Information Age free essay sample

A visualization of the various routes through a portion of the Internet. The Information Age, also commonly known as the Computer Age or Digital Age, is a period in human history characterized by the shift from traditional industry that the industrial revolution brought through industrialization, to an economy based on the information computerization. The onset of the Information Age is associated with the Digital Revolution, just as the Industrial Revolution marked the onset of the Industrial Age. During the information age, the phenomenon is that the digital industry creates a knowledge-based society surrounded by a high-tech global economy that spans over its influence on how the manufacturing throughput and the service sector operate in an efficient and convenient way. In a commercialized society, the information industry is able to allow individuals to explore their personalized needs, therefore simplifies the procedure of making decisions for transactions and significantly lowers costs for both the producers and buyers. We will write a custom essay sample on Information Age or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is accepted overwhelmingly by participants throughout the entire economic activities for efficacy purposes, and new economic incentives would then be indigenously encouraged, such as the knowledge economy. [1] The Information Age formed by capitalizing on the computer microminiaturization advances, with a transition spanning from the advent of the personal computer in the late 1970s, to the Internets reaching a critical mass in the early 1990s, and the adoption of such technology by the public in the two decades after 1990. Bringing about a fast evolution of technology in daily life, as well as of educational life style, the Information Age has allowed rapid global communications and networking to shape modern society. [2] From Studymode: Information Age  is a term that has been used to refer to the present economic era. The name alludes to the global economys shift in focus away from the production of physical goods (as exemplified by the  industrial age) and toward the manipulation of information. Information technology The relatively recent field of  information technology  concerns the use of computer-based information systems to convert, store, protect, process, transmit and retrieve information. Technological advances in this field have changed lifestyles around the world and spawned new industries around controlling and providing information. Digital Revolution The  Digital Revolution  is a recent term describing the effects of the rapid drop in cost and rapid expansion of power of digital devices such as computers and telecommunications (e. g  mobile phones). It includes changes in technology and society, and is often specifically used to refer to the controversies that occur as these technologies are widely adopted. Technological breakthroughs have revolutionized communications and the spread of information. In 1875, for example, the invention of the telephone breached distance through sound. Between 1910 and 1920, the first AM radio stations began to broadcast sound. By the 1940s television was broadcasting both sound and visuals to a vast public. In  1943, the worlds first electronic computer was created. However, it was only with the invention of the  microprocessor  in the 1970s that computers became accessible to the public. In the 1990s, the Internet migrated from universities and research institutions to corporate headquarters and homes. All of these technologies deal with information storage and transmission. However, the one characteristic of computer technology that sets it apart from earlier analog technologies is that it is  digital. Analog signals work by having a signal (usually electric) where the voltage is proportional to some variable. Information Age free essay sample Age  is a term that has been used to refer to the present economic era. The name alludes to the global economys shift in focus away from the production of physical goods (as exemplified by the  industrial age) and toward the manipulation of information. Information technology The relatively recent field of  information technology  concerns the use of computer-based information systems to convert, store, protect, process, transmit and retrieve information. Technological advances in this field have changed lifestyles around the world and spawned new industries around controlling and providing information. Digital Revolution The  Digital Revolution  is a recent term describing the effects of the rapid drop in cost and rapid expansion of power of digital devices such as computers and telecommunications (e. g  mobile phones). It includes changes in technology and society, and is often specifically used to refer to the controversies that occur as these technologies are widely adopted. Technological breakthroughs have revolutionized communications and the spread of information. We will write a custom essay sample on Information Age or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1875, for example, the invention of the telephone breached distance through sound. Between 1910 and 1920, the first AM radio stations began to broadcast sound. By the 1940s television was broadcasting both sound and visuals to a vast public. In  1943, the worlds first electronic computer was created. However, it was only with the invention of the  microprocessor  in the 1970s that computers became accessible to the public. In the 1990s, the Internet migrated from universities and research institutions to corporate headquarters and homes. All of these technologies deal with information storage and transmission. However, the one characteristic of computer technology that sets it apart from earlier analog technologies is that it is  digital. Analog signals work by having a signal (usually electric) where the voltage is proportional to some variable. Digital technology, however, converts everything into binary values that are either 0 or 1. This is the universal language of nearly every modern device. To use an analogy, a digital world is a world united by one language, a world where people from across continents share ideas with one another and work together to build projects and ideas. More voluminous and accurate information is accumulated and generated, and distributed in a twinkling to an audience that understands exactly what is said. This in turn allows the recipients of the information to use it for their own purposes, to create ideas and to redistribute more ideas. The result is progress. Take this scenario to a technological level—all kinds of computers, equipment and appliances interconnected and functioning as one unit. Even today, we see telephones exchanging information with computers, and computers playing compressed audio data files or live audio data streams that play music over the Internet like radios. Computers can play movies and tune in to television. Some modern homes allow a person to control central lighting and air-conditioning through computers. These are just some of the features of a digital world. Box 1. Wearable Computer Systems Characteristics of digital technology Media Integrity. Data stored in analog formats cannot be reproduced without degradation. The more copies made, the worse the copies get. Digital data, on the other hand, do not suffer such deterioration with reproduction. 5]  For instance, movies, videos, music and audio files in digital format can be copied and distributed with a quality that is as good as the original. Media Integration. One of the major limitations of many conventional technologies is their inability to combine media types. Telephones, for example, can send and receive only sound. Similarly, you can’t watch television and expect a character to answer a question you pose. However, with digital data, it is easy to combine media. [6 ]  Thus, phones with video, or interactive sound with pictures, become possible. Hence the term multimedia. Flexible Interaction. The digital domain supports a great variety of interactions, including one-on-one conferences, one-to-many broadcasts, and everything in between. In addition, these interactions can be synchronous and in real time. [7]  Transactions. The ability to combine the transactional capability of computers and computer networks with digital media is another interactive advantage of the digital domain. Placing an order and finalizing a transaction becomes as easy as filling in an electronic form and clicking a button. Movies-on-demand (where you pay for movies that you choose to watch on your TV screen) is just around the corner. Tailoring. Software developed for digital communications and interaction is designed so that users may tailor their use of the tool and the media in a manner not possible with conventional analog technologies. [8]  Editing. The conventional alternatives for manipulating text, sound, images, and video are almost always more cumbersome or limited than the new digital tools. Years ago, Francis Ford Coppola said that the day would come when his young daughter will take a home video camera and make films that would win film awards. Coppola’s prediction is fast becoming a reality. Computers with the right software and minimal hardware can do today what thousands of dollars worth of film and video editing equipment did in the past decades. Internet The  Internet  is a network of networks. It is a global set of connections of computers that enables the exchange of data, news and opinion. Aside from being a communications medium, the Internet has become a platform for new ways of doing business, a better way for governments to deliver public services and an enabler of lifelong learning. Unlike the telephone, radio or television, the Internet is a many-to-many communication medium. John Gage argues that— The Internet is not a thing, a place, a single technology, or a mode of governance: it is an agreement. In the language of those who build it, it is a protocol, a way of behaving. What is startling the world is the dramatic spread of this agreement, sweeping across all arenas—commerce, communications, governance—that rely on the exchange of symbols. [9] The Internet has become the fastest growing mass medium. In only four years the number of Internet users has reached 50 million. In contrast, it took radio 38 years, television 13 years and the PC 16 years to reach the same milestone. As of December 2007, 18. 