Research Proposal on Database Usability Issues Free Essays

There are various kinds of database convenience issues; you could discuss the issues that happen when a client sees a database framework . I. e. We will compose a custom paper test on Research Proposal on Database Usability Issues or on the other hand any comparative subject just for you Request Now the client will see not the same as what the database contains. In any case, with â€Å"the advance in plan of exceptionally intelligent PC frameworks proceeds at an ever-expanding pace, with new improvements in equipment and programming being declared more oftentimes than any time in recent memory. † (Lawson, J. Yull, S. Anderson, H. Knott, G. Waites, N. 2005, pg 258) So with the expanding intuitive PC frameworks, inside this examination proposition I am going to discuss the issues that a client may go over as augmented reality VR, graphical UI GUI and human PC cooperation/interface HCI. The point of this unit is to give a comprehension of the significance of VR, GUI and HCI in the improvement of easy to understand PC programming and to illuminate the peruser about the parts that might be engaged with these highlights. The Objectives that I need to accomplish is to characterize what is implied by the terms VR, GUI and HCI. I likewise need to show what applications utilize Virtual reality, Human Computer Interaction and Graphical User Interface. The inspiration I needed to pick the subject of database ease of use issues was that I have found out about it before and I felt sure that it is a territory that I delighted in. It is smarter to expound on something that you appreciate, so then the peruser can feel the trust in the survey. It was additionally a subject I needed to look further into particularly the HCI factor. Inside this underlying writing survey I have taken a gander at various books and sites that I feel would help me in discoveries definitions for all ease of use highlights. I additionally took a gander at what applications utilize Virtual Reality, Human Computer Interaction and Graphical User Interface. As indicated by (http://searchcio-midmarket. techtarget. com/sDefinition/0,,sid183_gci213303,00. html# ) â€Å"Virtual the truth is a counterfeit domain that is made with programming and introduced to the client so that the client suspends conviction and acknowledges it as a genuine situation. This implies the client will have a sentiment of having the option to enter a virtual world. A large portion of the current augmented experience situations are shown either on a PC screen, and a few reproductions even incorporate extra tangible data, for example, sound through speakers or earphone. All the highlights cause an imagine computer generated reality world to appear to be genuine. â₠¬Å"The utilizes for computer generated reality are unbounded. It very well may be utilized for airport regulation, medication, amusement, office work and modern plan. In any case, alongside the great comes the awful. Augmented Reality could likewise be utilized for damaging purposes, for example, war and wrongdoing. † (http://library. thinkquest. organization/26890/virtualrealityt. htm) So with having the splendid element of being submersed into an elective world, there can be drawbacks also. For instance I would state that gaming would be one of the most famous augmented simulations, and in the news you likewise here about how games are taking over children’s life’s, and it is added to make kids fat. This is valid, however whenever utilized in the right way a VR can cause sentiment of energy. GUI or Graphical User Interface would conceivably be the designs that might be utilized to help make a virtual world. Galitz, W. (2007) additionally made a valid statement in saying that â€Å"GUIs are taken a gander at as far as their segments, qualities, and focal points over the more seasoned content based frameworks. † (Galitz, W. 2007) A splendid statement I feel was found on (http://searchwindevelopment. techtarget. com/sDefinition/0,,sid8_gci213989,00. tml). â€Å"A GUI is a graphical (instead of simply literary) UI to a PC. As you read this, you are taking a gander at the GUI†. I love this statement in light of the fact that it’s valid, I realize that there are no pictures or illustrations on this record, yet if you somehow managed to open this archive on an internet browser this would be the graphical UI you would see. I for one feel that illustrations assume a significant job inside a program whether it is a site, database or introduction. I feel as though individuals perceive pictures before content. For instance on the off chance that we take a gander at YouTube, individuals consequently perceive recordings before perusing its title or depiction. On a site your eye is attracted to a picture. So by having a program that fuses excellent pictures, and possibly recordings, you will be getting the audience’s consideration. HCI or Human Computer Interaction is a procedure that assesses the association between the client and a program. For instance does the client exploit includes a program may have, do they use earphones when utilizing a program. Everything that is utilized to make a VR (computer generated reality) or make GUI (graphical UI) is placed into play at HCI. As per (Dix, A. Finlay, J. Abowd, G. Beale, R. 2004) Human PC connection â€Å"is the investigation of how individuals associate with PCs and to what degree PCs are or are not created for effective cooperation with people. † So HCI considers the two sides of the PCs clients. It sees things like the PC designs, working framework, and programming language and on the human side as indicated by (Cairns, P. Cox, A. 2008) â€Å"communication hypothesis, realistic and modern structure disciplines, semantics, sociology, subjective brain science, and human execution are important. † So for a program to consolidate great HCI, it could contain highlights, for example, portable interfaces with pull-down menus, exchange books, check boxes, scroll bars and so forth. By joining highlights like these to a program the client will feel they have to a greater extent a contribution on what they are doing, this essentially made by the way that the client will get the inclination that they are controlling what they do. Be that as it may, as per (Preece, J. Rogers, Y. Sharp, H. Benyon, D. Holland, S. Carey, T. 1994) â€Å"A decade back, when our comprehension of HCI was progressively restricted, numerous frameworks engineers may have felt that honest goals were the significant necessity for delivering a viable HCI plan. † However with the measure of changes that PCs have experienced in the previous decade, HCI is currently better than it at any point was. HCI these days is tied in with giving a client the opportunity to communicate completely with a program whether it be a site, a game or a database and so forth. With the quick increment in new innovations and PCs now littler than at any other time, with more applications accessible and further developed computer generated simulation encounters; we can just consider what else can the future hold. We have just changed to advanced photos, cell phones with GPRS, something that 20 years back would have been giggled at. Truth be told GUI has brought a significant jump into superior quality. HCI has improved with the part of touch screens and remote consoles and so on, and Virtual Reality has even stretched out into the ergonomics area. It has delivered a seat that will get sound and vibrations from a program on a PC or TV. For instance in the event that you get shot at in a game, you will feel as though the slug is simply passing you ear and the vibrations enamor you so you sense that you in the genuine game. In any case, there is still a few inquiries that need addressed like: 1. Why hasn’t the progressions in HCI and GUI affect things like teletext? 2. I might likewise want to examination into a gadget that has opened up in the most recent year and discover why it hasn’t been accessible previously. 3. I need to discover how far Virtual Reality can extend. 4. I might likewise want to know whether VR, HCI, GUI has majorly affected the stout offspring of Brittan. 5. What older individuals think about the adjustment in innovation today? 6. At last I couldn't want anything more than to know how childhoods have changed throughout the years with increasingly more PC gadgets accessible. I would utilize the web for the most part to accumulate my discoveries, however I would likewise look towards books and diaries. I would utilize web crawlers to assist me with addressing question one, and two. By doing this I could visit various locales that may offer me responses. I would most likely use on-line gatherings for question three and four, to hear a planned on others thoughts. In any case, for question four I would likewise utilize news sites to discover measurements assuming any. For question five I would perhaps visit an old/retirement home, or convey surveys wanting to discover data that will assist me with responding to my inquiries, I would likewise utilize polls for question six however somewhat less intricate possibly. Just as the surveys for question six I would presumably go to a school and ask the messes with myself, to get a genuine reaction. To acquire answers from my examination I would design question six preceding school closes for summer, I would ask the children what they intend to accomplish for the mid year, and when they return in September I would ask similar children what they really did with the late spring. I would utilize a similar idea for question four, I would request consent to possibly observe various children weight and tallness before they left for summer, and after they come back from that point break I would gauge and measure similar children to work out if the late spring has been a functioning one. Everything else I feel has no significant surge yet perhaps for question three I would observe the greatest Virtual Reality framework there is accessible now and in a half year I would check on the off chance that it has been improved any. REFERNCES Cairns, P. Cox, A. (2008) Research Methods for Human-Computer Interaction Dix, A. Finlay, J. Abowd, G. Beale, R. (2004) Human-Computer Interaction Galitz, W. (2007) The fundamental manual for UI plan Lawson, J. Yull, S. Anderson, H. Knott, G. Waites, N. (2005) BTEC National Study Guide: IT Practitioners Preece, J. Rogers, Y. Sharp, H. Benvon, D. Hol

Final examination assignment Example | Topics and Well Written Essays - 2250 words

