computer Fields :: essays research papers

Duaane B. Carrington Jr.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mr. Cattell Rough Draft  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  11/7/01 Introduction   Ã‚  Ã‚  Ã‚  Ã‚  For my term paper the field I chose was computers. I chose this field because I love computers and it s a field on the rise. When doing my research about computers, I tried to stay focused on a few different types of fields. I did this because I thought that doing every different type of field would not help me chose the right field for me. Computers is such a big field that it was almost no problem picking a couple of computer fields to talk about in my term paper. Preparation   Ã‚  Ã‚  Ã‚  Ã‚  When doing some research I found out some ways to prepare yourself for the field of computers. First you should have good study habits and take a lot of notes during class. It would help you if you had a laptop so you can do some of your work in your dormitory instead of using the computer lab on the school campus (Cobb, interview). If you know nothing about the field that you are doing, then you should narrow down your classes, and take a side class that will help you prepare for your field. Since there are so many mathematic problems dealing with computers you should be well rounded with math in high school (Cobb, interview). If you are not good with math, then you should try to do anything possible to try and improve your math capabilities. Opportunities   Ã‚  Ã‚  Ã‚  Ã‚  There are many opportunities with the field of computers. A lot of jobs are offered to college students during their time in college. Some jobs offer the student so much money that they could live off of that if they were to leave college at that moment in time ( ex.35,000). Some job offers in different fields of computers are vast, but some are very hard make it in. You should pick a field that nobody really knows about make sure it has good pay. General   Ã‚  Ã‚  Ã‚  Ã‚  I found out that having someone who majored or knows something in the field of computers that you are in, you will need them if you have to ask them a question about something in your field that you can’t answer. There is a high demand for computer experts in certain fields, because a big or small corporation might need someone in that area to help them become successful (Cobb, interview). There is a lot of programming in computers.

The Duchess of Malfi Essay examples -- Duchess of Malfi Webster Papers

The principal characters and their roles We follow after bubbles, blown in th'air. Pleasure of life, what is't? Only the good hours of an ague The Jacobean age was one of questioning and uncertainty about many issues, such as religion, politics and law. At the same time it was rediscovering the potency of Classical texts of Rome and Greece, and reinterpreting tragic form to suit its own ends. The Duchess of Malfi is a revenge tragedy, but Webster has used the form for much more than just its entertainment value; he has used it as a vehicle for the exploration of some themes relevant to the society of his time. Webster based his plot on a true story set in Italy, and kept the Italian setting because like Shakespeare and other playwrights of his day, he had to use politically-acceptable foreign settings in which to explore ideas such as those presented in The Duchess of Malfi, (which were really commentaries on the England of their own era), to do with inequality, injustice, and corruption, without causing outrage in response to his work. Antonio and The Duchess The fact that Antonio can never have an equal relationship with the Duchess has prompted some readers to feel that his importance as a character in the play is limited, while others suggest that his main role is as a mouthpiece for Webster's own judgements and opinions. To assess the importance of his role we need to consider it relation to the Duchess, and in the context of the play as a whole. Inequalities of power associated with gender and social status are highlighted in the relationship between The Duchess and Antonio, and the reactions of others towards their relationship. In Antonio's self-deprecating dying speech, Antonio: We follow afte... ... been pointed out that The Duchess of Malfi is a flawed play. For example Ferdinand reveals to Bosola a possible motive for wanting his sister to be murdered: Ferdinand: To have gain'd an infinite mass of treasure by her death. [Act 5, Scene ii] But this sounds unconvincing, as Malfi is little more than a poor fishing village. Moments such as these in the play have led it to be criticised for its plot, and it has other flaws. For example is it plausible that the Duchess could marry Antonio and have children in secret? Webster tends to neglect the importance of The Duchess' sons, and in Act 5 we see Delio apparently with a false heir. But in spite of these flaws The Duchess of Malfi has lasted and remained popular, not just for its potent entertainment value and Webster's masterful use of language, but also for the insights it gives us into Jacobean society.

Capital Punishment and Societys Views Essay -- Death Penalty Capital

Capital Punishment and Society's Views â€Å"The question with which we must deal with is not whether a substantial proportion of American citizens would today, if polled, opine that capital punishment is barbarously cruel, but whether they would find it to be so in light of all information presently available.† -U.S. Supreme Court Justice Thurgood Marshall According to the American Society of Criminology, each year there are about 250 people added to death row and 35 executed in the United States. The death penalty is the harshest form of punishment enforced in the United Sates today. Once a jury has been convicted of a criminal offense, they go to the second part of the trial, the punishment phase. If the jury recommends the death penalty and the judge agrees, then the criminal will face some form of execution; lethal injection is the most common form used today. Capital punishment is a difficult issue and there are as many different opinions as there are people. In H.L. Mencken’s â€Å"The Penalty of Death†, and Anna Quindlan’s â€Å"Execution†, both sides attempt to persuade the reader to the their viewpoint of capital punishment. However, after reading the two essays, I found Anna Quindlan’s â€Å"Execution† had a stronger argument according to the guidelines in Joseph Trimmer’s â€Å"Writing With A Purpose.† Anna Quindlan had a more classic argument whereas H. L. Mencken’s argument resembled persuasion. Although both authors support the idea of the death penalty, Quindlan is mo...