9% of the global population is online. (http://www. internetworldstats. com/stats. htm) The Internet, according to Lawrence Lessig, is an â€Å"innovation commons†, a shared resource that enables the creation of new and/or innovative goods and services. [10]  The Internet can be likened to designer clay; its use is limited only by the imagination and skill of the designer. This unique characteristic is due to the fact that the Internet is designed using the end-to-end (e2e) principle. That is, the intelligence in the network is at the ends, and the main task of the network is to transmit data efficiently and flexibly between these ends. Lessig identifies at least three important consequences of an e2e network on innovation. First, because applications run on computers at the edge of the network, innovators with new applications need only to connect their computers to the network to let their applications run. Second, because the design is not optimized for any particular existing application, the network is open to innovation not originally imagined. Third, because the design has a neutral platform—in the sense that the network owner can’t discriminate against some packets and favor others—the network can’t discriminate against a new innovator’s design. The Internet as an â€Å"innovation commons† has made the transformation to the information age possible. As Christopher Coward notes, Because of end-to-end, the Internet acts as a force for individual empowerment. It fosters entrepreneurship. And, as long as end-to-end is not violated, it is democratizing in the sense that it redistributes power from central authorities (governments and companies) to individuals. In the Internet Age, everyone can be a producer of content, create a new software application, or engage in global activities without the permission of a higher authority. [11] Consequences of the digital and ICT revolutions First, let us look at the effects of the digital revolution. James Beniger explains: The progressive digitization of mass media and telecommunications content begins to blur earlier distinctions between the communication of information and its processing†¦, as well as between people and machines. Digitization makes communications from persons to machines, between achines, and even from machines to persons as easy as it is between persons. Also blurred are the distinctions among information types: numbers, words, pictures, and sounds, and eventually tastes, odors, and possibly even sensations, all might one day be stored, processed, and communicated in the same digital format. [16]  On a societal level, the digital and ICT revolutions make possible better a nd cheaper access to knowledge and information. This speeds up transactions and processes and reduces their cost, which in turn benefit citizens and consumers. The ability of ICTs to traverse time and distance allows human beings to interact with each other in new ways. Distance is no longer a consideration. As Giddens observes, With the advent of the communications revolution, distance has a different relationship to self-immediacy and experience than it used to have. Distance isn’t simply wiped out, but when you have a world where the value of the money in your pocket is affected immediately by ongoing electronic transactions happening many miles away it’s simply a different situation from how the world was in the past. 17]  Put another way, so what if two people are located in different time zones? They can still talk, negotiate, and make deals as though they were face to face. As the sociologist  Manuel Castells  has noted, â€Å"Technological revolutions are all characterized by their pervasiveness, that is by their penetration of all domains of human activity, not as an exogenous source of impact, but as the fabri c in which such activity is woven. †[18] Technological determinism The revolution will affect some countries earlier than it will others. For ICT to weave its magic, it must find a hospitable social and political environment. New technologies threaten existing power and economic relationships, and those that benefit from these old relationships put up barriers to the spread of the new technologies. Note, for example, how the music industry has resisted digital audio tapes and Napster. Moreover, laws can deter (or encourage) the spread of new technologies. For example, the lack of legal recognition for digital contracts and digital signatures is holding back electronic commerce. Debora Spar states that â€Å"life along the technological frontier moves through four distinct phases: innovation, commercialization, creative anarchy, and rules. [19]  While individualism and the absence of government are characteristics of the first three stages, government—with its rule making and enforcing capability—is a key player in the fourth stage. This is because The establishment of property rights is one of the most crucial events along the technological frontier. It allows the market to unfold in a predictable way, and gives pioneers a hefty dose of ownership and security. Most important, perhaps, the creation of property rights also marks the difference between pioneers and pirates, between those whose claim on the new technology is legitimate and those whose claim is not. 20]  It is important to remember that technology is shaped by society as much as it shapes society. Thus, those interested in harnessing the power of new technologies should help create the right environment for it to flourish. The Information The Internet and the ICT revolution have created â€Å"sovereign individuals†Ã¢â‚¬â€ individuals who are empowered because they have access to new learning opportunities; are able to sell their own ideas, services or products directly to others; and can access medical information to make their own choices about health care. These sovereign individuals also have reliable and up-to-date information about government policies and programs that allows them to become better citizens. Moreover, the convenience and the anonymity provided by the Internet have led some people to turn to the Internet for emotional and psychological needs. The Net has become a means and method not only for doing business, but also for reaching people on a social and personal level. The latter has elicited some concern in the field of psychiatry. The Addiction Research Foundation in Toronto now accepts Internet Addiction Disorder (IAD) as a real problem. Internet junkies, as those with IAD are called, interact more with their PCs than with real people. Psychiatrists consider this not just addiction but dependence, which is characterized by obsessiveness, a loss of control, and an inability to stop even if the person wants to and understands the dangers. [41]  Given its negative effects on individuals, shouldn’t the Internet simply be banned? Technology is not sole the culprit. Robert Putnam has documented a decline in civic engagement and social participation in the US in the past 35 years, resulting in major consequences on both the societal and the individual level. This is a major concern. As Putnam writes, the quality of governance [is] determined by longstanding traditions of civic engagement (or its absence). Voter turnout, newspaper readership, membership in choral societies and football clubs†¦ [are] the hallmarks of a successful region. In fact, historical analysis suggested that these networks of organized reciprocity and civic solidarity, far from being an epiphenomenon of socioeconomic modernization, were a precondition for it. [42] Technology, particularly the Internet, is definitely helping change social relations, but not in ways that its critics suggest. Castells describes the impact of the Internet as people organize themselves into a social network. â€Å"Networked individualism,† as he describes it, â€Å"is a social pattern, not a collection of isolated individuals. † Individuals will build networks, both on-line and off-line, based on their interests, values, affinities, and projects. Because of the capabilities of the Internet for communication, people will build virtual communities that are