POP Education Assignment Example | Topics and Well Written Essays - 1750 words

POP Education - Assignment Example He gives me the way forward in each and every problem that I encounter. Problem Amongst the ten children, there is an eight year old boy who has a hearing problem. At first I had not known about his condition but continued assessment on him made me realize it. The boy struggles to talk; he cannot pronounce most words in the right way. When spoken to, he does not respond and seems not to notice that someone is talking to him. He always asks me to repeat the things that I say to him, and when I call his name away from him, he searches around trying to figure out where the voice came from. He rarely participates in the class and is always dull and withdrawn to himself. I asked his parents about his condition, and they said they were aware of it, and they wanted me to assist them in helping the little boy. Data According to health researchers, hearing loss in children can be caused a condition called otitis media. This is the inflammation of the child’s middle ear normally due to building up of fluid. This disease is diagnosed frequently in conjunction with children with hearing impairments (Hockfield 68). It is not permanent, and the hearing losses caused by it are mild, though if it occurs repeatedly, it can cause severe damage to the eardrum and the hearing nerves and hence leading to permanent hearing loss. Congenital causes are also a factor to hearing loss. Here, the child suffers from the problem from birth. It can be hereditary or be caused by a condition during child birth. Genetic factors are said to contribute to more than 50% of hearing problems caused by congenital factors. A parent carrying the dominant gene for loss of hearing passes it to the child. The probability of the child getting the condition from the parents is higher if the dominant gene is present in both parents. Some genetic syndromes have hearing loss as one of their characteristics (Canalis and Lambert 108). These syndromes include Down, Usher, Treacher Collins, Crouzon and Alpo rt syndrome. Some congenital causes in which the child does not inherit from parents include harmful chemicals taken by the mother during pregnancy, illnesses and prenatal infections. There are also acquired factors which lead to hearing loss of a child. These occur in a child’s life after birth due to ailment, injury or other conditions. The conditions causing hearing loss through acquired causes include injury of the head, measles, meningitis, ear infections, chicken pox, influenza and mumps among others. In August 2008, a research carried out by the Better Hearing Institute found out that, children with hearing problems are not the given adequate attention and help they ought to have. This is due to parents being so busy doing other things while viewing the problem as a less serious one. The study blamed the government on dwelling so much on elections and politics, paying less attention to these children who need help. It argued that children need to hear both in and outsi de the classroom so that they may develop in their language, their social and their emotional well-being (Jack Snowman 93). According to the research, many educators and health observers usually underestimate the effects of hearing impairment. Parents, on the other hand, do not detect the problem in their children early enough, and when they do, they do not take immediate action so as to minimize it. Others are given the wrong information on how to deal with the problem of hearing

The use of beauty in Disney movies Essay Example for Free

The use of beauty in Disney movies Essay Growing up nowadays most children in the US are brought up watching mostly Walt Disney movies. The Millennial generation was raised with the Disney renaissance film era, and the newer Generation Z is also being raised with the classic Disney films and the newer films like Tangled and The Princess and the Frog. As kids grow up, they begin to relate many of the stories and characters that they were so fond of to everyday things, whether it is their toys or Halloween costumes. Along with this is a clear placed biased view on behalf of the Disney corporation that most of the characters that are physically attractive or appealing to look at are going to be the â€Å"good guys†, while the less attractive characters are typically the â€Å"bad guys†. With this influence over children, it has led to greater stereotyping, body image problems, an ageism debate, and created greed to want to have Disney related memorabilia. These animated children/family based films have caused more controversy than ever expected. In the majority of the Disney films with the main exceptions of The Hunchback of Notre Dame and Beauty and the Beast, there is a clear and definite difference between good and evil within the characters simply by their appearances. In 2010, the University of North Carolina and Appalachian State University carried out a study analyzing twenty-one Disney films made since 1938, and asked