The Effect of Violence in Movies to the Society

The last few years have seen an increase in violence in movies. Action movies seem to get more ‘exciting' than the previous movies each year and therefore, more violence is shown. Many people complain that violence is influencing our country and it's youths which causes many youths to fascinate about violence, eventually experience the fascination of violence for themselves and go crazy – go on a killing spree or something similar. Violence in movies do in some way affect youths and people in society. It affects people's views of themselves, other people, the world and people's thoughts on certain things. Beliefs or values and attitudes may be affected by violence in movies. For example, if a certain person is a racist and believes white people are superior to black people, they may watch a movie which displays racial discrimination, such as ‘American History X', and after viewing violent action against blacks, the person may decide to take action and go out and kill black people. This is an example of someone's beliefs/values and attitudes being affected by violence in movies. It is believed that whatever is seen at the movies, children will praise certain shows and characters featured and try to be like them. They look up to their hero and want to do everything that person does. In an action packed movie, the hero or the ‘good guy' is loved by children and they may try to copy their actions, thus leading to violence. So it is believed that violence in movies will increase physical aggressiveness among children and violent criminal behavior. One method by which violent movies may promote criminal violence is simple imitation. Two surveys of young American male violent felons found that 22-34% had imitated crime techniques they watched on an action packed movie. On the questionnaire I conducted, 60% of the people who participated in the questionnaire said they have an urge to go fight, kill, save people, etc, after watching a movie full of violence and action. This is only an urge, but may still result in the action of violence taking place. Children do imitate the behavior of models such as those portrayed in movies and other things such as television. They do so because the ideas that are shown to them on television are more attractive to the viewer than those the viewer can think up him/herself. This can be seen with the advent of the Mighty Morphin Power Rangers. Young children cannot seem to get enough of these fictional characters and will portray them often. But it is Not only can violence in movies inspire children to take action, but can also inspire and empower potential criminals. Of course, not everyone who watches a Rambo or Terminator movie becomes a criminal. The harm of violent television is felt most by the already vulnerable segments of the population. Alfred Blumstein, dean of John Heinz School of Public Policy and Management at Carnegie-Mellon, notes that â€Å"the glorification of violence on television has little effect on most folks, but it has a powerful effect on kids who are poorly socialized †¦. It dehumanizes them and becomes a self-fulfilling process. † Repeated exposure to violence in movies may make violence seem ordinary or normal to these type of people. Perhaps all sides of the movies and violence debate can agree that reducing movie violence should be considered as efforts to change the conditions that make the children so vulnerable and dangerous in the first place. Maybe ratings of movies should be taken more seriously and be more strict so that children cannot view violence which would pollute their minds with violence and criminal behavior. In the questionnaire, the majority said that the movie ‘The Matrix' entertained them. This is an action film, and when asked whether they have an urge to go fight, kill, save people, etc, after watching an action film contained with violence, 40% replied no. This may show that some people like to watch movies with violence – no matter how it is rated – purely for entertainment and that it would not effect their attitudes towards violence in a negative way. These days, violence in movies are seen to be very realistic. The fighting, the pain, the blood and guts are made to look real. These are all done through the use of computers and digital editing. So the violence in movies may seem real, but in fact it is all fake and have just been performed by the click of a mouse. The question is, why do filmmakers show violence as their main subject in movies and why do they want the violence to seem real? There are many reasons to this. One could be to impress audience, another could be the demand for more action films, or another could be that action movies seem to be more popular nowadays. But the main reason would be to make the movie full of excitement which would most probably make the movie become huge and popular, which would then result in a lot of money for the filmmaker. This is not right and portrays filmmakers as selfish people only looking for money, as they do not stop to think that the violence could pollute children's minds. Filmmakers could say this could be prevented by making the ratings high, but that certainly does not stop children from watching the movie. They may be taken in to watch it with someone older for supervision, or simply view it on video once it is released. Fixing the problems of children and movie violence is not easy. There are many factors that have to be considered and people to be convinced. This problem will, no doubt, never go away and continue to get worse as the years go by. However, there are measures that can be taken to prevent the children from ever being exposed to such things. After all, what is the world going to be like when the people who are now children are running the world?

Storm Born Chapter Twenty-Seven

Traveling in spirit is a lot different than traveling in the body. The body gives you more strength – and more risk – but the spirit can see things beyond normal physical senses. As I rose up and up from the Otherworld, I saw it in all its beauty and power. People and objects were ringed in light, some brighter than others – like Dorian, who shone like a small sun. All around him and the others, the Alder Land glittered with its own aura, an aura that called out to me in a funny way. Leaving it felt strange, like part of me was being abandoned back there. As for me, my soul grew wings as I crossed into the Underworld. I was dark, nearly black, and wore a graceful, avian shape. I was the Dark Swan, my totem, the shape my spirit naturally traversed the worlds in. I hadn't had to use this shape in some time. I'd first developed the ability to move my spirit into the Otherworld wearing a shape nearly identical to my physical presence; I'd later learned to go over entirely in my own body. But this was not the Otherworld, and I needed the protection of my swan shape. The land of death did not like to give back its souls, and the closer I got, the more risk I faced. I could only pray Kiyo hadn't fully entered it yet. Feeling him was easy. My physical body was still close to his, and he and I had enough of a mental and spiritual bond that I could track him. But, as it turned out, he was far ahead of me. Too far. He had crossed