different from physical communities. These communities, however, are not necessarily less intense or less effective in binding and mobilizing people. Furthermore, a communication hybrid is now developing in our societies, bringing together both the physical and the virtual space as the material support of networked individualism. [43] Family effects Technology allows families living in different locations to stay in touch with each other. Filipinos are now able to send text (SMS) messages to their relatives in the United States and Europe. Singaporeans who are working overseas are able to keep in touch with their families back home via the Internet. Children of expatriate Lao are able to learn more about their parents’ home country via the Internet. But it also cannot be denied that in recent years people have been spending less time with their families because of information and work overload. Work takes more and more time, and even when a family member is physically present, work is intrusive, preoccupying and unpredictable. Reich believes that the new family now requires a complex set of logistical arrangements for the various members to respond to the economy’s new demands. [44]  Changes in family structure and family attitudes are directly parallel to changes in the economic system that began in the 1970s. In the old system of large-scale production, most men had steady jobs and solid wages, while women had fewer job opportunities. However, in the new system of continuous innovation, we see less predictable earnings and wider disparities in earnings. This induces harder work in terms of time and emotional energy. [45]  Nevertheless, although the emerging economy is more stressful, it generates more opportunities to earn more money for talented men and women alike. Almost all women now have the option of having a job and need not be entirely dependent on a male breadwinner. 46]  Gender and racial issues in employment may soon be a thing of the past. Talent is what matters most. Community effects ICT makes possible communities not bound by space. In these â€Å"communities of choice† proximity is not a factor for intimacy. Examples of communities of choice are Web forums, newsgroups and mailing lists, which are generally organized topically. Strangers who have similar interest s are encouraged to read each other’s messages and communicate, giving each other advice, information and updates. Forums for all fields of interest or concerns and issues exist online, and a person can find others similarly situated with whom to form possible friendships based on common interests, or support groups if suffering from afflictions rare or otherwise. For this reason, Castells tends to disagree that Internet use lowers social interaction and causes greater social isolation. He does agree that in certain circumstances, perhaps for individuals suffering from addiction or dependence, Internet use tends to become a substitute for other social activities. [47]  Box 10:[emailprotected] Peruvian Amazon (excerpts) Societal impact of other technologies A mode of communication that is more prevalent in the developing world than the computer-based Internet is the mobile phone. In most of Asia the mobile phone has become a familiar gadget. Interestingly, mobile phones are not used only for making voice calls but also for short messaging. It is believed that in the developing world more people will access the Internet via mobile phones than computers. Castells observes that â€Å"cell-telephony† also fits a social pattern organized around communities of choice and individualized interaction based on the selection of time, place, and partners of the interaction. In addition, the development of wireless Internet increases the possibility of personalized networking to a broader range of social situations. This enhances the capacity of individuals to rebuild structures of sociability from the bottom up. [48]Kraut and Lundmark of the Human Interaction Institute of the Carnegie Mellon University issue a cautionary note. Based on their studies, they conclude that the Internet is not a substitute for real human interaction as a means for emotional and social fulfillment. The use of the Internet can be both highly entertaining and useful, but if it causes too much disengagement from real life, it can also be harmful. Until the technology evolves to be more beneficial, people should moderate their use of the Internet and monitor the uses to which they put it. [49]  While there are clear benefits to virtual communities formed around infocommunication networks, a balance should be maintained and social isolation minimized. Globalization Technological development, from better transportation and carrier services to the telephone and mass media, has created a smaller, more integrated world. Now, the ICT revolution is making the world even smaller and more integrated. Communications, trade and employment, personal and political transactions are now occurring on a global scale, in real time, ignoring boundaries between states. Nobel Laureate Joseph Stiglitz defines globalization as †¦the closer integration of the countries and peoples of the world which has been brought about by the enormous reduction of costs of transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and (to a lesser extent) people across borders.

Work Leisure Essays

Work Leisure Essays Work Leisure Essay Work Leisure Essay Society and Leisure – Research Essay According to Stanley Parker (1983), work and leisure should be viewed as a totality, which suggests that it is important to understand the relationship between work and leisure. Discuss how factors such as work hours, changing work patterns, diversification of occupations, and increased occupational mobility might influence society’s leisure. What will the future workforce look like? Why is it important for leisure professionals to understand the relationship between work and leisure and changing work patterns? Work and Leisure Dr Stanley Parker views work and leisure as a totality, he believes them to be bound together. In Parker (1976) he writes ‘It is easy to think of leisure as the opposite of work, or to define it as time left over after work. But the relationship between these two spheres of life goes much deeper than that. ’ Dr Parker continues to support his views by explaining that the distinctions made by some parties are not always made by the society at large, the comparison lies with other societies around the world as many differing trends and a vast array of features connect to leisure and work. The most important trend Parker demonstrates is the ways that work influences leisure, according to his 1976 study it is not as prominent anymore. He believes that as humans evolve and reshape society and its views, a very different influence being leisure together with work becomes increasingly more evident. Central to Parker’s research, is work carried out by Robert Dubin in 1956. Dubin classified industrial working people into three different categories relating to work and leisure. Firstly the group of ‘priority of work,’ secondly ‘priority of leisure’ and thirdly ‘equality of work and leisure. ’ He assumed that these three areas related to what he called the ‘central life interest. ’ His study found that at a ratio of three to one, that work was not the most important and underlined it as stating it as not being the ‘central life interest’ of industrial workers (Parker 1976). Dubin’s work is relevant in accordance with Parker’s study as he too agrees with Parkers views on work and leisure. The above study gave Dubin the outcome that it as the beginning of integration between work and leisure as a totality and not as separate factions. This research essay will focus on a number of factors pertinent to the relationship between work and leisure. It will also attempt to demonstrate the influence that work has on societies leisure. Parker clearly demonstrates his idea of work and leisure as a totality by ending a chapter in saying that he tends to discount the notion of a ‘society of leisure’, simply because, he sees a greater value in a ‘society with leisure. ’ (Parker 1983) Influences on work and leisure Work hours According to Dr Stanley Parker, the major contributing factors related to the effects on leisure pertaining to involved working hours, centers around the prescribed scheduling of specific employers. The scheduling and allocation of shifts or working hours can be described in effect as both detrimental and positive. Excessive amounts of working hours can negatively affect the want and desire to participate in leisure. Another aspect that can attribute to this would be the content within the specific role of employment. It can be argued that a physically challenging occupation will exasperate energy levels, in turn affecting an individual’s desire to enjoy pleasurable leisure as their commitment to work may require them to rest and recuperate for the following day. (Veal 1983) In both the above-mentioned ideas, fatigue is directly connected. Leisure can, as we know, be in passive forms but Dr Parker states that in manual occupations the fatigue levels are high enough to affect people’s desire not only directly after work but occasionally on the weekend as well. Changing work patterns A