the participants to rate 163 characters on a scale of one to ten in terms of â€Å"goodness†. They were asked to also score them on their attractiveness, intelligence, aggressiveness, romantic involvement, and their life outcome aka their â€Å"happily ever after† (Leach). In almost every movie, the â€Å"good† characters were the more attractive, more intelligent and less aggressive. Some of the characters that exemplified these ideals were Cinderella, Prince Charming, Princess Aurora, and the Blue Fairy from Pinocchio. This study appeared in the Journal of Applied Social Psychology concluded that, â€Å"as ratings of beauty increased, so did ratings of friendliness, goodness, intelligence, favorability of the character’s outcome, and romantic involvement†. (Leach) Using this study as reference, researchers then set out to determine how much the idea of beauty is good and ugly is bad, is based off of a specific film. Forty-two children between the ages of six to twelve were put in a different study and had them watch either Cinderella or The Hunchback of Notre Dame. Those two films have both characters that are beautiful and good natured, and also an unconventional hero that is less attractive to the eye. From that researchers then showed the children photographer of other children and were asked what they thought of that person from their looks, and whether they would want to ever to friends with them (Jacobs). Doris Bazzini, Lisa Curtin, Serena Joslin, Shilpa Regan and Denise Martz were the people behind this extensive project. Bazzini and her colleagues were able to conclude that it didn’t matter which film the child watched, their answers were all pretty consistent to each other. The researchers were able to pull that the children all had a greater desire to befriend or talk to an attractive peer, rated them as being more desirable to be friends with, less likely to get into any form of trouble, and were seen as being the better person compared to an unattractive peer. These thoughts were not just applied on human characters but also animal ones as well. (Jacobs) Bazzini stated in response to this project, â€Å"It may seem heartening to many parents that a single movie viewing did not induce greater use of the beauty is good stereotype. However, this may be due to the fact that the stereotype [has] inconsistent depictions of the low-beauty bias film are simply not potent enough to unravel a steadily developing propensity to judge attractiveness positively, especially when such stereotypes involve females†. The researchers then decided to suggest to parents that these movies should be used in aiding the parents as they teach them valuable life lessons in their young age rather than just letting them watch those movies with no dialogue about what they just watched. (Bazzini) Even though these films are animation and not live action, they have created these images of the human body which have led to people striving to look like people who do not exist in real life. The Disney characters are drawn to look and coincide with their roles within the movie; this has led to the Disney Princess Effect. The Walt Disney film corporation has rendered the female leads of their animated motion pictures as archetypes of the perfect female figure. (Travali) This gender/image construction in Disney films is so important because of the messages to sends to the main audience: children. The messages that these characters give to children are how to act, look, and interact with others. While this can be good, the looks part can lead to high expectations and lower realities. (May) The Disney animators have created the heroines to be perfect in their physique. Almost every Disney heroine has a perfect waistline, a perfectly proportioned face, skin tight or even revealing clothing, and those ever so desirable curves that make them wanted by the male characters, or their Prince Charming. These images have become a prime factor in teenage eating disorders and depression because just like Barbie dolls, these unrealistic perfect bodies cannot be actually attained in real life. (Travali) Young girls feel such pressure from the media to look like perfect Barbie dolls, and with the media Disney is a large part since the female heroines all have these perfect bodies. According to the South Carolina Department of Mental Health, anorexia is the third most common chronic illness among girls between the ages of 12 to 25. And even sadder is that the mortality rate associated with anorexia is twelve times higher than the average death rate for young girls for all causes of death. (Growing) Young girls buy outfits to look like their favorite Disney characters, whether it is for Halloween or to wear for fun, and they strive to look just like them. Even young boys feel the need to look like the heroes or Prince Charming, being physically fit and handsome. (Travali) These body image problems start at a young age thanks to the Disney franchise. A vast majority of children with body image problems start young with their exposure to Disney