the black gate. If I wanted to follow, I would have to enter the land of death in earnest. My return was doubtful. And yet†¦I couldn't just let him go. Not yet. Not when he'd died because of me. Not when he'd still followed, despite my rejection of him. Not after what we'd shared together. Onward I flew, my wings sweeping over currents of power. I saw no gate per se, but I felt when I crossed it. The connection to my physical body trembled, and I knew I had just endangered it. Too much time here, and it would sever altogether. With that knowledge came another sensation as I crossed over, one so sharp and sudden that I might as well have been slapped in the face. It felt like a belly flop into a freezing pool – remarkable considering the soul did not feel physical sensations. Well, at least that was what I'd been taught. I'd never known any shaman who crossed over and survived to tell about it. Once I actually entered the world, I was suddenly awash in tactile feelings. Warmth swirled around, mixed with those streaks of icy cold. For just an instant, I saw a world so beautiful, it made me ache inside. Color and light and wonder. Glimpsing it, I felt my connection to something much greater than myself, something I had never understood in the worlds of the living. I was drowning in it, in that burning bliss that made the euphoria of magic seem trivial. And just for a second, I nearly grasped all the meaning to life and death. Then, in a blink, it was all gone, and I was plunged into darkness. I silently cried out, longing for the return of that beauty. Where had it gone? Why wouldn't it come back? A voice answered me, vaguely female. It spoke in my mind, reverberating through me and my being. This world becomes what you bring to it. What do you bring? The blackness shifted and became solid. I saw no light source, yet I could just barely make out the area in front of me. Ground appeared, cold and dead. Black rocks jutted out at odd angles, sharp and ugly. A chill wrapped me up. My field of vision was limited in that weird illumination. Everything beyond it was unfathomable darkness. In front of me, I made out a deeper blackness, surrounded by a faint gray outline. A doorway or a tunnel. Was this what I was? Had I shaped my surroundings into cold darkness? The voice spoke again: This world is what you make it. Inside the tunnel, I could feel Kiyo. With no more thought, I took flight again, moving forward. The darkness swallowed me once more. Then I emerged into an empty clearing. It looked like I was in a cave, surrounded by that same cold stone. An indeterminable source illuminated the room with stark light. There was no way out. I felt Kiyo ahead still but saw no way to get to him. Behind me, the path I'd come from was gone. And then I wasn't alone anymore. Shapes materialized around me. I recognized almost every one of them. The keres. The fachan. Finn. Some of the yeshin. An assortment of spirits. Countless other monsters. Countless gentry. Every being I had ever banished to this world. They filled almost every inch of space in the enclosure, crowding around me. Their faces were horrible. Twisted reflections of what I used to know. They opened their mouths, screaming their terror and pain, reliving when I had killed or banished them. The group closed in, hands reaching out. They clawed at me, trying to gouge me and scrape away my skin. Skin? The feathers were gone. I stood in my human form, quite ordinary-looking in casual clothes. The hands and faces closed in tighter, and I screamed as the mob tore me apart. Agony shot through every part of me, a terrible and consuming pain. I sank to the floor, trying to ward them off. What will you give us? they seemed to ask as one. What will you give us to let you pass? â€Å"What do you want?† You sent us here without thought. You ripped our essence out of one world and into another. Do you know what that is like? To have your essence torn asunder? â€Å"Show me,† I whispered. They did. It started inside of me. Like a small spark, noticeable only by a faint twinge. Like getting shocked with static electricity. Then it grew, spreading out like a mass of wriggling worms, eating me from the inside out. Only it was more than physical. It was like†¦a spiritual cancer. I could feel everything about me disintegrating. First, all the superficial things. My love of pajamas and Def Leppard. This was followed by the removal of things that identified me, that made me unique: my physical abilities, my shamanic powers, even my newfound magic. Next, my emotional connections were stripped away, making me forget everyone I knew or loved. My parents, Kiyo, Dorian, Tim, Lara†¦they all vanished, their memories blown to the wind. Finally, my base essence disappeared. Me as a physical and mental being. Eugenie Gwen Markham. A woman. Half human, half shining one. It was all gone, and I was nothing. I wanted to scream but had no means of doing so. And then, I was back. I sat huddled in a ball, alone in the cavern. Unfolding myself, I saw that I was whole. My self-knowledge had returned. Still shaking, I looked up and saw that a doorway had appeared. It was a way out, a way toward Kiyo. I walked into the next tunnel, again entering the darkness. When I emerged, I found myself in a cavern exactly like the other. Only this time, I wasn't alone. A man stood on the far side, his back to me as he studied the wall. Sensing my presence, he turned around. He had reddish hair, streaked with silver and just barely touching his shoulders. The features of his face were striking, a square jaw and sharp angles. Handsome in a harsh sort of way. He wore clothes like the gentry, most of him covered by a sweeping cloak as rich as anything Dorian might own. Rich purple velvet. Jewels worked into the edges. A crown sat on his head, made of a gleaming metal too bright to be silver. Platinum, I thought. It was a masterpiece of metalworking, all scalloping and flowing edges, like a circle of entwined clouds. The edges of it met in a small point at the top of his forehead, like a faux widow's peak. Diamonds and amethysts set among the lacy curves glittered in the weird lighting. But it was his eyes that really seized me. They would not hold one color. They shifted, like clouds on a windy day. Azure blue. Silvery gray. Rich violet. â€Å"Hello, Father,† I said. The eyes held at a steady, deep blue as he looked me over. â€Å"You are not what I expected.† â€Å"Sorry.† â€Å"No matter. You will do. In the end, you're only a vessel anyway. Your magic will grow, and those around you will eventually see that what needs to be done is accomplished, once your child is born.† I shook my head. â€Å"I'm not going to have your heir.† â€Å"Then you will not pass. You will die here.† I didn't say anything. Anger hardened his already fierce features, and whatever attractiveness I'd noted before vanished. I remembered my mother's reaction, her pure and unwavering hatred for him. His eyes flickered again, turning from blue to a gray so dark it almost looked black. â€Å"You are a stupid, foolish girl who has no idea what you're doing. The fate of the worlds hinges upon you, and you are too ignorant and too weak to do anything about it. No matter. You are not the only one who can carry on the dream.† â€Å"What, you mean Jasmine?