prime example of changing work patterns can be associated with shift work. The irregularity of these work conditions and patterns do affect leisure participation harmfully. Most individuals rely upon routines in order to maintain a sense of normalcy. The effects of rotating shift work on these specific members of society, and their leisure activities, tend to produce less active leisure pursuits and generally conform to simple and passive leisure around the home. The adjoining repercussions of shift work also relate to the availability of social leisure. Shift workers often find that their own social circles and friends are not able to find the relevant time to enjoy leisure together as the limited opportunities present themselves only rarely. This lack and unavailability of familiar social circles may also contribute to the worker’s low interest in enjoying leisure outside the home and therefore affects the general populations leisure aspirations in society as a whole. Diversification of occupations The most obvious form of diversification directly involved to work, is the persistent rise of occupational areas in the leisure industry. These industries include occupational situations such as entertainment providers, sports and gambling facilities, holiday amenities, even hospitality in the nightclub or bar sense. All these employment areas and many more contain some sort of leisure element. The working population now have a greater choice of occupation than they would have had fifty years ago, but the work related and time commitment is much greater also. The significance of this change may be regarded as small on an individual basis, but when the trend of modern day society and the youth pursuit of employment with greater leisure possibilities is taken into account, it indicates a change in attitude to work and leisure. This idea demonstrates that leisure is no longer perceived to be a luxury but more a commodity. The diversification of employment and expansion into leisure based occupations enables individuals to maintain high levels of employment and commitment to employers as well as their leisure. Whilst not directly participating in leisure these employment opportunities give society a greater choice in career paths and permit them to work in leisurely atmospheres. (Parker 1983) Occupational mobility The mobility of occupations conjoins with diversification as the occupations involved both face the paradox of societies leisure being their own work. These leisure based occupations enable employees to move easily between different work forces within the leisure industry. This easy movement between career paths facilitates the never-ending prospect of choice. Positively, societies public are also given the opportunity to practice or maintain a regular form of leisure at a time that suits their rotating schedules. What will the future workforce look like? According to Stanley Parker and many other studies that support his philosophies, the future workforce will be, if not already, a ‘workforce of leisure. Parker though, prefers to regard the future more specifically as a ‘workforce with leisure,’ as he believes it to be of more importance than simply work and leisure and more as the way of the future. The plethora of leisure-involved occupations already discussed only covers a mere fraction of the growth areas in which leisure has begun to take over. This is not to suggest that leisure is the direct beneficiary o f a decline in work values and involvement, but an evolution in ways of thinking and need (Parker 1983). An example of this theory in contemporary society’s terms would include the involvement of sports such as golf and tennis at executive levels. The increase of participation and inclusion at the high business end demonstrates how society has embraced leisure in the workforce. Parker (1983), simply concludes that his belief of totality in regards to work and leisure revolves around the idea that the change in outlook from societies view point indicates a larger concentration on an equality based importance of work and leisure. No longer will we work to live, but work and enjoy leisure to live. References 1. Parker, S. (1976). The sociology of leisure. London: Allen and Unwin Ltd. 2. Veal, A, J. (1983). Using sports centres – A Review of user studies of British sports centers. London: Sports Council. 3. Parker, S. (1983). Leisure and work. London: Boston, Allen and Unwin Ltd. 4. Parker, S. (Ed). (1982). Leisure, work and family. Mexico: World Congress of Sociology.

Orange juice target market Essay Example | Topics and Well Written Essays - 750 words

Orange juice target market - Essay Example The customer service is covered by giving a number on the back of the packaging to contact in case of further information, problems and suggestions. The advertisement is properly designed for its desired target market as it has both its USP placed at the front of the package in order to make the customer know what the manufacturers are offering. The saving option that the juice offers is also written on the package. The product is simply Apple juice, it's a normal consumer non durable good that has nutrients and gives energy plus the taste of apple is sweeter than that of orange hence making it more preferred among Apple Juice lovers. The pricing has been done keeping in mind a low profit margin and cost of ingredients. The target market is an essential factor in this case to decide the price of the product. The promotion is done by advertisement and signboards plus the one USP of the product that it does not have any added sugar. The quality of the packaging is also less enhanced and attractive. The distribution is at all the vendors of juices, bakeries, grocery stores and super stores that are located near the potential customers of this product. ... The customer service is maintained through a mail address that is provided at the back the customer who has a query can write to the company to get the desired information. The product promotion technique and the USP is telling that its designed for the lower and the lower middle class people. The saving option with this product is higher than the offer with the previous product. The packaging is also not that expensive as compared to the last product. Campbell's V8 Juice This juice targets the upper middle class and the upper class, which is diet conscious and need energy through out the day plus the people who love carrot juice. The product is the carrot juice manufactured by Campbell. The product offers energy boost and carrot juice also helps in finishing blood problems. The pricing is based on four factors the major one being the class that the product is catering to, then comes the profit margin and the cost of ingredients that the company bares and in the end the brand name. The promotion is done through television advertisement and banners. Other techniques used are the USP of the product, that include the level of energy it provides plus removing the major problems that can arise in the blood of people. Distribution channel is through the vendors, juice and cold drink stores and all the major super store of the country. The shelve position is also a vital one hence the customer can locate the product easily. The juice is easily available around the country in any location. The customer service is handled through calls, emails and mails. The queries are answered immediately and appropriately. Suggesti ons to improve the product are also welcomed by the manufacturers, as they

The Heiress Essay Example | Topics and Well Written Essays - 250 words

The Heiress - Essay Example By giving the buttons to Morris, I believe she was ending the relationship between her and Morris. I think the button symbolizes greed by Morris, as well as generosity of Catherine. This is a decision she makes with finality. The effect of bringing Catherine as a bold lady who was timid at the beginning of the play creates more realism to the play. I believe the actions of Catherine in the last scene were more definitive on liberation rather than an absolute bitterness reaction. She also appears to have begun to resemble her father through understanding the reality of what she went through. From the body language, voice and attitude, it becomes apparent that Catherine completely transformed at the end of the play. This play empowers women. It highlights on liberation from stifling relationships. Catherine appears strong enough to lead her own life without Morris as she ascends with a dreamy smile. The desertion of Morris and Catherine’s father’s rejection of him makes it conclusive that Catherine’s father was

Additions and Substraction of Elements in a Movie Essay