princesses and their perfect bodies, then over time as they see more media and media begins to mold their ideals for the perfect body. (B. P) This has negatively impacted the self-confidence of today’s youth. Growing up on Disney films has created a stereotype of attractive ideals that most youth have come to expect from society and it often lowers their own confidence when they cannot look like the animated characters or cannot find their â€Å"Prince Charming’s†. (B. P) The Disney Princess franchise has molded many youth throughout the years and never received criticism about ethnic diversity until recently. And even since The Princess and the Frog was released in 2009, there is still criticism about the lack of diversity or from the other end of the spectrum, the bias that an African American princess is not a true Disney Princess. (May) Tiana is much different from the other princesses as she is more independent and has future job orientated goals, but of course has the Disney wish for a prince charming. Tiana was the first new princess since the Disney renaissance of the 90s and the first since Mulan was released in 1998. Disney has tried to create Disney princesses that would reach out to a greater racial audience. Creating princesses like Mulan, Pocahontas, and Tiana, has shown how the Disney Corporation has branched out to fill ethnic diversity. (May) But the Disney franchise is never safe from criticism, they have called out for making the ethnic diverse characters carry too many of the stereotypical features that are associated with their races. From Dumbo’s crows to the ear cutting barbarians in Aladdin to the savages in Pocahontas, Disney combined racial stereotyping into their characters. (Bartyzel) Another cause of controversy within the Disney Princess franchise has been transforming old characters into newer, sexier ones. Figure’s One and Two show the changes that the corporation has implemented. Figure One shows the changes made to characters Mulan and Pocahontas, and Figure Two shows the most controversial change with Merida from the movie Brave. Merida from the movie Brave was a character specifically designed to challenge the Disney princess stereotype, but instead of sticking with this endured hero and her making the movie the eighth top grossing film of 2012, Disney decided to give her the â€Å"princess makeover† and officially coronate her into a Disney Princess. The fiery, rebellious Scottish girl that audiences fell in love with was turned from her wild hair and conservative dress into a hardly recognizable character. Her hair was tamed, her breasts enlarged, a smaller waist, and a more form fitting and revealing dress was part of her becoming a certified Disney princess (Bartyzel). And from this transformation, Disney then decided to give all the princesses a new sexier makeover. In Figure One there is the original Mulan in the center top frame, and on either side of her is the new version. She has gone from a young Chinese woman to a girl with regular features, the only Asian aspects are that her skin is pale and the animators gave her Asian eyes. Pocahontas received lighter skin, an elongated face, larger eyes, and more makeup. But these changes did not go unnoticed by the public. In fact especially over Merida, there was a massive public outrage to the point that Disney released a statement that Merida’s makeover was not an official redesign but more of a one-time thing to go with her coronation. Disney was not expecting such a public outcry to these changes and has even lightened Mulan’s transformation having her wearing less makeup and the corporation has made no other references to doing any like that again (Bartyzel). Disney princesses can positively affect children in terms of mentality. Minus the body image problems, the more attractive characters are most of the time the bravest characters and great role models for children. While there are the negative aspects of these super attractive, unrealistic characters, they usually are the good guys and were actually transformed role models for the youth. (Klein) Princesses like Mulan, Merida, and Pocahontas are the heroes in their stories. Mulan showed young girls that they could have strength and protect their families and not be seen as the weaker sex. Merida showed girls that they did not have to conform to the princess ideals and instead be a fierce warrior. And Pocahontas showed there should be peace between people of other cultures and to take time to understand other customs that may be unfamiliar. (Bartyzel) The appearance of the characters affects children more so than adults. Studies about the attractiveness/unattractiveness of animated cartoon characters have shown that with a broad audience including children and adults, that the younger audience is more affected by the physical appearance of said characters in relation to their actions. (Klein) Beautiful people are more superior to those who are not. Psychologists in the early 1970s first thought that, â€Å"highly attractive people were smarter, more