† He nodded. â€Å"She lacks your power and war instincts, but again, she is only a vessel. More important, she is willing. Aeson made sure of that. He visited her years before finally taking her. She knows her duty. She will see it through.† A cold, heavy lump settled in my stomach. I had gone out of my way to avoid pregnancy, but Jasmine would not. She would be seeking it, purposely trying to have Storm King's heir. All my smug contraceptive practices would mean nothing. Storm King read my thoughts. â€Å"Maybe if you were the one, you could control the situation. Maybe it wouldn't be as bad if you were the heir's mother. If your sister is the one, there will be no reprieve.† â€Å"Don't fuck with me just to get your way. It won't work.† The eyes darkened further. â€Å"Whatever you want, then. It makes no difference if you die here and stay with me.† I stared at the far, blank wall, willing the stone to open. Beyond it I could feel Kiyo slipping away from me. My heart – if I had one in this form – beat more rapidly. I closed my eyes. â€Å"What do you want me to do?† Hands reached around from behind me, closing around my waist. â€Å"Submit just once,† Aeson said in my ear. â€Å"Submit just once to me, and you can pass on.† His hands pulled me against him, and I tried to squelch my rising nausea. Some reasonable part of me said it didn't matter. None of this mattered. I wasn't here in body. I couldn't get pregnant. This wasn't actually happening. Yet†¦it seemed so real. And for all intents and purposes, it was. His hands upon me. His breath against my neck. It felt exactly as it would in physical form, as I knew it was intended to. I opened my eyes and saw my father watching me. Beyond him, Kiyo moved farther away. â€Å"All right,† I said, barely recognizing my own voice. Aeson turned me around and kissed me, harsh and bruising, uncaring that my lips stayed inert and did not kiss him back. He pulled me down, putting my back against the sharp planes of the stone. The last thing I saw before all went to blackness was Storm King looking down at me, face cold and uncaring. I closed my eyes, trying to ignore the mental and physical hurt. When I let myself see again, I sat on the ground, palms down against the hard surface. Just like before, I felt no more pain, and I could tell my clothes were whole once more. Another illusion†¦one my body had no memory of but which would stay etched in my mind for some time, I suspected. Standing up, I moved forward, on toward Kiyo. Someone else was waiting for me in the next chamber, a man I'd never seen before. He was slim and small, dressed in scarlet velvet bordering on outlandish. He held a small cloth-wrapped bundle in his hands and paced around nervously. When he caught sight of me, his face brightened with relief. â€Å"There you are, your majesty!† he exclaimed. â€Å"I've been waiting.† â€Å"Waiting for what?† He proffered the bundle before me. â€Å"To give you your crown. You have to put it on.† I eyed the bundle nervously and then looked at the smooth, blank wall between Kiyo and me. â€Å"Is that what I need to do to get through? Put on the crown?† He nodded, shifting from foot to foot. â€Å"Hurry. We're running out of time.† I knew what the crown was for. I knew what Dorian had done outside of Aeson's fortress. Somehow, some way, I had gained the Alder Land. I had become its queen. I sure as hell didn't want it, though. If I made it away from here alive, I'd definitely rectify the problem. But if wearing the crown here was what it took to pacify this next sadistic torment, then I would do it. It was a whole lot easier than everything else I'd been through. â€Å"Fine. Give it to me.† He handed me the bundle. I unwrapped and nearly dropped it when I saw what lay inside. Aeson had worn a gold circlet. Dorian's crown, which he rarely wore, was similarly simple. It resembled a ring of leaves, beaten out in different metals: silver, gold, and copper. Presumably Maiwenn and the rest of the Otherworldly monarchs wore similar items. But this†¦this was not a simple circlet. It was heavy and platinum, an intricate swirl of metal set with diamonds and amethysts. Storm King's crown. Only it was smaller. A bit more delicate. Designed for a woman. â€Å"What is this?† I exclaimed. The man gave me a puzzled look. â€Å"Your crown.† â€Å"This isn't the Alder Land's crown. This is my father's crown.† â€Å"What else would you wear, your majesty?† I tried handing it back to him, but he stepped away from it. â€Å"I don't want it. I won't wear it.† â€Å"You have to. It's the only way.† He looked at me pleadingly, almost like he wanted me to move on to the next stage of this game as much as I did. I didn't need his entreaty. I wanted to move on too. Badly. Badly enough to finally lift the crown up with shaking fingers and rest it on my head. Instantly, I no longer stood in the chamber. I was on a high, cragged peak, overlooking vast sweeping plains. The sky was dark and heavy with clouds, and lightning danced among them. Below, on the plains, armies stretched as far as the eye could see. Armies of gentry and spirits and the myriad creatures living in the Otherworld. The crown felt heavy on my head yet did a poor job of holding down my hair as the wind whipped it around. A gown of indigo velvet embraced my body, and a black and silver fur cloak draped my shoulders. In my left hand, I held my wand, and in the crook of my other arm, I held a baby. It was wrapped up in white blankets, its eyes closed. A fine haze of hair, its color indistinct, swept over its head. I had no idea who its father was – I didn't even know if it was a boy or girl – but some instinctual part of me knew it was mine. Tentatively, I reached out with my fingers and touched that fine hair. It felt like down, like the softest, finest silk imaginable. The baby stirred slightly at the touch, snuggling against me, and something inside of me stirred as well. I jumped as a hand encircled my waist, and a warm body moved next to mine. Dorian. A sword hung at his side, and a new crown sat on his head, more elaborate than his former circle of leaves. It was made of thick gold, heavy with jewels and dazzling to behold. But it wasn't as big as mine. â€Å"They're waiting for your order,† he said. I followed his gaze out to the fields of people and saw that they were all on their knees before me, heads touching the earth. Above them, thunder rumbled as the storm swirled restlessly. â€Å"I don't know what to do,† I told him. â€Å"What you have to do.† As though moving of its own accord, the hand holding my wand rose into the air. The armies rose with it, like I was a puppeteer pulling marionettes to life. A great roar sounded among them, swords banging on shields and magic flaring in salute. One downward motion, and I knew they would march. One motion from me, and I would unleash hell itself. The roar intensified. Dorian's body shifted closer. The baby stirred again. My hand felt heavy and started to fall†¦. I stood alone in the stone chamber. No man. No crown. The doorway had appeared, and I lunged for it. The darkness engulfed me, and I swear the tunnel had grown more narrow than before. Still I moved onward. I could feel Kiyo growing closer and closer. I ran, needing to find him, needing to reach out to him, needing to – And there he was. He lay on a small dais in this new chamber, wearing his human shape. He was on his back, whole and perfect, his hands clasped on his chest like a sleeping fairytale princess. I moved toward him, and a woman moved in front of me. I didn't know how I hadn't seen her before. She had just appeared. I looked at her and squinted, trying to focus, but had trouble. Her appearance kept shifting. One instant she was golden and lovely, honey-blond hair pouring to her ankles. The next she was pale as death, black hair sweeping behind her like a funeral shroud, yet still beautiful in a frightening sort of way. Persephone herself blocked my path, and I knew there was no way I could go through her. â€Å"Let me have him. Please. I've passed all the tests, just like you wanted.