Additions and Substraction of Elements in a Movie - Essay Example For example the Ring is a horror movie based on writings of a Japanese author. It made entrance into the cinema halls in the year 1998 and it is based from the novel by Koji Suzuki, the ring (Suzuki, 9). The movie is produced by Hideo Nakata and it draws its traditional tale from Bancho Sarayashiki. This Japanese movie is a horror movie that depicts a video tape that is cursed and whoever watches it, must die after a week. The film stars Hiroyuki Sanada, RikiyaOtaka, and Nanako Matsushima as members of a divorced family and they play an impressive role to make this movie seem a reality. This Japanese movie was produced in 2002 in the United States of America as The Ring and in South Korea as the Ring Virus. The 2002 sequel of the Ringu, Japanese version, features American actors and actresses who, based on the plot of Suzuki’s book and Hideo Nakata movie, produce a horror movie which focuses on the cursed video tape. The American movie is directed by Verbinski and has Naomi Wa tts and Martin Henderson as the main cast. The movie just as its Japanese series was a commercial hit in America and recorded huge sales and won numerous awards, such as the Saturn award 2002, The Teen choice and MTV award, 2003 and this propelled the producers of this movie to produce another sequel of the Ring in 2005. The South Korean version of the Ring is called the Ring Virus. The version, just like the American movie borrows heavily from the plot of the book the Ring by Suzuki. The South Korean version is extremely similar to the Japanese version except on its cast and areas of production. This paper will analyze the American Version of the Ring versus Ringu, the Japanese version, highlighting its differences and how they attract their respective audience. It will examine the elements added or removed in these two adaptations in order to widen their appeal to the targeted audience. The American version of the Ringu, i.e. The Ring though similar in narration and theme, has a d ifferent plot from the Japanese Sequel of Ringu. The America version involves Katie Embry, who is 16 years old, Becca Kotler who is 17 years old. They discuss a cursed video tape that whoever watches it, must die. Katie reveals that seven days ago, in a cabin, she watched the movie and explains the curse that befalls those who watch the movie. The two friends laugh off but suddenly, after mysterious events, she collapses and dies. Becca witnesses these events which make her run mad and there after taken to mental hospital. In the Japanese movie, two teenagers involved are called Masami and Tomoko. Tomoko narrates the same story to Masami and in the event, Masami realizes that Tomoko is meant to die, and she dies suddenly. The differences in this plot are the sense that while Katie and Becca laughed off the legend of the cursed video tape, Tomoko and Masami took it seriously. The American version of the Ring is meant for American citizens and those who share a similar culture to them .Embry and Becca laugh off the superstitions surrounding the video tape, Masami and Tomoko take it seriously and belief on the existence of curses. In the American culture, curses are just beliefs and they cannot happen and therefore this aspect of the play appeals to a wider audience of the American society (Lacefield, 28). The Japanese are rather a superstitious people, they believe in their traditions and the power of curses, and this is the reason as to why Massimo believed in the cursed video tape, and that Tomino was meant to die. This aspect of the movie’s plot is attractive to the Japanese people since it appeals to their culture. Therefore, the directors of The Ring, in removing remorse as

The Van Hiele Theory Of Geometric Thinking

The Van Hiele Theory Of Geometric Thinking This chapter will provide a brief explanation of the theoretical framework on Van Hiele theory of geometric thinking. Consequently review and discuss on literature involving van Hiele theory and dynamic geometry software, follow by review of literature on teaching and learning of geometry by dynamic geometry software Cabri 3D as an instructional tool. Then chapter conclude by reviewing literature on designing learning activities. The Van Hiele Theory of Geometric Thinking The van Hiele model of geometric thinking is one theory that offers a model for explaining and describing geometric thinking. This theory resulted from the Dutch mathematics educator doctoral work of Dina van Hiele-Geldof and Pierre van Hiele at the University of Utrecht in the Netherlands which completed in 1957. Pierre van Hiele formulated the five levels of thinking in geometry and discussed the role of insight in the learning of geometry in this doctoral thesis. Van Hiele reformulated the original five levels into three during the 1980s. Dina van Hiele-Geldorfs doctoral thesis, which was completed in 1957, focused on the role of instruction in the raising of a pupils thought levels. Her study centered on thinking of geometry and the role of instruction in assessing pupils to move though the levels. The following summary of Van Hiele theory history is taken from Hanscomb,Kerry, (2005, p.77): A convenient location for many primary sources on the Van Hiele model is Fuys et al. (1984).Other primary sources are van Hiele and Van Hiele-Geldof (1958) and Van Hiele (1986). Secondary sources for Van Hiele research are Mayberry (1983), who found that students may operate at different levels for different concepts; Mayson (1997),who claims that gifted students may skip van Hiele levels; and Clements and Battista (1992),who cite finding indicating that the van Hiele levels involve cognitive developmental factors as well as didactical factors. The van Hiele theory has been applied to clarify students difficulties with the higher order cognitive processes, which is necessary to success in high school geometry. In this theory if students do not taught at the proper Hiele level that they are at or ready for it, will face difficulties and they cannot understand geometry. The therapy that offered for students by this theory is that they should go through the sequence of levels in a specific way. (Usiskin, 1982b). It is possible to generalize the Van Hiele model to the other topics such as physics, science and arts. Because the main idea of this theory is the consequence of levels and believing that each level is built on properties of the previous level as many researches has done based on this theory on science education. Characteristics of Van Hiele level of geometric thought Van Hiele theory argues there are some misconstructions in teaching of school mathematics and geometry, which was existed for long time based on the formal axiomatic geometry and was created by Euclid more than two thousand years ago. Euclid logical construction is based on his axioms, definitions, theorems, and proofs. Therefore, the school geometry that is in a similar axiomatic fashion assumes that students think in a formal deductive level. However, it is not usually the case and the students have the lack of prerequisite understanding about geometry. Van Hiele discusses this lack creates a gap between their level of geometric thinking that they are, and the level of geometric thinking that they required for and they expected to learn. He supports Piagets points of view Giving no education is better than giving it at the wrong time. Teachers should provide teaching that is appropriate to the level of childrens thinking. Van Hiele theory suggests: It depends on the students level of geometric thinking the teacher can decide in which level the teaching should be begun.(Van Hiele, 1999) According to the van Hiele theory, a student moves sequentially from the initial level (Visualization) to the highest level (Rigor). Students cannot achieve one level of thinking successfully without having passed through the previous levels. Furthermore, Burger Shaughnessy (1986) and Mayberry (1983) have found that the level of thinking at an entry level is not the same in all areas of geometry. During last decades many researchers and investigators tried to support the Van Hiele model or disapprove of it and still some try to improve or adjust this model. Many of the researcher used Van Hiele level of geometric thought as a suitable and proper theory in their research using dynamic geometry software (Smart, 2008). The Van Hiele levels have certain properties specially for understanding the geometry. First of all, the stages have fixed sequence property. The five levels are hieratically, it means students must go through the levels in order. He/she cannot fit in level N without having gone through the previous level (N-1). Students cannot engage in geometry thinking at higher level without passing the lower levels. Second property is adjacency of the levels. At each level of thought what is essential in the previous level become extrinsic in the existing level. Individual understanding and reflection on geometric ideas are needed to move from one level to the next one, rather than biological maturation. Third each level has its own symbols and linguistic and relationships for connecting those symbols. This property is a distinction of the stages. For example when a teacher use a language for higher level of thinking than students level of thinking, students cannot understand the concepts and try to just memorizing the proofs and do the rote learning. In this case miscommunication emerge (Hong Lay, 2005). The next characteristic, clarifies two persons in different levels cannot understand each other. As each level of thinking has its own language and symbols so students in different levels cannot understand each other. Lastly, the Van Hiele theory emphasize on pedagogy and the importance of teacher instruction to assist students transition through one level to the next one. This characteristic