socially adept and generally superior to the rest of us, and they tend to live happier lives† (Jacobs). This harsh stereotype based on looks learned at an early age, impacts peer interaction. Kids begin to associate good looking people as being the good guys, and less attractive people as being the bad guys. The concept of judging a book by its cover. (Bazzini) Disney movies and the media go hand in hand with the ideals of beauty are good. While the media does not constantly showcase â€Å"beauty is good†, â€Å"ugly is bad†, in most advertisements, the idea is that sex sells. (Bazzini) The more attractive characters are happier and more apt to live ‘happily ever after’. This creates an ideal for youth that the more attractive they are, the more likely they are to find romance and have their own fairy tale endings. The more attractive a character is, the more likely they are to be loving. While there is a clear exception with this with Snow White and the Seven Dwarfs and The Hunchback of Notre Dame, this is an accurate portrayal of most characters. (Klein) Research with kids has shown that they will lean more towards an attractive person. Consistent outcomes have shown that kids have â€Å"an overall greater desire to befriend an attractive peer, rate the child as more likely to be desired as a friend by other children, less likely to get into trouble and as nicer relative to an unattractive peer† (Jacobs). The beauty is good, ugly is bad stereotype is not only limited to the human animations. Studies show that kids even will view the cute, good animal like Flounder in Little Mermaid as the good guy rather than the big, bulky, mean Gantu in Lilo Stich. (Bazzini) The good is beauty and evil is ugly debate also brings ageism into light. In many Disney movies the older characters are portrayed as being more dependent on others or they are not present whatsoever in some films. (Jamieson) The media does not always support the less attractive characters, even if they are the good guys. Disney’s Pixar’s film Up, was turned down by investors and toy manufacturers because the main character was a grumpy 78 year old man, who by media standards was not commercially attractive. (Jamieson) Disney portrays characters in a one dimensional manner, and leaving out older characters affects children. In a 2007 study at Brigham Young University at Provo, found that animations could be a leading cause to ageism. The persistent portrayal of elders could lead to children forming the wrong impression of their seniors. (Leach) From the study at Brigham Young University, it looked at 93 characters that appeared to be by definition elderly in 43 Disney films going from Snow White to The Lion King. While the majority of these characters were actually good guys in the movies, the more memorable characters were the bad guys. Characters like the Wicked Queen and Cruella de Vil have been accused of creating a negative image for older people as in numerous films they are the villains. Cruella de Vil is seen as one of Disney’s most evil character. She is ominous with an unhealthy and frightening interest in the puppies, and has an obsession with their fur in 101 Dalmatians. (Womack) While the movies have good stories of triumph and moral battles, it creates greed. Part of the Disney franchise is to make sure their merchandise sells, and mostly their film merchandise, the need for movie novelties creates greed with young kids. To need to have more and more. (Wynne-Jones) A clear example of this is Bibbidi Bobbidi Boutique at the Disneyland resorts, where girls can be transformed into princesses and boys into princes/knights. This shows the need to look like the film characters and the extremes that the parents will allow their children to go through by paying vast amounts of money to become â€Å"pretty†. Parents anywhere up to almost two hundred dollars for their daughter to be turned a Disney princess. These princess packages include anything from simple makeup to an elaborate, fully detailed princess outfit and getting to meet a Disney princess. (Disneyland) The need for Disney related propaganda has sparked discussion of whether Disney is â€Å"exploiting spirituality† to sell its products according to Christopher Jamison, the Abbot of Worth in West Sussex. He brings the point that while the stories in the movies do have a moral message to take away from; it has in turn created an even more materialistic culture. Fr Jamison believes that stories have messages showing good triumphing over evil; he reasons that it is a ruse to convince people that they should buy Disney related products to be like those stories and characters in the films. Films like Sleeping Beauty and 101 Dalmatians have strong moral struggles, and they are also popular in terms of merchandise (Wynne-Jones). Fr Jamison strongly criticizes the Walt Disney Company for their selling tactics of their movie and character products to the public, â€Å"The message behind every movie and book, behind every theme park and T-shirt is that our children’s work needs Disney†. The