Last assessment - Assignment Example During his time, there was the presentation of tea for drinking, innovation of black powder and the presentation of cash as methods for trade. Every one of these developments occurred during the rule of the Song line (Asia for Educators 1). Furthermore, the Song line was portrayed by a huge business development, and the majority of the history specialists alluded to this period as a time of pre-present day character. Due to industrialization, there was the creation of non-rural great. Creation of nonagricultural was of predominance. China has been recognized as the main country that had early turns of events. Besides, urbanization got copious in the Chinese urban areas. Essayists like Marco polo originated from one of the most refined urban areas in Europe during his time, yet he was stunned on the association of the Chinese urban areas, which he visited in the year 1200. There was likewise a gigantic populace development that moved its locus towards Southern China because of the fast human progress of the Chinese in Song Dynasty. Also, during the Song administration Chinas populace turned out to be progressively focused toward the North of China where wheat was developed. After 1127, Song made Hangzhou the Capital in Southern China (Asia for Educators 1). This agreed with the convergence of populace on the southern pieces of China along River Yangtze. During Songs rule, Rice was the steady harvest in Southern China and delivered better returns per section of land (Asia for Educators 1). Furthermore, the human advancement of the Tang Dynasty became apparent when Tang restored a brought together government after the common war of China. The impact of the Tang heads at that point was reached out to Vietnam, Korea, Southeast and Central Asia. There was the acquaintance of disarray researchers with run the legislature and Tang redistributed land workers (Regents Prep 1). Also, the heads set up a law code that was utilized to administer the nation. Tang additionally restored the channel framework and

Sample on Financial Markets

Sample on Financial Markets Essay on Financial Markets Feb 4, 2019 in Business The Role of Financial Markets in Creating Wealth Financial markets play a crucial role in creating economic wealth in the United States of America. A well-functioning financial sector creates incentives for investment and forester trading and help in the creation of business linkages. In fact, financial markets can be used as an indicator of how an economy is fairing (Ritter Silber, 2004). Financial market creates wealth by transforming savings into investments which translates to investment incomes. Financial market mobilizes savings for productive investments and facilitates capital inflows. This stimulates investment both in human and physical resources. It is also the role of financial market to channel Americans savings to more productive uses by analyzing and collecting information about investment opportunities in the economy (Ritter Silber, 2004).

Sewanee Acceptance Rate, SAT/ACT Scores, GPA

Sewanee: The University of the South is a private Episcopal liberal arts university with an acceptance rate of 65%. Located on a 13,000 acre campus on the Cumberland Plateau between Chattanooga and Nashville, Tennessee, Sewanee undergraduates can choose from 36 majors including pre-professional programs in business, health and medicine, education, engineering, and law. Every class at Sewanee is taught be a professor, and the university boasts an 11-to-1  student faculty / ratio, and an average class size of 15. The English program at Sewanee is particularly strong, and the university is home to  The Sewanee Review  and Sewanee Writers Conference. In athletics, popular sports include football, lacrosse, soccer, softball, track and field, and tennis. Considering applying to Sewanee? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Sewanee had an acceptance rate of 65%. This means that for every 100 students who applied, 65 students were admitted, making Sewanees admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 3,465 Percent Admitted 65% Percent Admitted Who Enrolled (Yield) 21% SAT Scores and Requirements The University of the South has a test-optional standardized testing policy. Applicants to Sewanee may submit SAT or ACT scores to the school, but they are not required.  During the 2017-18 admissions cycle, 37% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 610 700 Math 590 690 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Sewanees admitted students fall within the  top 20% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Sewanee scored between 610 and 700, while 25% scored below 610 and 25% scored above 700. On the math section, 50% of admitted students scored between 590 and 690, while 25% scored below 590 and 25% scored above 690. While the SAT is not required, this data tells us that a composite SAT score of 1390 or higher is competitive for The University of the South. Requirements Sewanee does not require SAT scores for admission. For students who choose to submit scores, note that Sewanee participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Sewanee does not require the essay section of the SAT. ACT Scores and Requirements Sewanee has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 64% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 26 34 Math 24 29 Composite 25 31 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Sewanees admitted students fall within the  top 22% nationally  on the ACT. The middle 50% of students admitted to Sewanee received a composite ACT score between 25 and 31, while 25% scored above 31 and 25% scored below 25. Requirements Note that The University of the South does not require ACT scores for admission. For students who choose to submit scores, Sewanee participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all ACT test dates. Sewanee does not require the ACT writing section. GPA In 2019, the average high school GPA of Sewanees incoming freshmen class was 3.7. This data suggests that most successful applicants to The University of the South have primarily A grades. Self-Reported GPA/SAT/ACT Graph Sewanee: The University of the South Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Sewanee: The University of the South. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Sewanee, which accepts fewer than two-thirds of applicants, has a competitive admissions pool with high average SAT/ACT scores and GPAs. However, Sewanee also has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Sewanee also values an applicants demonstrated interest exhibited through campus visits, college fairs, and off-campus meetings. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Sewanees average range. In the graph above, the blue and green dots represent accepted students. You can see that the majority of admitted students had high school averages of B or higher, ACT composite scores of 24 or higher, and combined SAT scores of 1150 or better (ERWM). Sewanee is test-optional, so qualified students with SAT/ACT scores below Sewanees average my choose not to submit test scores. If You Like Sewanee, You May Also Like These Schools Vanderbilt UniversityWake Forest UniversityEmory UniversityDuke UniversityElon UniversityUniversity of VirginiaUNC - Chapel  HillKenyon CollegeAuburn UniversityFurman University All admissions data has been sourced from the National Center for Education Statistics and Sewanee: The University of the South Undergraduate Admissions Office.

Essay Thinking - 1352 Words

The Ways I Learn Have Learned, Think amp; Reason and Demonstrate Intelligence As I reread this topic several times and tried to bring it to life to write an intelligent paper on it, I had to search my memory for the actions that made me think, learn, act and react. So, I took a trip down memory lane and thought back to my childhood and started thinking of my elementary school days, high school days, military days, right on through to raising my children and now attempting college myself. What a trip! I’m not sure if I am learning anything or if I just keep going to see where I will wind up. At any rate, I will try to apply all these things into this paper as well as where I relate it in the book â€Å"Hilgard’s Introduction to Psychology†.†¦show more content†¦So here it is safe to say that association is classical conditioning and motivation is an integral form of this learning method. Taking this a step further, there is another form of conditioning known as aversive conditioning this happens when you begin to associate a negati ve act as a reaction to doing something wrong. An example would be, when we are in our teen years, and all our friends are smoking, and it is our turn to do the nasty deed, we vacillate, â€Å"to do or not to do†. We internally hear all the negatives regarding smoking, but we see our friends saying â€Å"just come on, do it†. We know if we are caught doing this act, there will be much negative reaction from our parents, in the form of a huge punishment, so the big question we ask ourselves, is peer pressure worth it, or should I just say no. If I smoke, I pay a consequence in getting grounded, if I say no, will my friends mock me? (We will cover peer pressure in a later paper). So, aversive conditioning comes when we know a negative reaction will come from doing an iniquitous deed. Making the difference in classical conditioning and aversive conditioning, the way a reward or motivation is utilized, either granting positive reinforcement, or creating negative responses. (Hilgard p245) Observational learning is yet another form of learning, when we are children, we learn by watching what goes on around us (TV, parents, friends, and other children). Young children watch theShow MoreRelatedEssay Creative Thinking, Logical Thinking, and Persuasive Thinking1275 Words   |  6 PagesIn thinking and decision making, it will be analyzed on three different types of thinking styles. The three thinking styles analyzed are Creative thinking, Logical thinking, and Persuasive thinking. These three thinking styles are some of the many important styles used in a workplace. Creative, logical, and persuasive is a great mix of thinking styles that helps a company becomes very successful in completing a job task. 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The Forbidden Game The Kill Chapter 8 Free Essays