indicates that appropriate activities which allow students to explore and discover geometric concepts in appropriate levels of their thinking are the best activities to advance students level of thinking. Phases of learning geometry Van Hiele theory defines five levels of learning geometry which students must pass in order to obtain an understanding of geometric concept. To progress from one level to next level should be involve these five levels as Usiskin argued: The learning process leading to complete understanding at the next higher level has five phases, approximately but not strictly sequential, entitled: Inquiry Directed orientation Explanation Free orientation Integration (p.6)(Usiskin, 1982a). These five level are very valuable in designing activities and design instructional phases. Phase one: Inquiry First phase of learning geometry starts with inquiry or information satge. In this stage students learn about the nature of the geometric objects.in order to design appropriate activities, Teacher identify students prior knowledge about new concept which need to be learnt. Then teacher design proper activities to encourage and encounter students with the new concept which is being taught. Phase two: Directed orientation During this phase while students doing their short activities with set of outcomes like: measuring, folding and unfolding, or geometry games, teacher provides appropriate activities base on students levels level of thinking to encourage them be more familiar with the concept being taught. Phase three: Explanation As the name of this phase demonstrates, in this stage students try to describe their learning of new concept in their own words. Students in this phase start to express their conclusions and finding with their other classmates and teacher in their own words. They communicate mathematically. The role of teacher in this stage is supplying relevant mathematical terminology and language in a proper manner, by using geometrical and mathematical language accurately and correctly. Phase four: Free orientation In this phase geometrical tasks that appeal to numerous ways is presented to the students. This is the students who decide how to go about accomplishing these tasks. As the way of solid geometry, they have learned to investigate more complex open-ended activities. Phase Five: Integration In this stage students summarize completed tasks and overview whatever they have learned to develop a new network of concepts. By completing this stage it is expected that students attained a new level of geometric thought. One of important properties of these phases of learning in Van Hiele theory is not linear in nature. Sometimes students need a cycle form of these phases by repeating more than one time to overcome certain geometrical concepts. The role of teaches here is providing suitable activities based on these five phases to develop each level of van Hiele geometric thinking. The Van Hiele level of geometric thinking According to Van Hiele theory, the development of students geometric thinking considered regarding the increasingly sophisticated level of thinking. These levels are hierarchies and able to predict future students enactment in geometry(Usiskin, 1982a). This model consists of five levels in understanding, which numbered from 0 to 4. However, in this research we defined these levels from 1 to 5 to be able categorize students, who are not fitted in the model as level 0. Level 1, Visualization Level 2, Analysis Level 3, Informal deduction Level 4, deduction Level 5, rigor Level 1: Visualization The base stage of Van Hiele geometric thinking which is encountered with goals of mathematical domain is Level 1. The objectives of the first level are functions like the underpinning elements of everything that are going to be studied. Understanding at this stage includes visualizing base objects. At this level visualization defines as comprehension or seeing initial objects in students minds. For instance, a number line in this stage could be defined as real numbers in the domain of real numbers. Vectors and matrices can be seen as basic objects in the domain of leaner algebra. So perceiving vector as a directed segment or matrices as a rectangular table of numbers lies in level 1. Elementary teachers know that it takes a few years of school for pupils to master visualization level. For example, it takes long time for students to see real numbers in a number line format. Similarly, perception of an ordered list or array of numbers, or an ordered pair of points is not something that occurs to an untaught mind and eye. Hence, serious teaching effort and introduction needed to students achieve Level 1and it is not assumed the visualization of initial objects to be obvious or trivial for students. Geometry in Iran starts in elementary school and continues until level 8 with introducing geometry shapes like circles, squares, triangles, straight lines, etc. At the level 1 student learn to recognize geometric characteristics in objects that can be physically seen. At this stage student are assumed to be able to categorize geometric shapes by visual recognition, and know their names, for example, in solid geometry in level 1, if shown a picture of a polyhedron like a cube, students would be able to say that it is a cube because it looks like one for him or her. At this stage, it is not required to think of a cube, or any other geometric object, in terms of its properties, like saying a cube has 6 faces and 12 edges. With visual recognition a student would be able to make a copy, by drawing, plotting or using some sort of dynamic geometry software, of a shape or configuration of shapes if they could be shown or told what it is they were supposed to be copying. In this stage, the instruction should be based on the name the student has memorized for the object and not the objects properties. For instance, it could be draw a cube not draw a polygon with 12 equal edges that are perpendicular to the base and 6 equal faces. Level 2: Analysis Stage At analysis stage, students begin to analysis objects that were only visually perceived at pervious level, identifying their parts and relations among these parts. They focus on the properties of these objects. For example, focus on Real Numbers in this stage can be closure under operations. This property can be leading to distinguishing subsets of Real Numbers inside the set which are Integers and Rational Numbers. In solid geometry, the analysis stage is where students begin seeing the properties associated with the different shapes or configurations. A cube will now become a shape with 6 equal faces which opposite faces are parallel and 12 edges and adjacent angles right angles and having opposite faces equal, as well as having the diagonals intersect in their middle. However, at this stage, it is not assumed that students will be seeking logical relationships between properties such as knowing that it is enough for a Parallelepiped as a solid with parallel opposite faces and all the other properties follow. Neither is it assumed that students will think about a cuboid as a special type of Parallelepiped. Therefore, students will identify shapes and solids based on the wholeness of their properties. In other words, relationships between shapes and configurations remain merely on the list of properties they have. At this stage if a student were asked to describe a shape or solid, the description would be based on the objects properties. At the same time, if a student were asked to reproduce a shape or solid based on the list of properties, they would be capable of do so. Students would also be able to verify figures and solids hieratically by analyzing their properties. In this stage student can recognize the interrelation between figures and their properties. For example, knowing the property that the Parallelepiped the student would be able to deduce that cuboid is special kind of Parallelepiped. Level 3: Informal Deduction Stage Informal deduction is known as the third level of geometric thinking. Some of researchers name this level as abstract/Relation level too(Battista, 1999; Cabral, 2004). In this stage students can reason logically. This stage is achieved when a student can operate with the relation of figures and solids and is able to apply congruence of geometric figures to prove certain properties of a total geometric configuration of which congruent figures are a part. They become aware about sufficient and necessary condition for a concept. A student fit at this level after achieving pervious levels (visualization and analysis). At this level more attention given to relations among properties. In other words, in this stage focus is properties of sets of properties. In this level according to relationship between properties of objects students attempt to group these properties into subgroups. Students try to find out what are the minimum of properties that needed to describe of the initial base elements. They intend to categorize properties which are equivalent in certain situation. The mathematical relationships between properties are the main focus in this stage. Understanding and finding these relationships is a kind of informal deduction. For example, in this stage students would start to improve the idea that some