Walt Disney Company was founded in 1923 and has grown into one of the world’s biggest entertainment companies. To date it owns eleven theme parks around the world, and several television networks. They own networks like ABC, ABC Family, ESPN, ESPN2, and the numerous Disney channels. In addition they have their Hollywood studios that have produced more than two hundred feature films, and have recently purchased Lucasfilm. (Wynne-Jones) While they are entertainment powerhouses, they are now seen as faces of many everyday household items. Disney related items include children foodstuffs like cereal or fruit snacks, to the ever popular Disney related clothing. Almost anything related to infant merchandise has some sort of Disney character on it whether it is clothing to diapers to pacifiers. The public is completely surrounded by the Disney franchise without even realizing it and it has become an engrained part of culture. People will say that these films are a major part of culture and that people are simply reading too far into these films. While this makes sense that it is just people simply overanalyzing these family oriented family films, but these films have truly affected the public in many different ways. The Disney films offer an escape from reality and open the door for imagination for the viewers. But even then the films carry such strong messages that can be taken too literally like to be a princess, one must have their Prince Charming otherwise they won’t be happy in life. This has led to children having these unrealistic expectations of how their life is going to play out like a fairytale. The Walt Disney Company started out so small in 1923 and has since turned into a multi-billion dollar global franchise. Who would have ever thought that a man making simple animation would turn into a global faucet? The Disney movies and franchise need to be careful and start taking into consideration the criticism about their role in media, society and the lives of the growing generations. They are the future, and they are filled with racial stereotyping, unrealistic body images, ageism, and the firm grip on society of a powerful, global corporation.

Siddharthas Stages Analysis

Siddharthas Stages Analysis Siddhartha Tries to Learn Enlightenment Through Teachers Siddhartha started his life a Brahman, declared to be a special gifted Brahman from birth, extremely eager to attend teachers lessons to becoming enlightened on his path to total enlightenment. He had gone to his father when he was a young Brahman and learned to the capacity of the teachers knowledge. Though he believed hed exhausted his teaching at his home, he was not satisfied and requested from his father to allow him to leave to travel with the Samanas, throwing away any and everything that was handed to him as a noble man. His father was immediately furious upon request and denied him. Siddhartha responded by standing for a day, in the same position, unrelenting, to show he had made his mind up and he was serious about the decision. His father, though hesitant, saw the commitment he showed and agreed to let Siddhartha leave with the Samanas. He left to learn with the traveling monks their teaching of asceticism, a rejection of the body and physical desire. Siddhartha adjusts qu ickly because of the patience and discipline he learned in the Brahmin tradition. He learns from the Samanas how to free himself from the traditional trappings of life, losing the desire for; property, clothing, sexuality, and any sustenance except that required to survive. He thinks to find enlightenment, he must eliminate his Self, and successfully does so, renouncing the pleasures of the world. Siddhartha grows tired of the path of self-denial and sees that the oldest members of the Samanas have yet to attain true spiritual enlightenment, so just as he and his follower and best friend Govinda did before with the Brahmins, they must move on to another teacher. At this time, the monks begin hearing of and spreading talk of a new holy man named Gotama the Buddha who is said to have attained the total spiritual enlightenment called, Nirvana. Govinda convinces Siddhartha they should seek out Gotama. They inform the leader of the Samanas of their decision, in which he responds in a dis pleased manner, but is silenced by Siddhartha when he gives him an almost hypnotizing gaze to silence his disapproval. Siddhartha and Govinda find the camp of Gotamas followers and are welcomed. Its not long before Siddhartha identifies Gotama as a monk with an aura around him, and he and Govinda are instructed in the Eightfold Path, the four main points and other aspects of Buddhism. Govinda is convinced into joining Gotama as his follower while Siddhartha still had doubts, and notices a flaw (or contradiction) in Gotamas teaching: how can one embrace the unity of all things as the Buddha asks, if they are also told to overcome the physical world. Siddhartha concludes he must go, and leave Govinda, upon his request, to find the answers he needs. He had learned fasting