Thank God!† a voice shouted in Jenny’s ear. Jenny relaxed against the slim but very strong arms holding her. â€Å"Dee-you scared me to death†¦ . We will write a custom essay sample on The Forbidden Game: The Kill Chapter 8 or any similar topic only for you Order Now † The lights were on the canopy of the merry-go-round across the lake. It was turning and Jenny could hear faint music from a Wurlitzer band organ. â€Å"You scared us to death,† Audrey said. â€Å"Where have you been for the last two hours? We ran down that shaft with the roof caving in right behind us all the way-and then when we finally got to the mouth of the cave, we realized you weren’t with us. Then Dee went crazy and tried to go back while everything was still falling, but it almost killed us and we had to go out-and when we got out, it was just a ride again.† â€Å"The caving-in noise stopped,† Michael explained, â€Å"and I looked back and the cave was fiberglass again.† â€Å"And empty,† Dee said, giving Jenny a fierce hug before letting go. â€Å"We walked all through it, the three of us, and you weren’t in it. It was just a mine ride.† â€Å"That is the Emergency Exit we just came out of,† Audrey said, pointing a finger at Jenny’s door. â€Å"So the question is, where have you been? You’ve seen him, haven’t you?† Jenny was looking down at herself by the light of a nearby fountain-a fountain which had been dark when they’d first gone into the ride. Her jeans were rumpled but dry, her hair was all ridges and waves, the way it got when it dried without her brushing it. The supplies she’d packed so carefully to help her face the Shadow World were gone. Even her flashlight was gone. â€Å"I saw him,† she told Audrey briefly without looking at her. â€Å"I found out what the new Game is.† She explained what Julian had told her about finding the three doubloons to get to Zach and Tom. She didn’t say anything about the other Shadow Men, or the rising water in the dark cave, or how it had felt to die. She wanted to; she wanted to talk about it in privacy, and maybe cry, and be comforted, safe with her friends. But she wasn’t safe, and there wasn’t any privacy, and what was the point of alarming everybody? As for Julian and his bizarre mood swings-she didn’t even want to get on the subject. â€Å"So at least we got something out of that ride,† Michael said. â€Å"I mean, it nearly killed us, and we lost most of our stuff, but we did get some weapons, and now we know what we’re doing. What happens after we collect these doubloons?† â€Å"I think we go to the bridge, just like that kid said in the regular park,† Jenny said. She was grateful-and proud. They were all battered and tired, and there were only two flashlights left-but no one was even talking about giving up. â€Å"The bridge must be on the other side of the lake, around back,† she added. â€Å"When we get there, I guess Julian will let us across.† She looked at the lake. The merry-go-round lights were reflected in it, and so were other lights, blue and green and gold, from the island itself. Shadows of trees broke them up. In the center of the island, standing very tall and white, was the lighthouse. It looked the same as the one Jenny had seen that afternoon, in the real park, except that now it was illuminated like the Washington Monument. Like a tower for imprisoned princes. â€Å"That’s where Tom and Zach are,† she said quietly. â€Å"Where should we start looking?† Dee said, equally quiet. The Emergency Exit door had brought Jenny out close to the front of the mine ride. â€Å"Well-we could go left to Kiddieland,† she said, â€Å"or right, back the way we came from the Fish Pond. Or around the front of the lake, toward the merry-go-round.† Michael ran a hand through his rumpled dark hair. â€Å"Let’s go around the lake-it’ll take us by the billboard about the contest. Maybe that’ll give us a clue.† â€Å"That’s where we came in tonight,† Audrey said. â€Å"When we came through the door with the runes, I mean.† They walked past the dark ringtoss booth and around the gentle northern curve of the lake. There seemed to be no rhyme or reason as to which parts of the park were awake and which still slept. They kept a close eye out for things like the one that had attacked Dee, but they saw nothing. Then, as they got closer to the billboard, Jenny heard a voice. A low voice. It scared her-who else was in the park with them? She rounded a clump of spruce trees and saw a car from a circus train, with a red roof and silver bars. â€Å"I’m Leo the Paper-Eating Lion,† the muzzle thrust between the bars said. Only the voice-was wrong. It wasn’t the peppy, friendly tenor of the Leo in the regular park. It had dropped two octaves and become distorted and almost machinelike. A thick, muddy cybervoice. â€Å"Geez,† Michael whispered. Jenny moved cautiously closer, following Dee. The circus car was lighted, very bright and gay against a dark background of bushes. The animal looked like the Leo of the ordinary park, with a shiny caramel-colored face, dark mane, and painted body. Jenny’s eyes were drawn to the muzzle, spread in a permanent smiling O so it could suck up trash. It looked as if it were calling â€Å"Yoohoo!† â€Å"I eat all kinds of things,† the growling, guttural voice said. â€Å"I bet,† breathed Michael. â€Å"What’s it doing here? Is it just to scare us?† Audrey said, circling the cart at a safe distance. Dee was playing her flashlight into the olastic muzzle. â€Å"I think there’s something in there,† she said. â€Å"You’re kidding. You are kidding, aren’t you?† Jenny edged along beside Audrey. She didn’t want to get any closer to the lion than she had to-the asphalt path wasn’t nearly wide enough in her opinion. Dee knelt and squinted. â€Å"Something gold,† she said. â€Å"No, really, I’m serious. Look way back in there, in the throat.† Unhappily Jenny took the flashlight and aimed it at the dark hole. It did look as if there might be something shining inside, but gold or silver, she couldn’t tell. â€Å"It might just be a gum wrapper,† she said. Dee leaned a casual arm on her shoulder. â€Å"Don’t tell me, you’ve had Leo the Lion nightmares.† Jenny hadn’t, that she could remember. But the lion had looked sinister even this afternoon, and it looked doubly sinister now. â€Å"I am not putting my hand in there,† Michael said positively. Dee flashed her most barbaric smile. â€Å"No, Audrey can do it; she’s got nice long nails. How about it, Aud?† â€Å"Don’t tease her,† Jenny said absently. â€Å"Now, what we need is something long-but a fishing pole wouldn’t work because it wouldn’t catch a coin. Maybe if we put something sticky on the end †¦Ã¢â‚¬  â€Å"Nothing’s as good as a hand. Audrey could-â€Å" â€Å"Dee, quit it!† Jenny cast a sharp look at the girl beside her. She didn’t know why Dee and Audrey seemed to be having problems today-maybe it was a reaction to all the tension-but this was no time for Dee’s skewed sense of humor. Audrey was standing a little apart from the others, head tilted back, chestnut eyes narrowed in disdain, cherry-colored lips pursed. She looked very cool and superior. â€Å"Leo’s always hungry. So feed me,† the distorted, bestial voice said. Every time it spoke, Jenny’s heart jumped. She was terrified that the caramel-colored muzzle might move, that she’d look up and Leo’s head would swing toward her. It can’t. It’s plastic, she thought. But she was afraid her heart would simply stop if it did. The quietness of the park around them, the darkness, made this one animated trash can even more eerie. Dee sat back on her heels. â€Å"It looks like there’s more to this than just finding the coins. We have to actually get them, which may be the hardest part. It’s a quest game.† â€Å"Quest?† Jenny said. â€Å"Yeah. Remember how I told you about the different kinds of games, once? Games fall into certain categories. The first one Julian played with us, where we had to get to the top of the house by dawn, that was a race game.† â€Å"Right, and the second one, where the animals were chasing us, was a hunting game. Like hide-and-seek,† Jenny said. â€Å"Yeah, well, there’s another type of game, where you have to find things in order to win-like in a treasure hunt or a scavenger hunt. Or hot and cold. A quest game. It’s as old as the other kinds of games.† â€Å"Naturally,† Michael said. â€Å"Humans are terrific questers-they love to look for things. The Holy Grail, or the truth, or the treasures in Zork, or whatever.† â€Å"Surely you can find something to feed Leo the Paper-Eating Lion. I’m starving.† Jenny looked up, jerked out of the pleasant hypothetical discussion. Audrey was standing by the circus car, examining her nails. The usually perfect polish had been slightly chipped in the mine ride. She looked thoughtful. â€Å"Go on, princess. I dare you,† Dee said, her black eyes flashing in amusement. â€Å"Don’t be silly, Audrey,† Jenny said automatically. The concept was so ridiculous, though, that she said it unhurriedly. Audrey never did anything reckless-not physically reckless, at least. So Jenny didn’t say the warning with urgency, and therefore she was, in some way, responsible for what happened next. Audrey put her hand in. Michael was the one who shouted. Jenny jumped up. But for a moment it looked as if it was going to be all right. Audrey, her face set, was fishing around in the hole. Her hand was in it to the wrist. â€Å"I feel something,† she said. Jenny’s heart was thudding. â€Å"Oh, Audrey†¦Ã¢â‚¬  Audrey’s lips curved in a triumphant smile that brought out her beauty mark. â€Å"It’s cold-I’ve got it!† Then everything happened very fast. The caramel-colored plastic face was flowing, melting, like a very good morphing effect in a movie. In a movie it would have been fascinating-but here it was real. It was real, and so awful that it froze Jenny to the spot. The colors bled and changed, going olive green, then a dreadful grayish cemetery tone with steely streaks. The eyes sank, becoming hollow pits. The mouth seemed to snarl, lips pulling back to reveal long teeth that had grown to trap Audrey’s wrist. It happened so fast that even Dee didn’t have time to move. Audrey started to gasp, and then screamed instead. Her entire body snapped forward. The thing had sucked her arm in to the elbow. â€Å"Audrey!