of implementing, overseeing and enforcing laws and policies aligned to protect the welfa re of children.Services provided under the child welfare system include the following: †¢ Support or coordinate service to prevent child abuse and neglect †¢ Provide services to families that need help protecting and caring for their children †¢ Oversee the investigation of reports of possible child abuse and neglect †¢ Oversee temporary and foster care of children when safety cannot be assured at home †¢ Support the well-being of children living with relatives or foster families, including ensuring their educational needs are addressed †¢ Oversee family reunification, adoption or other permanent family connections for children and youth leaving foster care Although each state has a public child welfare agency, the child welfare system is not a single entity. Public child welfare agencies often collaborate with private child welfare agencies, community-based organizations and other public agencies to ensure that abused or neglected children receive the services they need. The Children’s Bureau (CB), another national organization, is the first federal agency within the United States (U. S. ) overnment to focus exclusively on the improving the lives of children and families. The National Association of Social Workers (NASW) is a professional organization created specifically for the social work profession and serves to provide information and education to the profession and advocate on behalf of social work professionals (Berg-Weger, 2010). The Social Work Policy Institution (SWPI) is a unit within the NASW whose primary responsibility is to examine issues that relate to social workers and perform research to gather empirical data and statistics that directly and indirectly impact how public agencies and other structures deliver health and human services.The mission of SWPI is to strengthen the voice of social workers in public policy deliberations, inform policymakers through collection and dissemination of information on so cial work effectiveness, and to create a forum to examine current and future issues in health care and social service delivery (Social Work Policy Institute,2012 ). The Role of Child Welfare Social Workers The role of the social worker in the field of child welfare involves a wide variety of settings within the child welfare system which includes direct involvement with an array of external professions and agencies (e. g. courts, law enforcement, psychiatrists, psychologists and other health care delivery team professionals). This collaboration is necessary to better ensure a holistic and efficient resolution approach for clients such that the safety and best interest of the child is always first and foremost; while working toward the goal of family reunification when feasible.The role of the child welfare social worker entails: †¢ On-going follow-ups and investigation of reports of possible child abuse and/or neglect †¢ Meticulous assessments / detailed reports, and recom mendations to courts and other services within the child welfare system †¢ Coordination of supportive child care, parenting classes, and in-home family preservation services †¢ On-going follow-ups, monitoring child and family progress and evaluations of planned outcomes †¢ When applicable, coordination and follow-up of mental health services, counseling and substance abuse treatment †¢ A liaison between client(s)and other multi-collaborative team members In addition, one of the most significant roles of the child welfare social worker is the mandated reporting of child abuse. Social workers have a legal responsibility to report suspicion of any form of child abuse and/or exploitation regardless to whether the information is based on direct or indirect knowledge of incidents.The social worker works closely with local law enforcement agencies and family court systems that rely heavily on the high quality assessments as well as other recommendations from the social worker in order to implement immediate safeguards and/or take immediate action when necessary to remove a child from a harmful or potentially harmful environment. Family preservation and implementing measures that safeguard the child, and acting in the best interest of the child is always the overall goal collectively within the child welfare system and individually for the social worker when making decisions, recommendations and referrals on behalf of a child. Social Problems in the Field Although the field of child welfare encompasses a variety of issues within the practice settings of family services, adoption programs and elementary and secondary school settings, child abuse is one of the most serious issues facing social workers in this field (Berg-Weger, 2010).This issue alone, reported by the SWPI, has created an emotional toll on social workers in the field of child welfare along with a steady increase in caseloads ranging from ten to one hundred and ten cases per social wor ker (The Social Work Career Center, 2012). This makes recruitment and retention in this field an on-going challenge. As front-line workers in the protection of children, social workers in this field are at high risk of becoming victims of violence as they are not usually accompanied by law enforcement during the initial follow-up on reports of abuse. Another area within the child welfare system that creates a social dilemma is the costs associated with child abuse and neglect mainly including hospital care and foster care.The social and economic consequences and costs of child abuse and neglect impact our society both directly and indirectly. The greatest cost being the displacement and offense against children. Professions that Compete with the Field of Child Welfare Political conservations and government cut backs on social reform, media and societal oppositions continue to be a constant challenge to the field of social work in general. Particularly in the field of child welfare, and despite the fortitude of those