and patience in this first learning exposure. He had put off the worldly pleasures so quickly and lost himself, he thought he would need to re-find himself in order to experience these pleasures to banish them entirel y. Siddhartha Learning From Himself He decides to learn a life free from meditation and the spiritual quests he has been pursuing, and instead learn from the pleasures of the body and material world. In this journey, he meets a friendly ferryman fully content with his simple life. Siddhartha tells him he has no valuables to exchange for the ferrymans kindness, which he is responded by the ferryman asking for Siddharthas friendship when Siddhartha returns to the river. Siddhartha agrees and departs, then coming to a city, and before entering, comes into contact with a beautiful woman being carried, whom greets him kindly while glancing at the aged and unkempt man. She entices him and he decides she would be the best to learn the world of love from so he cleans himself up and goes to her to seek her wisdom, however, she denied him, until he proved he could fit into the material world. She tells him to take the path of the merchant, and with her help, Siddhartha finds employment with a merchant named Kamaswami, to learn t he trade. While he learns wisdom of the business world and masters such skills, Kamala becomes his lover and she teaches him what she knows of love. Siddhartha stays for many years, and is soon a rich man enjoying the benefits of a privileged life. He gambles, drinks, dances, and has anything that can be bought in the material world at his disposal. But he is detached from this life and only sees it as a game. He soon gets caught in a cycle of unhappiness and tries to escape it by gambling, drinking, and having sex even more than before. He has a dream of Kamalas rare songbird dead in its cage and understands the material world is killing him without providing the enlightenment that he has been searching for, and once he finally thinks the game is over, he just leaves. He does not take anything with him other than the clothes on his back, and tells no one of his departure. He obtains the knowledge of the pleasures hes been attempting to diminish, so that he may now rid himself of th em. Now that he has accomplished this, he is ready to move to whatever journey his life brings him to next. Siddhartha Finding a Wise Teacher and Finding Satisfaction He blankly, and sick at heart, wanders until coming upon a river. He looks and the water and decides drowning himself would be best, and as hes about to succumb to death, he hears om and pulls himself from the water, then throws himself onto the river bank and falls asleep. He sleeps for two days to awaken to a monk watching over him, that he immediately recognizes to be Govinda. He thanks him for watching his slumber and once again departs from his friend to search for the ferryman. He finds him and gets onto the ferry, exchanging banter with the ferryman and recalling their previous meeting and is asked to stay with the man Vasudeva. He agrees to have Vasudeva be his teacher, but once Siddhartha knows to direct the ferry, Vasudeva tells him there is nothing he can teach him, and he will have to find the teacher responsible for Vasudevas virtue(s) on his own. After some time, Siddhartha asked Vasudeva learned from the river, in which he is confirmed and praised for realizing the riv ers teachings by Vasudeva. Siddhartha spends his time ferrying men across the river, and listening to the rivers many voices. After a while, there is news of Gotama being on his deathbed spreading around, calling Kamala out for a chance to seek council with the great Buddha. She brings her son with her as she travels to find Gotama, but while she rests and her son plays, she is tragically bitten by a poisonous snake and slowly succumbs to death, and before leaving, Siddhartha stumbles upon her and holds her as she passes. She confesses to him that the boy with her is his child, and the boy goes with Siddhartha to stay with him and Vasudeva. The boy learns to ferry the boat, and after some time he abandons Siddhartha and takes the boat to a city where he starts his own journey. Siddhartha mourns his son leaving, and ponders going after and finding him and arrives in front of the city thought to harbor him. But realizes the wisdom Vasudeva gives him and understands his son must learn his path on his own, and instead of entering the city he leaves. He mourns for a while longer, and resumes his teachings from the river, upon which Vasudeva makes his departure into the forest, leaving Siddhartha as the ferryman. Siddhartha has at this point become very wise and lives his days out on the river, ferrying men across. A familiar man joins him on the ferry, who he finds to be Govinda. Govinda asks him of the knowledge hes acquired, and is given knowledge from Siddhartha on his values of everything around him. Siddhartha learned the value of the world and materials around him, to appreciate every aspect of everything and be accepting of this resolve.