† Michael shouted. He covered the distance to her in two steps. Dee was right behind him with her pick. No good, Jenny thought dazedly. It’s not flesh, like that thing-like Slug. It’s stone or metal or something. â€Å"Don’t hit it, Dee. That won’t help-that won’t help. We have to pull her out!† The thing-it wasn’t a lion anymore, but some sort of hideous cyberbeast-was now the color of an old statue coated with moss. Audrey screamed again, breathlessly, and her body jerked. The nylon jacket was skinned up to her shoulder now, bunched† like an inner tube as her arm was dragged farther in. â€Å"It’s taking my arm off!† Jenny gasped, almost sobbing. Michael was yanking at Audrey. â€Å"No, don’t pull! Don’t pull! It hurts!† Vaseline, Jenny was thinking. Or soap-something to make it slippery. But they didn’t have anything. â€Å"Dee!† she said. â€Å"Use the pick-try to pry its teeth apart. Michael, wait until she gets it in-then pull.† Audrey was still screaming and Michael was crying. Vaguely, in shock, Jenny noticed that the stone beast was still changing, becoming more deformed. Dee wedged the tip of the heavy pick upside down between the gray, mossy teeth and pulled back on the handle. Jenny grabbed it to help her. â€Å"Hard!† Dee threw her weight down. Jenny prayed the wooden handle wouldn’t break off from the iron head. She felt something shift-the upper jaw lifting just a fraction, like a car lifting on a jack. â€Å"Pull, Michael!† Michael pulled. Audrey’s arm came out. She screamed on a new note-a shriek that pierced Jenny’s chest. But her arm came out. They all fell backward, the pick clattering down. With a common impulse they scrabbled back away from the circus car, still sitting, still holding on to one another. It was only then that Jenny looked at Audrey’s arm. , There were toothmarks. Or-some kind of marks, as if sharp rocks had been scraped over the skin. Long, raw gouges, just starting to bleed. â€Å"Audrey-oh, God, are you okay?† Michael asked A gurgling, maniacal voice said, â€Å"I bet I’ll have a tummyache tomorrow.† Jenny looked. The cyberbeast had stopped changing, its features frozen in a long-toothed snarl. Dee raised a clenched fist, tendons cording in her slender arm. Then she dropped it. â€Å"I don’t think it can move toward us,† she said in a curiously quenched voice. Jenny glanced at her, but Dee turned and Jenny found herself looking at the back of her close-cropped head, where velvety nubs of hair glistened like mica. â€Å"Does anybody have aspirin?† Jenny said. â€Å"I lost mine.† Michael, who had taken off his sweatshirt and was trying to wrap Audrey’s arm in his undershirt, thrust a hand in his pocket. â€Å"I’ve got some †¦ here.† Audrey’s left hand was trembling as she took them, washing them down with a gulp of water from the canteen Dee silently offered. â€Å"Are you okay?† Jenny asked hesitantly. Audrey took another drink of water. Her spiky lashes were dark against her cheek as she leaned back against Michael. She looked as white as porcelain, and as fragile. But she nodded. â€Å"Really? You can move your arm and everything?† Michael’s cotton undershirt was showing signs of pink, but it wasn’t the cuts that worried Jenny. She was afraid Audrey’s shoulder might be dislocated. Audrey nodded again. A faint smile appeared on her lips. She lifted her right arm, the bandaged one, and turned it over. Then, slowly, she unclenched her fist. Michael gave a shout of laughter. â€Å"You got it! You wouldn’t let go, you little-† He seized Audrey in a bear hug. â€Å"You may kiss me,† Audrey said. â€Å"Just don’t squish my arm.† She twisted her head toward Dee. â€Å"Good thing your pick wasn’t flimsy. No rawhide there!† It was an extraordinarily generous gesture, but Dee seemed to take it as an insult. At least, when Jenny looked at Dee, she could only see the fine curve of a dark cheekbone. â€Å"If everybody can move, we’d better go,† Dee said. â€Å"We’re right in the open here; anything could be sneaking up on us.† Jenny helped Audrey up as Michael put his sweatshirt back on. The lion-thing in the painted cage watched them like a gargoyle. â€Å"What should we do with the coin?† Audrey said. â€Å"I’ll take it.† Jenny put this one in the pocket of her pale blue denim shirt and buttoned the pocket. â€Å"If we can get to the merry-go-round, we can rest. There’s an arbor thing beside it.† The merry-go-round had gone dark, but across the shimmering water of the lake Jenny could see the shining lighthouse. Tom was there-and Zach. Jenny had to get to them, no matter what happened on the way. Audrey didn’t want to rest long. â€Å"If I don’t get up now, I never will. But where do we go?† â€Å"That lion was lit-up-working,† Michael said. â€Å"And it had a doubloon.† â€Å"So we just look for something else that’s working?† â€Å"I don’t like the idea of being led,† Dee said, but she said it without her usual confidence. Jenny was worried about Dee. Of course she hadn’t meant for anybody to get hurt. She’d just been trying to get a rise out of Audrey. But the way it had turned out- â€Å"What are those lights way down there?† Michael said. Beyond the merry-go-round, beyond a stretch of greenery, tiny white lights twinkled between dark trees. â€Å"I think-I think it may be the arcade,† Jenny said. â€Å"Well, it’s working,† said Michael. â€Å"Auons-y,† Audrey said, settling things. They passed the dark merry-go-round and a rocket ride with all the rockets landed, down. As they rounded a slight turn in the path, a building came into view. Hundreds of tiny white lights flashed, running along the borders of a sign reading: penny arcade. Jenny stopped in her tracks. â€Å"But-it’s different. It’s not like it was this afternoon. It’s like-† Suddenly she knew. â€Å"It’s like it used to be. This is the way the arcade looked when I was a kid. I remember!† â€Å"Well, it’s open,† Michael said. The doors gaped invitingly. Jenny felt a qualm as they cautiously stepped over the threshold. She didn’t know why Julian had made the arcade this way, but she couldn’t imagine it meant anything good. Still, it gave her a strange pang of pleasure to see what was inside the building. Not the gleaming, spotless, high-tech wonderland she’d seen in the real park that day. Now it was a dim, rather dingy room, crowded with old-fashioned wooden cabinets. Automata, Jenny remembered. That’s what her grandfather had called the machines with moving figures inside them. She remembered him taking her here, putting dimes in the slots, watching the mechanical action scenes. Her grandfather had always seemed to have time for her. All she knew as a kid was that he was a professor of this, that, and the other, but he never seemed to go to work anywhere. He was always home when Jenny and Zach came to visit-unless he was traveling. He did a lot of traveling, and always brought back presents. â€Å"What was that? There-at the back,† Michael said. Jenny looked, but only saw more cabinets. â€Å"It’s gone now. I thought it was one of those little critters-the scuttling ones.† He spotted something. â€Å"Hey, you want some candy peanuts? I found lots of change in with the aspirin.† The machine dispensed black candy-coated peanuts, very stale, and square multicolored gum. Jenny felt a little better while chewing it, comforted somehow. And the machines were interesting, in the absurd, picturesque way of times gone by. There were peep shows and nickelodeons and all sorts of mechanized figures. â€Å"The Ole Barn Dance,† Jenny read on one cabinet. â€Å"See ’em Whoop It Up! Watch ’em Swing! Drop two bits in the box.† The little figures were made of blocks of wood, dangling from wires. Their wooden jaws hung open grotesquely. â€Å"Do you think we should try the things?† Audrey said doubtfully. Jenny knew what she meant-after what had happened with Leo, she didn’t relish the thought of activating anything mechanical. â€Å"I guess we have to,† she said slowly. â€Å"In case the coin’s inside one of them. Just stay back from them-and if anything goes on by itself, run.† â€Å"And check the coin slots,† Audrey said sensibly. â€Å"What better place to hide a doubloon?† They moved carefully around the dim room, staying together, checking the tops and bottoms of cabinets for a gleam of gold. Michael found a mutoscope and began cranking it, leaning gingerly to look in the goggle-type viewer and watch the flip-card film, see naughty marietta sun bathing, the sign on the brass-trimmed machine read, passed by my censors, oct. 1897. â€Å"My arm hurts,† he said afterward. â€Å"And it’s just some lady wrapped in a sheet.† Audrey paused in front of an elaborately carved machine with gold paint that was much faded and rubbed off. Dee found a cabinet that looked like a grandfather clock, labeled: see horrible monster. terrifying-shocking-only 5 cents. Jenny knew that machine: You put your money in and saw a mirror. Jenny ventured a little farther down the corridor. Not that grip tester-she didn’t want to touch it. She didn’t want to step on the foot vitalizer, either. There-a rather shabby wood box with dark glass. The sign read: ask the wizard, deposit it in slot and THE WIZARD WILL PERFORM FOR YOU. Below Was a Strip of plastic tape: receive prediction here. Jenny had always liked the kind of fortune-teller that gave you a card. She loved the outrageous predictions about whether you were going to get married and what your career would be. She picked out a dime. The coin slot was shaped like a sphinx. Jenny hesitated an instant with the dime resting against cool metal. A flash of foreboding went through her, as if telling her to stop and think before she did anything rash. But what was rash about turning on a mechanized wizard? And they had to search this place. She slipped the dime in. How to cite The Forbidden Game: The Kill Chapter 8, Essay examples