† What I wanted? It was the same voice I'd heard before, only now amusement tinged its edges. None of that mattered to me. They were not my tests. This world is what you bring to it. Most of the dead bring guilt or regret. You brought your fears. I peered beyond her to Kiyo, my soul screaming out to his. â€Å"What do you want? What do I need to do to take him?† What makes you think I'll give him to you? He's mine. I received him fairly. The dead do not leave my realm. I racked my brain, turning over every story or myth I'd ever heard. â€Å"What about Orpheus? You let him take Eurydice.† But in the end, she did not leave. He was not strong enough. She stayed. â€Å"You don't need him, especially since I've sent you so many other souls.† Was it truly for me? Or your own ends? â€Å"Does it matter?† Perhaps not. But now I have two more, and I do not have to give them up. â€Å"Then do it as a favor,† I begged. A favor? Her amusement grew. Why would I do that? â€Å"Because I've served you faithfully. And because we're the same. I'm trapped in two worlds too, and I don't think I can get out of that. I'm torn in two forever now.† I touched the butterfly tattoo on my arm, half black and half white. Just like Persephone, who spent half her existence as a goddess of springtime and half as a ruler of death. Just like me, half human and half gentry. Half lover, half killer. In Swan Lake, Odile is the dark swan and Odette is the light swan, yet both are played by the same dancer. She only stared, and I desperately tried to think of something. â€Å"You said this world is what we bring. I brought love too. Doesn't that count for anything?† She considered. That depends. Will you give up your love? Sacrifice it to me? Promise you will stay away from him forever, that you will forsake your love. I stared at Kiyo's inert form, thinking how it would be to never see him again. Something inside of me died at that thought, but I didn't hesitate. â€Å"All right. I agree.† Persephone stared at me a moment, then Kiyo vanished. It is done. â€Å"You sent his soul back? He'll live?† If his body is healed soon, then yes, he'll live. She continued staring at me, and I realized I'd made no such guarantees for my own return. In fact, I could no longer feel that glittering connection to my own body. You are trapped here, she affirmed. â€Å"I know. It's okay. It's worth it.† And I meant it. Kiyo's life meant more than my own. Her blue-to-black-to-blue eyes held me. Then, as improbable as it seemed, she sighed. Go back. Go back to your dual existence. I will see you again someday, and then you will stay. Her fingers touched my forehead, and a searing pain ran through me. My form disappeared in a flurry of feathers and black wings, and I felt myself being pulled out of this world. Just before I left completely, she spoke again. Her voice was tired and maybe just a little sad. Keep your love. I have no use for it anymore. An instant later, I woke up in my physical body, gasping and choking for air as I returned to life.

Crash Essy

Julius M Dix Professor Gail Lighthipe Writing 106 Section 1 12 November 2013 Crash Essay Crash is the perfect analogy of how we as a human race deal with life, people and our own experiences. Physical characteristics and racial differences may be interpreted as two distinguishing traits that separate us. I think it's what keeps us apart. That leaves several abstract questions that the film Crash illustrates. What are the origins of personal prejudice? Do individuals experience stereotypes? Can people battle internal struggles within their own ethnic group?What prohibits us from vercoming these prejudices? The writers of the Crash managed to extend my viewing experience beyond the 90 minute film, thus forcing me to analyze my own prejudices and racial stereotypes towards others. I always thought that racism occurred as a result of a person's upbringing. If your parents were racist, there is a good chance that you will be a racist too. At first glance, Matt Dillon's character exhibits characteristics typical of this theory. Dillon exhibited a close bond with his father and later, we discover the roots of his racism.I naively assumed that Dillon as absorbing external cues from his father regarding his attitudes towards black people. It turns out that his father was not racist towards black people. It was Dillon who, in combination with his father's negative experiences and his own as a member of the LAPD, formed his own perceptions towards blacks. Another example of this occurred at the beginning of the film when the Persian family was attempting to purchase a gun. The clerk at the gun shop made a few blatantly racist comments about the perceptions of the customers. There were several references to the twin owers and planes.It didn't matter that the two were Persian, not Arab. A recurring theme was that post 9/1 1, all Middle Eastern people became potential terrorists. It is amazing that people have the ability to interpret bad events and cast their own prejudices on different ethnic groups to mask their feeling of anger and frustration. Perhaps stereotypes have maintained their prevalence because there are so many people that perpetuate them. It is often believed that all young black men are destined to be thugs, criminals and drug dealers. Additionally it is a common statistic hat the majority of incarcerated males are African American.As a young black man, it is difficult to break free of that stereotype. â€Å"Things will never change. † That attitude along with the perpetuation of existing stereotypes may be largely responsible for negative racial longevity. Ludacris' character was one of the most interesting to me. Here was this articulate young black man that spent his life stealing cars from white people. â€Å"Rap music is the music of the oppressor,† he said. It is often easier to blame others for your shortcomings than it is to confront them head on. On the reverse, rouble facing stereotypes can occur anywhere.They a re not simply restricted to skin-tone and neighborhoods. Racial discrimination transpires through social class as well. This creates division within the same racial groups. In the film, Cameron was portrayed as a wealthy, black, television actor. He achieved success as a nard working black man, but at what cost? Films like Crash are forcing us to look outside our own lives and fears, to realize that we're more alike than we think. Aside from the 2% genetic differences between us, we all have problems and internal struggles. That's what makes us human.