Feminism in John Steinbecks The Chrysanthemums :: Feminism Feminist Women Criticism

Feminism in John Steinbeck’s The Chrysanthemums  Ã‚   At first glance John Steinbeck’s "The Chrysanthemums" seems to be a story about a woman whose niche is in the garden. Upon deeper inspection the story has strong notes of feminism in the central character Elisa Allen.   Elisa’s actions and feelings reflect her struggle as a woman trying and failing to emasculate herself in a male dominated society. Elisa is at her strongest and most proud in the garden and becomes weak when placed in feminine positions such as going out to dinner with her husband. Steinbeck carefully narrates this woman’s frequent shifts between femininity and masculinity over a short period of time. In the opening of the story Elisa is emasculated by the description of her clothing. She wears "a man’s black hat pulled low down over her eyes, clodhopper shoes, a figured print dress almost completely covered by a big corduroy apron†¦" (paragraph 5). When Elisa’s husband Henry comes over and compliments her garden and ability to grow things Elisa is smug with him and very proud of her skill with the flowers. Her "green thumb" makes her an equal in her own eyes. When Elisa’s husband asks her if she would like to go to dinner her feminine side comes out. She is excited to go eat at a restaurant and states that she would much rather go to the movies than go see the fights, she "wouldn’t like the fight’s" at all (paragraph 21). Elisa is taken aback with her own submissiveness and quickly becomes preoccupied with her flowers as soon as her husband leaves. When the drifter comes and asks Elisa for work to do she is stern with him and refuses him a job. She acts as a man would to another strange man and becomes irritated. When he persists in asking her she reply’s "I tell you I have nothing like that for you to do" (paragraph 46). The drifter mentions Elisa’s chrysanthemums and she immediately loosens up as "the irritation and resistance melt(ed) from her face" (paragraph 51). The drifter feigns great interest in Elisa’s chrysanthemums and asks her many questions about them. He tells her he knows a lady who said to him "if you ever come across some nice chrysanthemums I wish you’d try to get me a few seeds" (paragraph 56). Elisa is overjoyed by any interest in her flowers and gives the man chrysanthemum sprouts to take to his friend.

IT Applications and Groupware Essay

The three most important things that a company has to do so as to implement the use of groupware systems effectively starts with ensuring the collaboration of workers regarding the introduction of the technology. This initiative helps to create an image of the required culture in their mind. Further, it helps the workers to learn more about each other and creates a sense of respect among them. This strategy helps to break any antagonistic cultures in which they grew up whereby they may have been taught to work as individuals. This viewpoint creates the notion of selfishness amongst the workers. Conversely, ensuring worker cooperation helps to create a feeling of security with regard to employees providing support to the company (Thierauf, 2001). This makes them to be joint owners of the company, thus taking part in implementing the project. The workers are thus not dictated on what to do. Rather, the executive helps them to remove the obstacles amongst themselves and eliminate their resistance. Afterwards, the retraining of the workers about sharing takes place. This helps to recreate the attitude of sharing which have been eliminated from the workers’ minds by the prevailing environment. Such an undertaking begins with the introduction of education to individual persons whereby they are instructed to work as individuals. Further, they learn that to share equates to cheating within the school perspective. The employees thus tend to have a culture in them that disowns sharing. Such a culture calls for retraining. The concept of sharing helps them to work together. In turn, this development benefits the company in the sense that each employee will be allowed to make their decisions. The business thus retains the knowledgeable employees within the company. This group work also makes the output of the company to increase more than individual output. Such an outcome stems from the fact that a group can accomplish more tasks than an individual when each person is offered the opportunity to decide on how to accomplish a task (Galliers, Markus & Newell, 2007). The people are thus empowered to perform by themselves. During training, the influential leaders usually start early in helping the people to change and teaching the people about the importance of groupware. This undertaking promotes every idea regarding all opportunities in the planning of any specialized training in the anticipation that all the needed users are covered. In addition, it helps to create an awareness of what will be expected of them when the group ware system will be implemented. This is because the workers regain their trust in all people with whom they were formerly taught to be distrustful by their environment. It also gives each worker an opportunity to contribute their techniques in the business whereby the best are charged with the running of the company (Khosrowpour, 2001). It also helps to make sure that all the intended people are reached and that the barriers among them broken. This creates an atmosphere within which each individual is worthy in the business and wherein their views are incorporated into the running of the premise. After training, one should plan for the growth of the firm and be prepared to rise up quickly after the implementation. This improves the attitude of the workers because they derive satisfaction from the work output. Such a development promotes and improves their working life. Consequently, the lessons which they had learned in the training are articulated in the production process. This action helps to gauge the results of the project so that one can know if to sell the project to others if the results are tangible (Khosrowpour, 2000). Further, he owners are facilitated to gauge if the groupware system is productive and if its productivity can be replicated in other related firms.