Onion Tears Book

Table of Contents Summary of the story A letter to Diana Kidd Experience of refugees Works Cited Summary of the story Authored by Diana Kidd, Onion of Tears is a captivating must-read chef-d’oeuvre presenting the story of Nam Huong, a young Vietnamese girl. The girl, a refugee in Australia found herself in the place because of a war in her home country, which saw her parents succumb to death. Advertising We will write a custom assessment sample on Onion Tears Book specifically for you for only $16.05 $11/page Learn More On her journey to Australia, the agony of Huong intensifies when her grandparent dies on the ship on their journey to Australia. The situation leaves her alone and therefore taken care of her aunty (foster mother) and Chu Minh. She seeks and gets employment in Mr. and Mrs. Noc restaurant. The girl receives some discrimination at school from her classmate based on her unstable situation as opposed to that of the other students who seem well up. The girl therefore has the quest of finding the rest of her family members, a feeling that she expresses through crying and writing letters to birds. Hence, the book illustrates the difficulties that come from living in a society with different cultures. A letter to Diana Kidd To Diana Kidd Based on the realism and relevance of your masterwork, I humbly utilize this opportunity to put forth my gratitude for this kind of work. In its simplest sense, Onion of Tears reflects upon the situation experienced by those going through hardships in life, a case that seems rampant in the contemporary world. I found the narrative interesting and talking about the reality that the refugees go through. I do concur with the way you have developed the plot of the narrative as it illustrates or shows clearly how those people who do not relate to the mainstream society are discriminated and viewed negative by the society. It holds true that these scenario of discrimination may go on for a while but as time goes by, the society can change their already formed perceptions and accommodate refugees as one of them as seem in the narrative. On relevance, I agree that the narrative is relevant to the current times. Our society has turned out as unstable and hostile. Political wars and fights are rampant which leaves many people as refugees as they fly out of their home countries to areas of stability. Therefore, on its relevant, the narrative actually represents the reality that the society goes through.Advertising Looking for assessment on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Experience of refugees From my experience resulting from watching television and listening to radio, the issue of refugees stands out as a very painful experience. The situation results from different reasons ranging from civil wars, political instability, crises, and hunger amongst other reasons. Refugees therefore se ek cover and protection in a neighboring country. Refugees undergo hardships especially when they seek refuge in countries that have no good relationships with their home country. Refugees who gain acceptance in foreign countries face harsh living condition as they live in poor conditions, their shelter are tents, face health problems, and even lack of clothing and food. There is no doubt that refugee’s face very hard life trying to survive away from their countries. Some of the refugees are taken care by humanitarian groups and Nongovernmental organization that provide them with medical care, food and clothing. Refuges has no time limit as most of them may stay in a foreign country for a long time depending on the status of their home country and the decision of the foreign country to transport them back to their homeland. My knowledge about refugees seems similar to that of Nam Huong that refugees face seclusion and discrimination most of the time from the mainstream socie ty because of their miserable way of life and belief of being outcasts (Teresa 21). Huong, a working illustration suffered discrimination by his classmate while at the school, as they did not want to associate with her. Another similarity about the narrative and my knowledge about refugees come in the causes of the refugee situation. In the story, Huong becomes a refuge because of war in Vietnam (Kidd 54) and therefore finds herself in Australia as her second home. Likewise, to my knowledge, most of refugees in many parts of the world result from such problems like wars, hunger and political instability amongst others. Works Cited Kidd, Diana. Onion of Tears. Australia: Harper Collins Publishers, 1990.Advertising We will write a custom assessment sample on Onion Tears Book specifically for you for only $16.05 $11/page Learn More Teresa, Bernice. Immigration Acceptance of Cultural Differences Literature Based Lesson-Onion Tears by Diana Kidd. Australi a: Tree Books, 1989. This assessment on Onion Tears Book was written and submitted by user Maddison P. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

African American History and Women Timeline 1900-1919

African American History and Women Timeline 1900-1919 The following is a timeline of African American womens history from 1900-1919. 1900 (September) Nannie Helen Burroughts and others founded the Womens Convention of the National Baptist Convention 1901 Regina Anderson born (librarian, Harlem Reaissance figure) 1902 Local white protests of the appointment of Minnie Cos as postmistress of Indianola, Mississippi, led to President Theodore Roosevelt suspending postal services to the town. (February 27) Marian Anderson born (singer) (October 26) Elizabeth Cady Stanton died (antislavery and womens rights activist) 1903 Harriet Tubman signed over her home for the elderly to the African Methodist Episcopal Zion Church Harriet Marshall founded the Washington (DC) Conservatory, admitting African American students Maggie Lena Walker founded St. Lukes Penny Savings Bank in Richmond, Virginia, becoming the first woman bank president Sarah Breedlove Walker (Madam C.J. Walker) begins her haircare business Ella Baker born (civil rights activist) Zora Neale Hurston born (writer, folklorist) 1904 Virginia Broughton published Womens Work, as Gleaned from the Women of the Bible Mary McLeod Bethune founded what is today Bethune-Cookman College 1905 Niagara Movement founded (out of which the NAACP grew) National League for the Protection of Colored Women founded in New York Ariel Williams Holloway born (musician, teacher, poet, figure in Harlem Renaissance) Constitution of the Industrial Workers of the World (IWW, Wobblies) included a provision that no working man or woman shall be excluded from membership in unions because of creed or color first outdoor tuberculosis camp in the United States was opened in Indianapolis, Indiana, sponsored by the Womens Improvement Club 1906 after a riot in Brownsville, Texas, President Theodore Roosevelt delivered dishonorable discharges to three companies of African American soldiers; Mary Church Terrell was among those formally protesting this action second meeting of the Niagara Movement met at Harpers Ferry, West Virginia, with about 100 men and women in attendance Josephine Baker born (entertainer) Susan B. Anthony died (reformer, abolitionist, womens rights advocate, lecturer) 1907 Negro Rural School Fund was established by Anna Jeanes, aimed at improving education for rural southern African Americans Gladys Bentley, Harlem Renaissance figure, became known for her risque and flamboyant piano playing and singing Meta Vaux Warrick Fuller received the first federal art commission awarded to an African American woman for figurines of African Americans to be used at the Jamestown Tercentenniel Exposition 1908 call issued which resulted in 1909 founding of NAACP; women signers included Ida B. Wells-Barnett, Jane Addams, Anna Garlin Spencer, and Harriot Stanton Blatch (daughter of Elizabeth Cady Stanton) in Los Angeles, the Womans Day Nursery Association was formed to provide care for African American children whose mothers worked outside the home Alpha Kappa Alpha sorority founded 1909 Nannie Helen Burroughs founded the National Training School for Women, Washington DC Gertrude Steins novel Three Lives characterizes a black female character, Rose, as having the simple, promiscuous immorality of Black people. (February 12) National Negro Conference 1910 second conference of the National Negro Conference forms the NAACP (National Association for the Advancement of Colored People), with  Mary White Ovington  as a key organizer holding a variety of offices 1910-1947 including as member of the Executive Board and board chair, 1917-1919; later women leaders included Ella Baker and  Myrlie Evers-Williams (September 29) Committee on Urban Conditions Among Negroes founded by Ruth Standish Baldwin and George Edmund Haynes 1911 Committee on Urban Conditions Among Negroes, Committee for the Improvement of Industrial Conditions Among Negroes in New York, and National League for the Protection of Colored Women merged, forming the National League on Urban Conditions Among Negroes (later just National Urban League) (January 4)  Charlotte Ray  died (first African American woman lawyer in the United States and the first woman admitted to the bar in the District of Columbia)   Edmonia Lewis  last reported in Rome; died that year or after (her death date and location are unknown) Mahalia Jackson born (gospel singer) (February 11)  Francis Ellen Watkins Harper  died (abolitionist, writer, poet) 1912 Virginia Lacy Jones born (librarian) Margaret Washington, newly elected president of the National Association of Colored Women, founded the periodical  National Notes 1913   Harriet Tubman  died (Underground Railroad conductor, abolitionist, womens rights advocate, soldier, spy, lecturer) Fannie Jackson Coppin died (educator) (February 4)  Rosa Parks  born (April 11) federal government officially segregates by race all federal workplaces, including rest rooms and eating facilities (-1915) Ruth Standish Baldwin served as president of the National League on Urban Conditions Among Negroes 1914 Marcus and Amy Jacques Garvey founded the Negro Universal Improvement Association in Jamaica this moved later to New York, promoting a homeland in Africa and independence in America for African Americans (or 1920) Daisy Bates born (civil rights activist) 1915 National Negro Health movement began to offer services to black communities, serving and including as health workers many African American women Billie Holiday born as Eleanora Fagan (singer) 1916 1917 Ella Fitzgerald born (singer)   Gwendolyn Brooks  born (poet) (June 30)  Lena Horne  born (singer, actress) (July 1-3) race riots in East St. Louis killed 40 to 200; 6,000 had to leave their homes (October 6)  Fannie Lou Hamer  born (activist) 1918 Frances Elliott Davis enrolled with the American Red Cross, the first African American nurse to do so (March 29)  Pearl Bailey  born 1919 NAACP founded with a number of women signing the call;  Mary White Ovington  became the first chairperson Pearl Primus born (dancer) Sarah Breedlove Walker (Madam C.J. Walker) died suddenly (executive, inventor, philanthropist);  ALelia Walker  becomes president of the Walker company Edmonia Highgate died (fundraiser, after the Civil War, for the Freedmans Association and the American Missionary Society, for educating freed slaves)