who remain committed to the client goal of finding families more quickly through safe reunification, adoption, and legal guardianship, the difficult and challenging daily tasks of child welfare social workers are seldom publicly acknowledged unless under scrutiny.Moreover, due to the complexities of the child welfare system, one hundred percent safety for all children is a goal to be achieved, but is rarely attained. Child welfare is a field of practice that is identified by the public as being primarily a social work domain. However, less than thirty percent of child welfare workers have a professional social work degree (BSW or Master of Social Work (MSW)). In some states the number of professional social workers in public child welfare is as low as three percent, with fewer than fifteen percent of states requiring a BSW or MSW degree for any child welfare position (Social Work Policy Institute,2012).In addition, there is a high turnover with the highest turnover rates from those who are hired with the least educational background and training (Social Work Policy Institute,2012). This dilemma creates a higher caseload and workload on those who hold the longest record of remaining in the field. That is, the degreed professionals (Social Work Policy Institute,2012). Job Opportunities According to the U. S. Bureau of Labor Statistics (BLS), the number of children under the age of 18 in the U. S. has grown from forty-seven million since 1950 to seventy-three point five million. By the year 2030, this number is expected to grow to eighty-five point seven million.The BLS also estimates the need for 595,000 social workers, with an expected growth of twenty percent employment of child welfare social workers. The average growth rate for all occupations is fourteen percent. The demand for child and family social workers should continue to grow because they will be needed to investigate child abuse cases and to place children in foste r care and with adoptive families. However, growth in this occupation is subject to limited budget constraints at all levels of government which will have impact on closing the gap on the shortage of social workers in this field and overall job opportunities. Salaries vary depending on location, experience and benefits offered.However, the median annual wage as reported by BLS is $40,210 annually (Bureau of Labor and Statistics, 2012). Important Trends The CB reported that in any given year an estimation of one million children come to the attention of the child welfare system. In 2010 an estimated 701,158 children were determined to be victims of abuse and neglect and an estimated 1,537 children died related to child abuse or neglect. As the NASW Center for Workforce Studies states, child abuse and neglect occur in all segments of society, within families from all walks of life, at all income levels, all religious denominations and all racial and cultural backgrounds.These facts in dicate that child welfare requires knowledge and skills in assessment, active engagement, intervention, the use of authority, and an expert ability to negotiate and manage appropriate community resources for an immeasurable client base. This further indicates a need for more comprehensive strategies that target both the recruitment and education of the next generation of professional social workers, and the training of current practitioners. The NASW reports that currently, hiring requirements for social workers in child welfare vary. Targets for action as reported by the SWPI include influencing social work education as a requirement to practice in the field, expanding use of data and research, influencing service delivery, and strengthening policy and practice linkages.The NASW continues to advocate for measures to decrease the shortage of social workers in the field of child welfare social work and to ensure consumers have access to qualified professionals. One such measure to re cruit more degreed child welfare social workers is promoting student loan forgiveness for social work college graduates. For example, while The Higher Education Act has been authorized by Congress to offer loan forgiveness, they have yet to allocate the funds toward this program to pay-off student loans (The Social Work Career Center, 2012). However, the NASW remains vocal on behalf of social workers to get funds appropriated for this program. These are just a few examples of the on-going work to improve working conditions, salaries and other benefits for members of the profession.Other sources include the College Cost Reduction Act of 2007 that also offers a loan forgiveness program that will discharge any remaining educational debt after ten years of full-time employment in public service. These shifts mark significant trends toward improved support of social workers particularly in the field of child welfare, and even more promising employment opportunities for social work gradua tes who are interested in child welfare. Summary A unique aspect in the area of child welfare is working closely and diligently to combat one of the most sensitive issues of our society, that is, the abuse and/or neglect of children. This aspect alone makes the decision to pursue a career in child welfare a most rewarding one but challenging at the same time.The field of child welfare is professionally, emotionally, and personally taxing, and often misunderstood and under-supported. With the reported rates of child population growth and the alarming rates of reported child abuse, the need for well trained and educated social workers is critical to this field of social work in particular. In order to provide adequate and improved support for social workers and the children and families who encompass this field, supportive efforts on the part of state and federal levels, and other organizations like NASW and SWPI helps to offer a more promising outlook and outcomes for all who remain committed to achieve a most difficult task of one hundred percent safety of all children.