operations in real numbers follows from other sets like natural numbers. Then they would start making an approach understanding the Real Numbers axiom as a systematic commutative field. But they cannot make proofs for such informal observation. Just in the next stage student would be able to produce proofs and deductions. That is where using the tools like Cabri 3D as a dynamic geometry software play very important roles. For most of the students jump to the third level, informal deduction, is not easy. Now they can group the properties and identify the minimum amount of the needed properties. For example a cube, which might have had at level 2 the properties of six equal square faces, twelve equal edges with equal diagonal, parallel edges, perpendicular Adjacent edges, now would describe with the smaller amount of the properties such as shape composed of six equal squares. As it is seen, students in this level start formulation definitions for classes of objects and figures. For instance, a right triangle can be defined as a special kind of triangle that has two perpendicular sides or a right angle. As in this stage parallelogram and rectangle are not independent shapes, cube and cuboid also would be a special model of Parallelepiped. In this level students could give informal arguments to prove geometric results. They start deductively thinking about geometry and it is one of important aspects of the present stage. Some simple rules may be using here, because students follow just simple logics. For example, if A=B and B=C then A=c. Most of fitted students in the informal deduction level would able to justify arguments that they presented before with informal logic relationships. Therefore, at this level they can give informal logical relationships and use them about earlier identified properties. All in all, students now start to recognize the significance of the deduction and logic in the Geometry. Level 4: Deduction Deduction is the fourth level of Van Hiele theory of geometric thinking. In this level students start to construct rather than just memorize the proofs. They are able to find differences between the same proofs. The goal of the previous level was discovering the relations among properties of the bases element by the students. At level 4 those relations are used to deduce theorems about base elements based on laws of deductive logic. The main purpose of level 4 is the organization of the statements about relations from level 2 and 3 into deductive proofs. Discussing to the real number example, at this level, it is expected of the students to prove, for real numbers if. Students are ready to accept a system of axioms, theorem, and definitions. They can create the proofs form the axioms and just using the models or diagrams to support their arguments. Thus, students are able to formally prove what they had proved previously in level 3 using diagrams and informal arguments. They also start to distinguish the need for undefined terms in Geometry, which is very hard concept to understand in purely logical system. Another point in this stage is that, students begin to become aware, understand and identify the differences between contrapositive, converse, and a theorem. They can also prove or disprove any of those relationships. In this level students become aware of relationships and connections between theorems and group them correspondingly. These level is the stage at which high school students are taught in Iran. Mesal 3d Level 5: Rigor In level fifth which named rigor, traditionally students hyper analysed the deductive proofs from level 4. They are looking to find the relationships between proves. This level looks to identified organizations of pervious level. For example, at this level the questions of are the proofs consistent with each other, how strong of a relationship is described in the proof and how do they compare with other proofs would be asked. The level of Rigor involves a deep questioning of all of the assumptions that have come before. This type of questioning also involves a comparison to other mathematical systems of similar qualities. For example, in Level 5if we considered Real Numbers we would begin to compare them as a field to other fields in general. It is fair to say that this level is usually only undertaken by professional mathematicians.(Smart, 2008) At Level 5 of van Hiele theory students can work in non-Euclidean of geometric system. So this level does not met by the high school students and it is usually assigned to college or university students in higher education. At non-Euclidean geometry constructing visual models for recognition is not easy and useful, so the focus is more on abstract concepts. So, most of geometry which is done in this level is based on abstract and proof-oriented. Students in this stage are capable to compare axioms systems such as Euclidean and Non-Euclidean. Most of the students who have fitted in this level become professionals in geometricians and geometry so they are able to carefully develop the theorems in different axiomatic geometric systems. Therefore as smart (2008) emphasis, this level usually is the work of professional mathematicians and their students in higher education that conduct research in other areas of the geometry. The Van Hiele started his research after he found that most of the students have difficulty with learning geometry. He observed that these students struggled with geometry, although they easily understood other mathematics topics. The results of their study showed, most of the High school students are taught at level 3and 4. Then van Hiele deduced most of the students had difficulty in learning geometry at level 3 and 4, because they could not understand geometry at level 2 to be able to move onto grasping level. Therefore, for melting this problem more focus is needed at second stage, analysis level and more emphasis on third stage, informal deduction. Then it can be expected that they are able to success at the deduction level.(Battista, 1999) Van hiele noted that students should pass through lower levels of geometric thinking smoothly and master them before attaining higher levels. Van Hiele theory recommends achieving higher level of thought needs a precise designed instructions. Since students are not able to bypass levels and achieve understanding, permanently dealing with formal proof can cause students to relay on memorization without understanding. In addition, geometric thinking is inherent in the types of skills we want to nurture in students. Research involving the van Hiele Model of Geometric Thinking and Interaction with dynamic geometry software Van Hiele described in his article (1999) that the learning geometry can be started in a playful environment to explore geometrical concepts with certain shapes, and properties, parallelism, and symmetry. He advised some mosaic puzzles in this purpose. In the line of his work, geometry based software provide the more powerful environment which can be used to enhance the level of geometric thinking. There are several studies carried out on effects of using some dynamic geometry software such as (geometers Sketchpad) GSP on levels of van Hiele . Different researches had been involving the Van Hiele geometric thinking since last decades. Some researchers used van Hiele Model as the theoretical framework while others used it as an analytic tool. Moreover many researches conduct study on geometric softwares like: Geometry Scratchpad used van Hiele theory to find out their effects on geometric reason, geometric thinking and other aspects. In order to find out whether dynamic geometry software is able to enhance the level of geometric thinking or not several researches has been conducted. In general, the van Hiele Model has been used in their research as an analytic tool and theoretical framework. For example, July (2001) documented and described 10th-grade students geometric thinking and spatial abilities as they used Geometers Sketchpad (GSP) to explore, construct, and analyze three-dimensional geometric objects. Then he found out the role that can dynamic geometry software, such as GSP, play in the development of students geometric thinking as defined by the van Hiele theory. He found there was evidence that students geometric thinking was improved by the end of the study. The teaching episodes using GSP encouraged level 2 thinking of the van Hiele theory of geometric thinking by helping students to look beyond the visual image and attend to the properties of the image. Via GSP students could resize, tilt, and manip ulate solids and when students investigated cross sections of Platonic Solids, they learned that they could not rely on their perception alone. In addition teaching episodes using GSP encouraged level 3 of the van Hiele thinking by aiding students learn about relationships within and between structure of Platonic solids(July, 2001). Noraini Idris (2007) also found out the positive effects of using GSP on level of Van Hiele among Form Two students in secondary school. In addition she reported the positive reaction of students toward using this software in learning geometry. In contrast Moyer,T(2003) in his PhD thesis used a non-equivalent control group design to investigate the effects of GSP on van Hiele levels. His research carried out in 2 control groups and 2 experimental groups in one high school in Pennsylvania. He had used Van Hiele tests written by Usiskin. However, Comparison of pre-test and post-test did not show a significant difference on increasing Van Hiele level of geometric thinking(July, 2001; Moyer, 2003). Fyhn (2008) categorized students responses according to the van Hile levels in a narrative form of a climbing trip(Fyhn, 2008). The theoretical framework used Smart(2008) for his research Introducing Angles in Grade Four was a combination of a teaching theory called Realistic Mathematics Education (RME) and a learning theory called the van Hiele Model of Geometric Thinking. His research findings suggest the usefulness of using lesson plans based on the two theoretical frameworks in helping students develop an analytical conceptualization of mathematics. In this study the model was neither proved nor disproved but just accepted as an analytic framework. Gills,J (2005) investigated students ability to form geometric conjectures in both statistic and dynamic geometry environments in his doctoral thesis. All participates were exposed to both environment and take parted, up to eight lab activities. He also used van Hiele theory as the main theoretical framework with more emphasis on geometric reasoning.