The Freedom Charter Called for Equality in South Africa

The Freedom Charter Called for Equality in South Africa The Freedom Charter was a document ratified at the Congress of the People held at Kliptown, Soweto, South Africa in June 1955 by the various member bodies of the  Congress Alliance. The policies set out in the Charter included a demand for a multi-racial, democratically elected government, equal opportunities, the nationalization of banks, mines, and heavy industries, and a redistribution of land. Africanist members of the ANC rejected the Freedom Charter and broke away to form the Pan Africanist Congress. In 1956, following extensive searches of various homes and confiscation of documents, 156 people involved in the creation and ratification of the Freedom Charter were arrested for treason.  This was almost the entire executive of the African National Congress (ANC), Congress of Democrats, South African Indian Congress, Coloured Peoples Congress, and the South African Congress of Trade Unions (collectively known as the Congress Alliance). They were charged with high treason and a countrywide conspiracy to use violence to overthrow the present government and replace it with a communist state. The punishment for high treason was death. The Freedom Charter and Clauses We, the People of South Africa, declare for all our country and the world to know that South Africa belongs to all who live in it, black and white, and that no government can justly claim authority unless it is based on the will of all the people. -The Freedom Charter Here is a synopsis of each of the clauses, which list various rights and stances in detail. The People Shall Govern: This point included universal voting rights and the rights to run for office and serve on governing boards regardless of race, color, and sex.All National Groups Shall Have Equal Rights: Apartheid laws will be set aside, and all groups will be able to use their own language and customs without discrimination.The People Shall Share in the Countrys Wealth: Minerals, banks, and monopoly industries would become government-owned for the good of the people. All would be free to ply any trade or profession, but industry and trade would be controlled for the well-being of the whole people.  The Land Shall Be Shared Among Those Who Work It: There will be land redistribution with assistance to peasants to farm it and an end to racial restrictions on ownership and freedom of movement.  All Shall Be Equal Before the Law: This gives people rights to a fair trial, representative courts, fair imprisonment, as well as integrated law enforcement and military. There will b e no discrimination by law for race, color, or beliefs. All Shall Enjoy Equal Human Rights: People are granted the freedom of speech, assembly, the press, religion, and education. This addresses protection from police raids, freedom to travel, and abolishment of pass laws.There Shall Be Work and Security: There will be equal pay for equal work for all races and genders. People have the right to form unions. There were workplace rules adopted including a 40-hour work week, unemployment benefits, minimum wage, and leave. This clause eliminated child labor and other abusive forms of labor.The Doors of Learning and Culture Shall Be Opened: This clause addresses free  education, access to higher education, ending adult illiteracy, promoting culture, and ending cultural color bans.There Shall Be Houses,  Security  and Comfort: This gives the  right to decent, affordable housing, free medical care and preventive health, care of the aged, orphans, and disabled.Rest, Leisure and Recreation Shall Be the Right of All.There Shall Be Peace and Friendship: This clause says we should strive for world peace by negotiation and recognition of rights to self-government. The Treason Trial At the treason trial in August, 1958, the prosecution attempted to show that the Freedom Charter was a Communist tract and that the only way it could be achieved was by overthrowing the present government.  However, the Crowns expert witness on Communism admitted that the Charter was a humanitarian document that might well represent the natural reaction and aspirations of non-whites to the harsh conditions in South Africa. The main piece of evidence against the accused was a recording of a speech made by Robert Resha, the  Trasvaal  Volunteer-in-Chief, which appeared to say that volunteers should be violent when called upon to use violence. During the  defense,  it was shown that Reshas viewpoints were the exception rather than the rule in the  ANC and that the short quote had been taken completely out of context. The Outcome of the Treason Trial Within a week of the trail starting, one of the two charges under the Suppression of Communism Act was dropped. Two months later the Crown announced that the whole indictment was being dropped, only to issue  a new  indictment against 30 people- all members of the ANC. Chief Albert Luthuli and Oliver Tambo were released for lack of evidence. Nelson Mandela and Walter Sisulu (ANC secretary-general) were among the final 30 accused. On March 29, 1961, Justice FL Rumpff interrupted the defense summation with a verdict. He announced that although the ANC was working to replace the government and had used illegal means of protest during the Defiance Campaign, the Crown had failed to show that the ANC was using violence to overthrow the government, and  were therefore  not guilty  of treason. The Crown had failed to establish any revolutionary intent behind the defendants actions. Having been found non-guilty, the remaining 30 accused were discharged. The Ramifications of the Treason Trial The Treason Trial was a serious blow to the ANC and the other members of the Congress Alliance. Their leadership was imprisoned or banned and considerable costs were incurred. Most significantly, the more radical members of the ANCs Youth League rebelled against the ANC interaction with other  races  and left to form the PAC. Nelson Mandela, Walter  Sisulu,  and six others were eventually given a life sentence for treason in 1964 at what is known as the Rivonia Trial.

Extraction of Metals from their Ores Worksheet Coursework

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new york mets :: essays research papers

On July 27 1959, A new York attorney named William shea had an idea of putting a new baseball team in new York since the dodgers and giants had left for california.So on march 1st 1961 His wish was granted.The new York metropolitan baseball club or â€Å"the new York mets† were introduced into the national league.The name of the team was chosen by owner Joan Payson.The other names that were put into thought were the rebels, skyliners, nybs and avengers just to name a few.On April 11,1962 the mets played their first game in franchise history and lost 11-4 to the St Louis cardinals.The first season was a miserable one.Manager Casey Stengel led the mets to a 62-100 record,The worst record in major league history.After a couple of more losing seasons, The mets finally made a move and signed pitcher Tom â€Å"the franchise†Seaver,one of the best pitchers who ever played the game. They also picked up power hitting outfielders Donn Clendenon and Tommie Agee. Finally the mets looked like a baseball team.Entering the 1969 season, my father said the mets wewr 160-1 to win the World Series, but the mets shocked everyone winning the national league championship. Now, this is how the mets won their first world series, The batter was cleon Jones, after striking out manager Gil Hodges notices a black mark on the ball. The black mark was shoe polish. Putting shoe polish on the ball makes it spin more and makes it much easier to strike out a batter. The umpire awards first base to jones, Clendenon follows with a 2-run home run and the mets win the World Series. What a way to win! Moving on to the 70’s. My father says he wishes he could forget what happened in the 70’s to the mets. 8 of the 10 seasons were losing ones. On top of that, the mets traded Tom Seaver to the Cincinnati reds for 4 pieces of garbage named Pat Zachary, Doug Flynn, Steve Henderson and Dan Norman. I’ve never even heard of them! The mets made a turn for the better when they sold the team to 2 men named Nelson Doubleday and Fred Wilpon in January of 1980. They got right to work because they traded for Doc Gooden, One of the best of his time. They also acquired all-star first basemen Keith Hernandez and all-star catcher Gary Carter.

Why Are Children Used as Protagonists in Iranian Cinema?