Free Essays on 1984 Summary

related to it. Even thinking rebellious thoughts is illegal. Such thoughtcrime is, in fact, the worst of all crimes. As the novel opens, Winston feels frustrated by the oppression and rigid control of the Party, which prohibits free thought, sex, and any expression of individuality. Winston dislikes the party and has illegally purchased a diary in which to write his criminal thoughts. He has also become fixated on a powerful Party member named O'Brien, whom Winston believes is a secret member of the Brotherhood- the mysterious, legendary group that works to overthrow the Party. Winston works in the Ministry of Truth, where he alters historical records to fit the needs of the Party. He notices a coworker, a beautiful dark-haired girl, staring at him, and worries that she is an informant who will turn him in for his thoughtcrime. He is troubled by the Party's control of history: the Party claims that Oceania has always been allied with Eastasia in a war against Eurasia, but Winston seems to recall a time when this was not true. The Party also claims that Emmanuel Goldstein, the alleged leader of the Brotherhood, is the most dangerous man alive, but this does not seem plausible to Winston. Winston spends his evenings wandering through the poorest neighborhoods in London, where the proletarians, or proles, live squalid lives, relatively free of Party monitoring. One day, Winston receives a note... Free Essays on 1984 Summary Free Essays on 1984 Summary Winston Smith is a low-ranking member of the ruling Party in London, in the nation of Oceania. Everywhere Winston goes, even his own home, the Party watches him through telescreens; everywhere he looks he sees the face of the Party's seemingly omniscient leader, a figure known only as Big Brother. The Party controls everything in Oceania, even the people's history and language. Currently, the Party is forcing the implementation of an invented language called Newspeak, which attempts to prevent political rebellion by eliminating all words related to it. Even thinking rebellious thoughts is illegal. Such thoughtcrime is, in fact, the worst of all crimes. As the novel opens, Winston feels frustrated by the oppression and rigid control of the Party, which prohibits free thought, sex, and any expression of individuality. Winston dislikes the party and has illegally purchased a diary in which to write his criminal thoughts. He has also become fixated on a powerful Party member named O'Brien, whom Winston believes is a secret member of the Brotherhood- the mysterious, legendary group that works to overthrow the Party. Winston works in the Ministry of Truth, where he alters historical records to fit the needs of the Party. He notices a coworker, a beautiful dark-haired girl, staring at him, and worries that she is an informant who will turn him in for his thoughtcrime. He is troubled by the Party's control of history: the Party claims that Oceania has always been allied with Eastasia in a war against Eurasia, but Winston seems to recall a time when this was not true. The Party also claims that Emmanuel Goldstein, the alleged leader of the Brotherhood, is the most dangerous man alive, but this does not seem plausible to Winston. Winston spends his evenings wandering through the poorest neighborhoods in London, where the proletarians, or proles, live squalid lives, relatively free of Party monitoring. One day, Winston receives a note...