(Gillis, 2005) Research that used the van Hiele Model as an accepted framework covers variety of different topics. For example, Gills,J (2005) find out the mathematical conjectures formed by high school geometry students when given identical geometric figures in two different, dynamic and statistic of geometric environments. Burger and Shaughnessy (1986) tested students from grade one to first year of university to determine in what level the students are functioning regarding triangles and quadrilaterals. Cabri 3D Most of the dynamic geometric software until 2005 has been constructed in 2 dimensions. Just a few dynamic geometry software, has constructed on Three-dimensional dynamic geometric software such as, Autograph and Cabri 3. Focus of present study is on Cabri 3D, which is a new version of Cabri II (2 dimensional software). Cabri 3D is a commercial interactive geometry software manufactured by the French company Cabrilog for teaching and learning geometry and trigonometry. It was designed with the ease-of-use in mind. Cabri 3D as dynamic and interactive geometry provides a significant improvement over those drawn on a whiteboard by allowing the user to animate geometric figures, relationships between points on a geometric object may easily be demonstrated, which can be useful in the learning process. There are also graphing and display functions, which allow exploration of the connections between geometry and algebra. The program can be run under Windows or the Mac OS(CABRILOG SAS, 2009). From Euclidean geometry, Compass, straightedge and ruler, for many years, have been used in as the unique method of teaching and learning geometry, and tools used to aid people in expressing their knowledge. With the creation of computers, new world opened up to teaching and learning geometry. The speed and memory of modern PCs, together with decreasing prices, have made possible the development of `virtual reality computer games making use of the 3D graphics chips included on modern graphics cards. some educational spin-off from this has been the development of 3D interactive geometry software such as Cabri 3D, Autograph ,etcà ¢Ã¢â€š ¬Ã‚ ¦ But tools can contain particular conceptions so; the aim of designing a dynamic geometry software package is to provide new instructional tools to study, teaching and learning geometry. While all the dynamic geometry software attempt to model use of straightedge, compass and ruler in Euclidean geometry, other futures like measuring capability and dragging possibilities and changing the view of objects in 3 Dimensional (Gonzaà ­lez Herbst, 2009). Cabri 3D launched in September 2004 by Cabrilog, this software has the capacity to revolutionize teaching and learning of 3D geometry, at all levels, in the same way that dynamic geometry software has for 2D (CABRILOG SAS, 2009). Cabri 3D can share the same aptitude for making new discoveries as a research tool. There are some important practical features of Cabri 3D. First, This program is capable to store the files as text in Cabrilogs development of the Extensible Markup Language (XML). XML is the simplest version of the SGML standard for creating and designing HTML documents (suitable for use on Internet sites).XML designed by the World Wide Web Consortium as a more flexible replacement for HTML. Next, as Oldknow discussed, Files developed in Cabri 3D can be inserted as active objects in web-pages, spread sheets, word documents and etc. It is an interesting future because this objects which inserted in the files can be manipulated by users who do not own a copy of Cabri 3D in the ir computers.(Oldknow, 2006) One of the important charactirisitc of Cabri package is draging.Arzarello, Olivero, Paola, Robutti (2002) found that dragging in Cabri allows students to validate their conjectures. They claimed that work in Cabri is enough for the students to be convinced of the validity of their conjectures. If the teacher does not motivate students to find out why a conjecture is true, then the justifications given by students may remain at a perceptive-empirical level. Students would claim that the proposition is true because the property observed on the Cabri figure stays the same when dragging the drawing, given the hypotheses do not change. When such a belief is shared in the classroom, then Cabri might become an obstacle in the transition from empirical to theoretical thinking, as it allows validating a proposition without the need to use a theory. These researcher asserted, if teacher makes explicit the role of proof in justification, then students will be motivated to prove why a certain pr oposition is true (within a theory), after they know within the Cabri environment, that it is true. To paraphrase Polya (1954), first we need to be convinced that a proposition is true, then we can prove it.(Arzarello, Olivero, Paola, Robutti, 2002). In some researches the centrality has given to dragging in 2D dynamic geometry software and its implications for developing different types of reasoning (Arzarello et al. 2002).in addition because dragging is something which might make motion in 3D (on the 2D screen), it is more difficult to interpret and understand by the user. The various aspects of dragging in 3D DGE are issues that could usefully be the focus for research.(Hoyl

Analysis of a Passage from The Grapes of Wrath Essay -- essays researc

Depicting the Dust Bowl exodus, The Grapes of Wrath is a literary masterpiece. Development and hierarchy are portrayed. In the passage to be studied, almost at the beginning of the novel, Tom Joad, who has just been released from prison, discovered his abandoned house. Travelling with Casy, a former preacher, they met Muley Graves , one of his former neighbours who refused to leave the country, after people have been tractored off. Hardly the only one to speak, Muley explained how he then lived alone, wandering from one empty house to another. A certain evolution is present throughout the passage that can be compared to a human being?s life. First, birth can be paralleled with a kind of creation. Then, the adult is the one who makes a living, and has responsibilities towards the younger ones, as well as the older ones. And finally, a human being?s life ends with death, and this shift can last more or less. Birth is the beginning of life. It can be compared to a kind of creation. Muley refers to a birth in his discourse: Joe?s birth. Because it is a significant episode and it illustrates the beginning of a new life, one?s birth has always been a happy event: ?An? her so proud she bust three cups that night? (l35-6). Becoming a father is a meaningful step in a man?s life. Moreover, a child is the promise of something new: new hopes, a new life. But parents have to take decisions for the wellbeing of their child since they are the only means of survival, and the most important decision might be the one choice of the place where the child is to be born. As far as the land matter is concerned, nationality depends on the place where somebody was born. Therefore, it explains the strong feeling someone can have for the place wher... ...ossible advancement. A kind of hierarchy is present throughout the passage: in life, in society, and with Nature. A person is born, lives and dies. In the countryside, people live thanks to Nature and what it offers its best: a land to work. But in town, people, especially clerks and banks, have another preoccupation: benefit. The passage enhances that money is becoming more and more important, and it will take an important place in people?s life from now on. Between the three characters, a kind of hierarchy is felt too: the child, self-centred, but who wants to learn what life is, the adult, open-minded, who wants to help others, and the old one, desperate and lonely, who has no future but to think incessantly to his past life. A transcendentalist vision can be added to the passage, and then the part played by Nature opposed to the part played by human beings.