Media Education Of Debates Education Essay

Media instruction is the procedure of instruction and larning about media, the chief purposes are to develop a critical apprehension and an active engagement. Media instruction has for many old ages been in hunt of a infinite within the course of study, I hope in this assignment to look at how media instruction and media literacy have now found a topographic point within the course of study and have been translated by media instructors into pedagogical pattern. Children and grownups spend a big sum of their clip interacting with media of different types, from electronic mail, Internet, movies, newspapers and nomadic phones. These signifiers of media act as gateways to information, this information can frequently be filled with mass media messages, from advertizements to stereotypes. These messages are subconsciously taken in they have a monolithic impact on single consciousness and determinations ; they affect society as a whole. Media literacy helps to supply pupils with the tools that are necessary to enable them to read and entree information and to inquire inquiries. Media instruction can non entirely consist of production, pupils will non automatically get the critical cognition needed the media needs to be taught and challenged, the practical work does non by itself does non make an independent apprehension for the media. Media literacy should non be defined as a certain set of accomplishments or cognition, it should be looked at as the cardinal constructs of production, linguistic communication, representation and audience. â€Å" It is of import for media pedagogues to ever place unfavorable judgment at the head of our pattern, when incorporating production into the acquisition environment. †[ 1 ] Burn and Durran ( 2007 ) argue that media literacy has societal maps, and they prefer to see it as cardinal to the ‘3-Cs'model of media literacy. They province that audience can be studied in footings of their societal utilizations of the media even though as opposite numbers of manufacturers they have been traditionally seen as consumers of media texts. Social uses of the media average engagement and battle. They besides see the battle with the media as portion of wider cultural composites of gustatory sensation, involvement, pleasance, cognition and expertness which contribute to selfhood. Ofcom uses the undermentioned definition of media literacy ; ‘the ability to entree, understand and create communications in a assortment of contexts ‘[ 2 ]. The above quotation mark has parallels with Burn and Durran ( 2007 ) 3 C ‘s theoretical account. Henry Jenkins looks at the definitions of media literacy and looks at how it must non let pupils to disregard the accomplishments and cognition they already have to derive new cognition, that they must spread out their cognition. Culture in media instruction, the civilization is the values and ideals that are set by the pupils. â€Å" At least in the UK, research suggests that kids are now much more likely to be confined to their places, and much less independently mobile, than they were twenty old ages ago ; and while parents now spend much less clip with their kids, they are trying to counterbalance for this by giving increasing economic resources to child-rearing †[ 3 ] Buckingham ‘s point of position on media literacy is one of that it does non give the right replies but it allows the right inquiries to be asked. Throughout this assignment I am traveling to utilize my work with KS4 pupils making life as portion of the Gold Standard intercession programme. The pupils I work with have the ability to take advantage of an out of school experience. The pupils are welcomed into an educational environment but treated like grownups ; they become responsible for big sums of their ain acquisition. We do non anticipate pupils to walk through the door and go immediately engaged with what we are making, but we endeavour to set them in a place where they want to go occupied. Media instruction offers a new attack that looks at what pupils already know, non merely presuming that it is invalid. â€Å" develop a more automatic manner of instruction and acquisition, in which pupils can reflect on their ain activity both as ‘readers ‘ and as ‘writers ‘ of media texts †[ 4 ] The manner that Buckingham looks at how pupils have the ability to go ‘readers ‘ and ‘writers ‘ of media texts follows many analogues to my ain work with pupils. We get them to make an life and so discourse it, to understand why they have made the picks that they have. Burn and Durran look at how media instruction can be continued through the patterned advance of secondary school and how it can be taught across the course of study. Media instruction is non entirely a topic by itself ; media instruction can be used in many different capable countries. For case utilizing movie doing installations to make an reading of a Shakespeare drama, pupils would non merely be larning Shakespeare but besides larning by making.Hull City Learning CentresFacilitiesThe installations that are on offer at Hull City Learning Centres are as follows, at our East Centre, we have a intent built installation which houses, five instruction suites, each of these suites serves a different intent, each room has been specially designed to run into the demands of the pupils that require them. I am non traveling to travel into excessively much item about the suites as I am traveling to concentrate on the usage of merely one of the suites, but we have a grownup instruction room, a primary room ( which is geared up to KS2 pupils ) , and two KS4 suites, we so have a intent built media suite, which is the room that is used the most. This room has 26 iMac computing machines that double boot Windows and Mac OSX. Green screen shooting installation, HD cameras with illuming rig and sound equipment, it besides has an synergistic white board. The package we have on offer is the ‘free ‘ package bundled with the iMacs including iMovie and the iLife suite, we besides use a piece of life package called I Can Inspire or Pro Animate, I Can Animate is besides available on the Windows side of the machines.FunctionsHull City Learning Centres offer a broad scope of maps ; the chief one being KS4 intercession, working with schools to assist them accomplish the ‘Gold Standard ‘ which is accomplishing 5 A*-C classs at GCSE including Maths and English. The intercession courses that we run are ICT, Maths and English functional accomplishments, OCR subjects, multimedia, picture and life unit. However the chief intercession we offer is NCFE Animation which is the equivalent to 2 GCSE class Bs. We besides offer big instruction categories and KS2 intercession. We have two Centres across Hull, one Centre chiefly deals with the bringing of the Diplomas and the other focal points on intercession. The bringing of the Diplomas has become a large portion of what the CLC ‘s bash now, we deliver certain faculties on IT sheepskin and supply support and installations for the Creative and Media sheepskin. We besides have a conference room which can be used for picture conferencing and meetings, we are the host for a bulk of Local Authority enterprises and we besides support YHGFL ( Yorkshire and Humber Grid for Learning ) . Adult instruction categories are besides on offer a scope from the advanced CISCO networking to the most basic text processing degree 1. We work with the complete novice to the proficient experts, we offer class for grownups to accommodate their demands. We encourage household acquisition, and work with societal services and surrogate carers.ClientelesHull CLC is unfastened to all, we have on offer computing machines for people from the local community to come and utilize, we offer drawn-out installations for the host schools, we encourage schools to utilize as an out of the schoolroom experience. We deal on a twenty-four hours to twenty-four hours footing with people from all societal backgrounds, from primary school kids to our ‘silver surfboarders ‘ .AnimationI would wish to utilize my work with pupils in life as a instance survey in which to research a signifier of media instruction. The types of pupils that I work with tend to be pupils that do n't accomplish good in the normal schoolroom, nevertheless through the procedure of doing and making these pupils normally excel, they find that they can finish work to a high criterion and accomplish GCSE classs by making something that is fun. We find that media literacy has been a powerful tool for us to