i SAE Institute London Written Assignment WHY ARE CHILDREN USED AS PROTAGONISTS IN IRANIAN CINEMA : A LOOK INTO MAJID MAJIDI’S ‘THE CHILDREN OF HEAVEN ’ (1997)? Iman Yusufali 15346 FF1011 20 August 2012 Word count: 3300 approx. ii DECLARATION: I hereby declare that I wrote this written assignment on my own and without the use of any other than the cited sources and tools and all explanations that I copied directly or in their sense are marked as such, as well as that the dissertation has not yet been handed in neither in this nor in equal form at any other official commission. Date: 20 August 2012 Place: London, U.K. Signature: IMAN YUSUFALI iii Table of Content Title Page Declaration Page Table of content Essay Reference List i ii iii 1 7 1 WHY ARE CHILDREN USED AS PROTAGONISTS IN IRANIAN CINEMA : A LOOK INTO MAJID MAJIDI’S ‘THE CHILDREN OF HEAVEN ’ (1997)? Iranian cinema has numerous successful movies that have been viewed internationally, th at use children as protagonists and child heroes who have to go through daily life struggles. These films include ‘Children of Heaven’, ‘Colour of God’ by Majid Majidi, ‘The White Balloon’, ‘Mashq-e Shab’ (homework) by Kiarostami and Ab Bad Khak (water, wind, dust) by Amir Naderi.The innocence of a child and the impromptu acting is sure to affect the way the story is told and witnessed by the viewers. Therefore what we are going to explore in this essay is what children could possibly represent and symbolise in films, why Iranian cinema in particular has used this notion of child-hero and we will also be analysing Majid Majidi’s film ‘The Children of heaven’ (1997) step by step, how he uses children as protagonists and what they represent in film.Ultimately, we will understand the effect of using the child-hero in films and how the audiences interpret the film. Moreover, we shall be considering what children sym bolize and represent in films and what they convey through their naturalistic performances. Additionally, we examine how the Iranian cinema changed post revolution and in what ways the filmmakers were forced to conform to the censorship prohibitions laid down by the strict government of Iran.Likewise, we will be analysing Majid Majidi’s Oscar nominated film from 1997; ‘The Children of Heaven’ and how it conforms to these censorship laws, as well as its success in being able to attract a large international audience simultaneously, who could relate and sympathise with it’s child-hero, Ali. Using sources and references such as the World Wide Web, journals, books and reviews we arrive at our conclusion.It might not make sense why these questions in particular need to be answered, however my personal experiences living in Iran, my interest in Iranian cinema and my knowledge of the Persian language would be the first reason as to why this topic was chosen. Seco ndly, I strongly believe these are questions that one needs to consider and research whilst studying digital filmmaking, since using a child hero instead of an adult hero could have a major impact on the way a message of a film and the emotions within it, are communicated and perceived.This will result in the realization that a tainted adult cannot communicate the same messages and performances, as a pure child is able to. 2 Many films worldwide use children as lead roles in their stories; as has been seen in Hollywood, Bollywood, Iranian and Italian cinema in films such as, ‘Hugo’ (2011), ‘Tare zameen par’ (2007), ‘Children of Heaven’ (1997) and ‘Bicycle Thieves’ (1948). Why use children as protagonists? Is it not possible for adults to play the hero instead?Children have a sense of realness about them, a world of their own not yet tainted by adult distrust, dishonesty and disbelief. Children symbolise an untouched reality not inf luenced by the world as yet. (Marco Grosoli, 2011) Children have an independent life off set that gives them a feel of realism thus allowing audiences to trust their performances and actually believe and empathize with them. (Richard Tapper, 2002) This trueness gives children a sense of being ‘real’ and part of the common people thus portraying how people are or what people should really be like. Richard Tapper, 2002) Children are frequently used to scrutinize the grown-up world in addition to a world of their own. (David Morrison, n. d. ) Thus, it seems that children are not always valued for their child like ways but sometimes for their prospective great future in the mature world. (Iris Shepard, 2010) Kathy Jackson author of Representations of the Child in American Film also suggests that a child generally represents a hopeful future while an evil or demonic child would represent the evils of a society at large. Iris Shepard, 2010) The pureness of a child is a mere r eflection of a tainted grown up person. (Marco Grosoli, 2011) Perhaps it is the fact that they are so impulsive in their ways and are more adaptable and less self-aware in front of the camera that children are a means in films to show reality. To put things into perspective, children are â€Å"naturals at being natural. †(Jonathon Jones, 2000) hence these ‘real people’ enlighten audiences with real messages. Their own past life experiences affect their performances in being even more credible.From what we have said so far, one can gather that children can represent good and evil but all in a convincing and realistic manner. Children can symbolize society and even people’s alter egos. (Richard Tapper, 2002) We now have a brief idea as to why filmmakers would use children as protagonists, how their performance effect the audience and in what way they understand the story, this would then leads us to our next question why did Iranian cinema use this method?Th e evidence to suggest that Iranian cinema had a tendency to use child protagonists comes with the sheer volume of films made with this concept. Amir Naderi’s Davandeh (the runner)(1986) and Ab Bad Khak (water, wind, dust)(1987), Abbas Kiarostami’s Khaneh Doust Kojast? (Where is my friend’s house? )(1986) tells the story of a child who is caught up in a inconsiderate adult world and in his Mashq-e Shab(homework)(1987), a documentary about the schooling structure, Kiarostami sat in conversation with the children.In Gal(Scabies)(1987), Abolfazl Jalili tells us about the trials of a young delinquent in prison and, Raqs-e khak(dance of dust)(1991), explores into the realm of child labourers, these films are just the films that got international acclaim excluding the many more films made with the concept of a childhero. (Rosa Issa and Sheila Whitaker, 1999) As to the reason behind this type of story telling, we will have to discuss and explore further into the Iranian society.Iranian filmmakers, especially post revolution throughout the 1980s, have had a hard time with governmental regulations to be able to make films according to their own visions and directorial style. This is when children became an elemental part of the Iranian film industry. (Rosa Issa and Sheila Whitaker, 1999) 3 One might wonder why a sudden shift came about during and after the revolution, it seems the revolution itself, the occupation of US embassy and the 8 year war between Iraq and Iran had serious implications on the Iranian cinema and what was directed and produced in the country.Resulting in the Iranian cinema being influenced by Islamic rulings, an anti-western outlook and propaganda. The afore-mentioned incidents created a shift in the world’s perception of the Iranian people. The outside world now saw the Iranian people as cruel and barbaric, all this only from the lack of communication with the outside communities. Accordingly, cinema was the only method in which Iran could paint a completely different, more humane, vision of the Iranian people to the rest of the planet. Hamid Reza Sadr, 2006) Limitations employed on certain topics such as the illustration of love interactions between opposite genders and violence, added to the trend of substituting adults with children as heroes (usually playing the roles of brother and sisters). The children are sometimes were even allowed to sing songs in child hero films, which is still forbidden in Iranian films till today. (Rosa Issa and Sheila Whitaker, 1999) The child-hero movies are to a certain extent, a channel through which filmmakers sidestep restrictions that they would have had with adult-hero movies. Jonathon Jones, 2000) Some films like ‘The Apple’ (1998), are seen by Times magazine as a masked confrontation on the mullahs, with the children signifying the new young Iran’s refusal to allow further religious control. (Jonathon Jones, 2000) Thus, children were als o used to symbolize the youth of the whole country at large in their political positions. Furthermore, making viewers and audiences relate to the subjection of a child makes them in turn able to engage with the nature of the Iranian society and what it means and feels like, to be as subjected and as helpless as the child in the film. Jonathon Jones, 2000) Hence, children were not only used to symbolize the young Iran’s political and social positions but to actually make the audience understand and identify with the feelings that come by living in such a society. The recurrent hire of kids as actors is double in its implication as Persian filmmakers use the theatrical and melodramatic abilities of kids by showing them as troubled by destitution and unjust policies. Nevertheless, the use of youngsters is likewise a method that permits directors to evade those strict censorship laws that relate explicitly to the depiction of men and women in films.In movies like Majid Majidiâ₠¬â„¢s Bache-ha-ye Asman (Children of Heaven, 1997) and Rang-e Khoda (The Colour of Paradise, 1999), the relationships featured are often pairs of young brothers and sisters who together must overcome the rigid dictates of their parents. Therefore, the purpose of children in Iranian cinema is inconsistent: they are, in one way used to evade the strict censorship laws and prohibitions that come with making films in Iran but simultaneously these children are shown to be restricted by the same system. Rosa Holman, 2006) Many films are arranged against a vivid natural setting to add gravity to the storyline (Linda Aronson, 2001), which in turn exaggerates the inner and emotional occurrences of the hero in a film. Likewise children can be used as symbols whose external battles and experiences relate to the broader problems in society. (Rosa Holman, 2006) Another possible reason for the placement of children as protagonists in Iranian cinema, would be that children are less likely to be ju dged because their performance embodies individual incidents and intimate sentiment.This emotional performance brings the audience to believe what they are seeing is the ‘real world’. This in turn leads the audience to empathize with the struggles of the child not as the child’s but as their own. Consequently, taking out all sorts of social illnesses within the audience and giving them a sense of communal understanding. (Richard Tapper, 2002) 4 The use of children to manipulate the mature audience’s feelings is a method that has been long used by Iranian filmmakers. Rosa Issa and Sheila Whitaker, 1999) Also this approach, of a child being a hero, portrays them as greater symbols of men and women and even sometimes as â€Å"everyone’ alter egos†. (Richard Tapper, 2002) However it appears that the filmmakers in Iran did not employ the notion of child hero in their stories, merely to evade censorship prohibitions or to get the children’s natural performances on camera. Having children especially in Iranian films let the international viewers delve deep into a child’s world, whose lives and lifestyles may be very different