Free Essays on The Californians

Becoming Californian One of Gertrude Atherton’s many novels, â€Å"The Californians†, captured much about the lives of the privileged class of San Francisco during the late 1800’s and early 1900’s. In chapter six of her novel, Atherton tells the story of two young women named Magdalena Yorba and Helena Belmont who reside in a very nice part of northern San Francisco. They are the daughters of very wealthy and powerful men known as Don Roberto Yorba and Colonel Jack Belmont. The two daughters decide one evening to rebel against their parents and sneak off to get a closer look at a fire in a bad part of town. During these times upper-class females were not suppose to be alone in public and therefore Magdalena and Helena head towards South of Market Street dressed as a boy accompanied by a muchacha from Spanish town. Magdalena is of New England Spanish decent while Helena is half New England and half Southerner. However, before the night was over, these two young explorers felt simply as Californians. For the first time in their lives Magdalena and Helena were able to catch a glimpse of the life of poverty that many endure in downtown San Francisco. The two girls even began to feel sorrow for the people who were watching their businesses and homes burn to the ground. The two friends seem to put themselves on the same social level as the less well-off victims of the fire when Helena says, â€Å"Oh, the poor things! They’ve been burnt out. Let’s talk to them.† While their previous upbringing had taught them to stay away from peoples lower than them, Magdalena and Helena had developed a new spirit to gain a better understanding about the people who lived so near to them, but who were also much different. This sense of closeness to the people helped them to feel more a part of California. As the story continues, Magdalena and Helena end up being brought in by a police officer for dressing as a boy and being vagrants.... Free Essays on The Californians Free Essays on The Californians Becoming Californian One of Gertrude Atherton’s many novels, â€Å"The Californians†, captured much about the lives of the privileged class of San Francisco during the late 1800’s and early 1900’s. In chapter six of her novel, Atherton tells the story of two young women named Magdalena Yorba and Helena Belmont who reside in a very nice part of northern San Francisco. They are the daughters of very wealthy and powerful men known as Don Roberto Yorba and Colonel Jack Belmont. The two daughters decide one evening to rebel against their parents and sneak off to get a closer look at a fire in a bad part of town. During these times upper-class females were not suppose to be alone in public and therefore Magdalena and Helena head towards South of Market Street dressed as a boy accompanied by a muchacha from Spanish town. Magdalena is of New England Spanish decent while Helena is half New England and half Southerner. However, before the night was over, these two young explorers felt simply as Californians. For the first time in their lives Magdalena and Helena were able to catch a glimpse of the life of poverty that many endure in downtown San Francisco. The two girls even began to feel sorrow for the people who were watching their businesses and homes burn to the ground. The two friends seem to put themselves on the same social level as the less well-off victims of the fire when Helena says, â€Å"Oh, the poor things! They’ve been burnt out. Let’s talk to them.† While their previous upbringing had taught them to stay away from peoples lower than them, Magdalena and Helena had developed a new spirit to gain a better understanding about the people who lived so near to them, but who were also much different. This sense of closeness to the people helped them to feel more a part of California. As the story continues, Magdalena and Helena end up being brought in by a police officer for dressing as a boy and being vagrants....