utilize, it has been noted that pupils that would usually be detached from reading and composing in school become engaged with it, this may be because there is a intent to what they are reading and composing.How we do itWe run the NCFE Animation class on a tight deadline, we have compressed 150 guided acquisition hours into 36 hours. This has been done to enable us to assist as many schools as possible, with every bit small break to the pupils ‘ clip tabular array. It besides helps us to guarantee that pupils attend, a just sum of our pupils have attending issues in school. The pupils that I work with semen to me with a image in their caputs, they are told by school that they are coming to derive an ICT making, when in fact this is n't the instance, pupils come and they complete an life making. To most of the pupils that I work with ICT agencies, databases and spreadsheets. â€Å" Yet, if media instruction is to assist bridge the widening spread between the school and the universe of kids ‘s out-of-school experience, it must certainly get down with the cognition kids already possess †[ 5 ] Buckingham discusses how pupils already have knowledge, through the procedure of this class we use pupils already bing cognition, we show them that they really know a just sum about life and they did n't gain. Once the pupils are introduced to life they instantly have a preconceived thought of what it is. They instantly think of The Simpsons and Family Guy but so few of them see computing machine games as life, they do n't see how life surrounds them. During treatments with the pupils about life, we open their eyes to merely how much it surrounds us, from advertizements to instruction. We get pupils to discourse their different sentiments and thoughts ; we get them to believe about how different groups of pupils may construe a certain piece of life We get pupils to look at lifes that are British, American, European and Asian. We get pupils to discourse how other civilizations use life for amusement and the differences between them. Media analysis is an of import portion of the class it enables us to assist pupils develop critical thought accomplishments, by working on their observations and readings. Students begin to look at how lifes challenge stereotypes and concealed motivations. Students begin to understand some of the ‘hidden messages ‘ in lifes. We do concentrate a batch of clip analyzing alive advertizements looking at who they are aimed at and how different types of life entreaty to different demographics. Before pupils begin believing about what they are traveling to inspire we present them to a assortment of lifes, we show them illustrations of professional work and what other pupils have produced, we get the pupils involved in group treatments about good and bad characteristics of the lifes, we get them to look non merely at the techniques used in the lifes, but we get them to look and believe about how music and sound have been used, we look at the usage of particular effects in station production.What the pupils learnWe spend more clip acquiring the pupils to understand life than bogging them down with complex life and redacting package, we opt for iMovie that comes bundled with the iMacs as our redacting package and Pro Animate as out life package, the package is simple and intuitive, it allows pupils to concentrate on the existent life and non acquire worried about the package. This is frequently a concern of our pupils, they frequently lack in assurance and a nervous about non merely utilizing an unfamiliar operating system ( most of our pupils are merely Windows literate ) but utilizing new package, so we demonstrate the package right at the beginning and show pupils that the package is nice and simple to utilize. We have now started to offer this intercession class to pupils that have particular educational demands and larning jobs, we do n't offer it as a speedy hole for GCSE classs, we offer them it as an experience as something that they can walk off holding made, we focus less on the theory facets of the class and dressed ore on the practical, acquiring pupils to seek different stuffs and techniques. These pupils have frequently been segregated at school and do n't frequently hold the same chances as the chief watercourse pupils. Even though few of these pupils had the ability to read or compose they made and life and instead than compose about what they have done a why, we record them. They are prompted with the same inquiries that other pupils have to compose about, it is clear from the responses that we get from the pupils that they have understood a huge sum of what has been discussed with them. They are able to explicate different signifiers of life and occupations that are available in the life industry. The rules of life are demonstrated through acquiring pupils to make a flipbooks, this introduces them to how life works, how much work goes into it. It is besides utilizing something that the bulk of pupils are familiar ; this enables pupils to larn through making. The custodies on manner of making it assist them to retrieve the procedure, instead than standing and stating pupils how to make it. Students are able to pull on their ain experiences and go engaged in the schoolroom. Surveies have shown that pupils whom are actively engaged in a subject can more actively associate it to the existent universe. ( Hobbs, 2006 ) .Bing originativeWe try and acquire our pupils to be every bit originative as possible when it comes to the practical component, we try and acquire them to look outside the box and off from the norm. This is sometimes difficult as these pupils have a preconceived thought of what ICT is and this is what they have been told they are analyzing, they do n't see how creativeness comes into it. â€Å" The word ‘creativity ‘ is used with many different significances in different contexts†¦ ..In peculiar, it carries a instead different significance in art instruction and media instruction, and in many ways life undertakings cross the boundary between these districts. †[ 6 ] We have to look at the discourses which make up the cultural contexts of these lifes this is outlined by Burn and Durran 2007. When a pupil comes up with a rubric for their life, the thoughts that spring to my head as a instructor and the thoughts that they have are really different, this comes from our difference in cognition. Students frequently look at making an alive piece for portion of a vocal, they print wordss off and make props to fit, and one case that springs to mind is a pupil that was making an life for a vocal that included wordss about returning with no weaponries, this pupil took the actual significance a drew an armless character, when in fact the context was weaponries as in arms and guns. Recently we decided to give the pupils a subject for their lifes the subject was ‘technology ‘ we mentioned iPods, phones, and MP3 participants, when the pupils returned the undermentioned twenty-four hours to get down inspiring the fluctuation of props collected from place for an life about engineering varied significantly from pupil to pupil, some brought in their nomadic phone boxes whilst other brought in patterning clay. I gave the full group the forenoon to work out how they were traveling to utilize their props to make an life advertisement engineering or a piece of engineering. I was nevertheless slightly concerned about how modelling clay could be used, but I allowed the pupil to continue. Once the group began inspiring in the afternoon it became clear the pupil with the modeling clay had great thoughts, she had made an iPod out of patterning clay, created some earphones. This pupil did n't experience the demand to utilize the existent artifact to inspire she fel t it would be better if she created it from abrasion ; she wanted to make her ain original piece of life.Researching and affinity infinitesWhilst pupils are on the life class they are expected to research a assortment of elements to make with the life industry, what is interesting is how reliant pupils are on the cyberspace, pupils take the information presented to them at face value, it is merely when you enter into treatments with pupils about how dependable the information they are is. Many pupils are cognizant that Wikipedia can be altered by anyone with an history but really few realise that this can intend the information is wrong and untrue. Henry Jenkins looks at this farther, he looks at how pupils need to ability to research, take notes, read books, understand and