from the viewers’, but whose concerns is one in the same universally. Hamid Reza Sadr, 2006) Perhaps, in a child’s universe time is unlike that of time in an adult’s world i. e. the concept of time is not that of the real world it is more adaptable and more changeable, it can be still entirely or can be fast-forwarded just like a film. It is the quintessence of child’s play where even a â€Å"boy blowing a bubble† can hold the time in suspense just to enjoy that very moment and not let it pass by. Jonathan Jones, 2000) The comprehension of why the child-hero was used so widely in Iranian cinema leads us to our last point of discussion: An exploration of the use of child protagonists in Majid Majidi’s film, ‘The Children of Heaven’ (1997) . After having watched the film, it is apparent that Ali, the child protagonist in ‘The Children of Heaven’ has represented all that a child should represent in film, from his au-natural acting to his innocent tears we see so very often throughout the film.In the adult world, we separate children from ourselves as not being able to feel or go through the same emotional and spiritual experiences as we do. Also as grown ups one feels that children have it easy in life and are not as affected by daily problems and issues. However, Majid Majidi in this film illustrates to Iran and the world that children in fact are more receptive to emotions and have a heightened sense of fear and distress than we as adults, realise. (Maria Garcia, n. d. â€Å"The young hero of Majid Majidi's †Children of Heaven† is played by Mir Farrokh Hashemian, a desolate-looking boy with huge brown eyes and a way of sending tears suddenly rolling down his cheeks. Those tears well up with some regularity during this film about 9-year-old Ali, his younger sister Zahra (Bahareh Seddiqui) and their scheme for sharing a pair of his tattered sneakers. † (Janet Maslin, 1999) We see such depictions of high emotions every time Ali cries or feels guilt or strives to recompense for his sister’s lost shoes.The first time this is shown in the movie is in the beginning when Ali loses his sister’s shoes and goes looking for it under all the wooden vegetable cartons and even though he is shouted at cries and tells the grocer that his sister’s shoes were there and now they are not there any more. (Majid Majidi, 4:50, 5:19) The second time we see Ali troubled with the burden of losing his sister’s shoes is when he comes back home, stops and looks at his sister’s smiling face. At first he does not have the heart to tell her but she goes to look at them and he is forced to tell her the truth.Both children start crying here. Zahra, Ali’s s ister, cries because she does not know what she will wear to school the next day and Ali cries because he’s looked everywhere and feels guilty and knows his father cannot afford to buy a new pair of shoes and pleads with Zahra not to tell their mother and to make up runs back out of the house and goes back to the grocers bravely to look for the shoes even refusing to play with his friends at their request. (Majid Majidi, 6:48, 6:50, 7:10, 7:15, 7:21, 7:26, 7:45, 7:50, 8:00, 8:20, 8:40, 9:15) 5Yet again we see Ali crying because his father tells him off for running out of the house and not waiting to help his mother. Ali’s father tells him he is now 9 years old and grown up that he needs to be more responsible. All Ali can do is cry out of guilt and fear even though he is doing his best. (10:42, 10:50) Even when Zahra threatens to tell their father, Ali tries to explain to her that this will cause more damage then her having no shoes as he has no money to buy her new sh oes. So he being a loving brother suggests they share shoes and in tries to compensate by giving her a brand new pencil. Majid Majidi, 14:30, 15:08, 15:30, 15:49) Ali’s emotions get the best of him when he becomes agitated with his sister for coming late and in turn making him late for school. This happens because Ali is afraid of being caught by the principal of the school who always seems to be lurking around to catch late children. (Majid Majidi, 19:24, 19:36, 20:38) When Ali comes back home Zahra expresses her distaste of the dirty shoes and says she just cannot where dirty shoes. Ali who simply says, â€Å"We’ll wash it†, solves this issue making his sister smile.He knows how to make his sister happy without getting caught by his parents. (Majid Majidi, 21:15, 21:31) On the television there is a program informing the viewer’s dangers of not wearing the proper type of shoes and this makes Ali worry about his sister. (Majid Majidi, 23:25, 23:38) Zahra cannot sleep at night because she is worried the rain might wet their shoes and she wakes Ali up. Ali gets up and gets the shoes right in time. No matter what happens Ali makes sure nothing happens to these shoes a lesson learnt well. Majid Majidi, 23:57, 24:05, 24:25) When one of the shoes slips off her foot into the gutter full of water, she gets fed up of this sharing and tells Ali that she’s going to tell their father. Ali tells her he’s not afraid of the beating that he might get but he thought she would understand that their father is the one who will get upset for not being able to buy a pair of shoes and that he’ll have to take a loan and if he gets in debt, so on and so forth. (Majid Majidi, 29:45, 29:58, 30:21) Ali tries to make his little sister understand the concept of self-sacrifice.Another scene where Ali’s emotional side comes to play is when he says no to his friend’s request to come to play in the finals for the football league. H e maintains his principals and recognizes his responsibilities when he answers negatively, stating that his mother is ill. (Majid Majidi, 32:20, 32:44) If you want a heart-melting scene of kindness to ones sibling look no further. Ali gets one of the highest marks in his Mathematics class and thus receives a pen as a gift. He runs home to find Zahra still not talking to him, to makeup he gives her this pen without thinking twice. Majid Majidi, 34:00, 34:21, 34:40) This is a true example of giving. Respecting his old neighbours, and giving them a bowl of hot soup, Ali is rewarded with a handful of nuts, raisins and sugar balls for which his very thankful. (Majid Majidi, 35:40, 36:20, 36:25, 36:30) Another crisis that takes place is when the principal catches Ali coming in late for the third time. This time he tells Ali to go back home and come back with his father. Ali tries to explain that his father works all the time and his mother is sick but the principal just thinks the boy is making excuses because he is afraid.He goes out crying but gets allowed back into the school with the intercession of his teacher. (Majid Majidi, 43:05 – 43:55) 6 Ali like his father helps at the local mosque. Ali does the humbling job of putting all the shoes of the worshippers in order with his friends and then later on is called to serve the tea to all of those attending. (Majid Majidi, 46:40, 46:43, 47:40) Ali always listens to his parents never once disrespecting them even though as a child he is burdened with many chores.Ali’s ability to play with a child he’s just met who is from a completely different background to him shows Ali’s ability to interact without judgment just enjoying the present. (Majid Majidi, 56:25) When Ali finds out that the third price of the national race is sports shoes he goes straight to the P. E. teacher’s office to out his name down for the race. He insists on this to the point of tears and promises to come first, t he teacher cannot say no to Ali’s tear stained face. This illustrates that Ali is focused on compensating for a mistake he committed and making his sister happy.As soon as he reaches home he does not wait a minute in telling her the good news. (Majid Majidi, 1:07:50, 1:08:12, 1:09:05, 1:10:08) All through the race Ali has flashbacks of his sister running back home to give him his shoes back for school and he hears her voice asking about the shoes. This motivates him to the point where he even is pushed over but stands right back up and continues to run. (Majid Majidi, 1:15:10, 1:18:26) In the end Ali wins first prize accidentally, which is good for everyone except him whose soul purpose was to win the shoes for his sister.He goes back home disappointed and ashamed not knowing in the end that the father bought both them a new pair of shoes each. (Majid Majidi, 1:21:10, 1:22:03, 1:23:00, 1:23:30) In the end we see Ali sitting with his blistered feet in the fountain with all the golden fish surrounding his feet (Majid Majidi, 1:24:50) as if the good actions and intentions, attracted them to him likewise attracting all those who watched this film. In conclusion, we see that Majid Majidi’s child hero character, Ali, makes the audience empathise with him for his innocence, realness, innate goodness and his naturalness.He really gets the message across; problems in society, how one should act responsible when they make a mistake, respecting one’s family, self sacrifice and so much more. This movie is completely with in the regulations Iran has set yet it identifies not only with the Iranian people rather by all of the world. â€Å"What follows is a beautiful telling of a childhood adventure, a touching portrait of sibling-hood, and among other things, an immersive portrayal of life in poverty. The film is surprisingly poignant, and quietly gives us different perspectives on the lives of others by literally putting us in their shoes. (Nadir Siddi qui, 2012) 7 Reference List Aronson, L. (2001) Screenwriting Updated. Los Angeles: Silman-James Press, p. 88. Bachehaye Aseman (The Children of Heaven) (1997) [dvd] Iran: Majid Majidi. Filmjournal. com (n. d. ) CHILDREN OF HEAVEN, THE. [online] Available at: http://www. filmjournal. com/filmjournal/esearch/article_display. jsp? vnu_content_id=100 0698253 [Accessed: 20 Aug 2012]. Grosoli, M. (2012) The Privileged Animal: The Myth of Childhood and the Myth of Realism According to Andre Bazin. Red Feather Journal (online), Volume Two, Fall 2011 (Issue Two), p. 59, 60. Holman, R. 2006) â€Å"Caught Between Poetry and Censorship†: The Influence of State Regulation and Sufi Poeticism on Contemporary Iranian Cinema. Senses of Cinema (online), Film & History Conference Papers (41). Issa, R. and Whitaker, S. (1999) Life and Art: The new Iranian cinema. London: National Film Theatre, p. 36, 37. Jones, J. (2000) Children of the revolution. The Guardian, [online] Friday 14 July. Availabl e at: http://www. guardian. co. uk/film/2000/jul/14/culture. features1 [Accessed: 18 Aug 2012]. Maslin, J. (1999) The Children of Heaven (1997) FILM REVIEW; For a Pair of Sneakers, Longing, Lies and a Plan.The New York Times, [online] 22 January. Available at: http://movies. nytimes. com/movie/review? res=9F03E3DB1130F931A15752C0A96F958 260 [Accessed: 20 August 2012]. Sadr, H. (2006) Iranian Cinema: A political history. London, New York: I. B. Tauris. Screenonline. org. uk (n. d. ) BFI Screenonline: Children on Film. [online] Available at: http://www. screenonline. org. uk/film/id/446281/index. html [Accessed: 18 Aug 2012]. Senses of Cinema (2006) â€Å"Caught Between Poetry and Censorship†: The Influence of State Regulation and Sufi Poeticism on Contemporary Iranian Cinema | Senses of Cinema. online] Available at: http://sensesofcinema. com/2006/41/poetry-censorshipiran/ [Accessed: 19 Aug 2012]. Shepard, I. (2010) Representations of Children in the Pixar Films: 1995-2009. Re d Feather Journal (online), Volume One Spring 2010 (Issue One), p. 7, 9. Siddiqui, N. (2012) Weekly Classics: Children of Heaven. Dawn, [online] 1 June. Available at: http://dawn. com/2012/06/01/weekly-classics-children-of-heaven/ [Accessed: 20 August 2012]. Tapper, R. (2002) The New Iranian Cinema. London, New York: I. B. Tauris.