merge secondary beginnings. â€Å" to hold on what kinds of information are being conveyed by assorted systems of representation ; to separate between fact and fiction, fact and sentiment †[ 7 ] An affinity infinite is a topographic point practical or physical that ties people together, based around a shared involvement. I ‘m traveling to utilize Wikipedia as an illustration of an affinity infinite, and the manner that it is used for instruction. Wikipedia enables registered users to upload and redact information about a peculiar subject. Wikipedia like many other affinity infinites allows namelessness therefore it bridges a barrier that is frequently produced by age, sex, instruction, and race to call a few. Although Wikipedia could be filled with inaccurate information, which was a point I made earlier, within in affinity infinites there is normally unwritten regulations that you should merely do remark on things you know about, you should do certain that any quotation marks are accurately referenced. Wikipedia has created like many other affinity infinites an out of school topographic point to larn, it appears to be someplace that pupils feel comfy with. Affinity spaces let informal acquisition to take topographic point harmonizing to James Gee 2004, the usage of affinity infinites does nevertheless necessitate a pupil to be slightly self motivated. Affinity infinites are going far more huge for pupils they now have entree to a wealth of information on the Internet, they besides have the ability to inquire inquiries and articulation forums based around a topic that they are interested in. For case pupils I have worked with have created Facebook groups that they can all pass on about a joint undertaking, the ‘wall ‘ allows pupils post their thoughts and for them to acquire feedback. From my personal point of position and my engagement with the bringing of ICT/IT in an informal instruction scene, I have noted how classs have now slightly changed. The debut of the Diplomas has been a method of making this, what would hold been conventionally taught by ICT instructors in schools, pupils now have a mix of staff, staff like myself that originate from industry, I lead the multimedia unit of the IT sheepskin and give pupils an penetration into how a existent web design undertaking would work. We have staff that runs their ain concerns, we drag our technicians in and acquire them to assist us when it comes to the bringing of networking, we show the pupils the waiter room, they get to see it existent life non merely in images. Burn and Durran 2007 discuss how ICT has changed and now non merely allows pupils to make spreadsheets and databases, but now allows them to make artifacts that were one time merely created by extremely skilled experts. Affinity infinites are portion of informal instruction and tantrum in good with the manner of instruction and larning on offer at the CLC. Informal instruction has the ability to be advanced whereas formal instruction does n't be given to be. Affinity infinites are taking to a more originative manner of instruction and acquisition.Participatory civilizationHarmonizing to the five points of definition outlined by Jenkins 2006, is where cognition can be cascaded down from those that are experts down to those that are novitiates. â€Å" And yet kids — peculiarly younger children-are progressively take parting in cultural and societal universes that are unaccessible, even inexplicable to their parents. †[ 8 ] Childs are far stand outing their parents in their cognition of computing machines, as a instructor of ICT I have become quite cognizant of how of import maintaining my accomplishments up has become, many pupils arrive with a surprisingly huge cognition of many package applications and to enable me to trouble-shoot these package applications I have to cognize how they work, nevertheless, this is n't ever possible. Technology is traveling so rapidly that as staff we frequently become bogged down with what we have to cognize instead than looking at what we should cognize. â€Å" Participatory civilization shifts the focal point of literacy from single look to community engagement. †[ 9 ] The above quotation mark by Jenkins suggests how media operates in specific contexts that lead to the how and why they are being used. A computing machine does non bring forth an result without a user, intending engagement is necessary, the sum of engagement does depend on the user. Some users will merely touch the surface of what the computing machine can make and other will delve right down into the nucleus, some will even come on to go experts. Most immature people are active participants of computing machines through the undermentioned outlined by Jenkins 2006 ; Affiliations, many immature people are members of formal and informal online communities based around a specific subject. For case many immature people will be utilizing facebook, Myspace and bet oning forums. These societal sites allow users with the same involvement to pass on at the same degree, it allows experts to go through on cognition and novitiates to derive cognition. These types of associations are now going more evident in the schoolroom, with pupils making ‘groups ‘ to assist each other with class work. Expressions, this is the production of new originative signifiers, such as mash ups, picture devising, fan fictions. Users are able to entree these via web sites such as youtube.com, many students/young people when presented with a challenge now look it up on youtube. Youtube enable users to see and upload pictures, many videos that have been uploaded have been uploaded to demo how to make something, there is a wealth of information available on youtube. Many of the pupils that I work with when they have produced movies or lifes want to upload them to the cyberspace for the universe to see. Collaborative job resolution, this allows users to work together as a squad ; this allows jobs to be solved in a formal and informal manner. This method allows immature people to finish undertakings and develop new cognition. As discussed antecedently many pupils use Wikipedia which allows them to collaboratively work out jobs, even to a certain extent Facebook allows this with the map of being able to make groups. Circulations, determining the flow of media, this is frequently done through web provenders, web logs, podcast and on Facebook ‘statuses ‘ . Many immature people broadcast the media they wish to portion by updating their positions or posting to their walls. Participatory civilization is now going the head of instruction and the schoolroom, the accomplishments that are acquired through the legion signifiers of participatory civilization will help immature people in the development of accomplishments and the comprehension of the encompassing universe.The engagement spreadWith this in head, I sometime have a cognition spread, to increase my cognition and assist other pupils I get the pupils that know the package to sit and demo me how they did something, this is n't merely reenforcing their cognition but it is besides leting me to larn on the occupation. As mentioned antecedently as a CLC we work with everyone from the most basic of users to the most advanced. We try and encourage household acquisition, this is to assist cut down the engagement spread, most families have a computing machine that is normally monopolised by the adolescents, the parents frequently do n't acquire a expression in, which frequently means they do n't cognize what their kids are making or even how they are making this. We try and bridge this spread we invite KS3 and 4 pupils to the CLC for 10 categories in which we teach parents how to supervise and protect their kids when they are utilizing a computing machine, we besides teach the pupils how to utilize different package to finish different undertakings, we so spend six hebdomads working with them together to make a combined piece of work, frequently this takes the signifier of a picture, which they have filmed, edited and rendered to harrow. We show the parents how they can assist their kids how they can a cquire involved and we besides show them that they can make it. However, when these parents/carers arrive they are frequently daunted by the fact that their kid knows more than they do. We as a CLC are seeking to cut down the engagement spread farther by going involved with the Governments Home Access strategy, we are besides flying a strategy to supply wireless internet entree to all secondary age pupils, and we are flying it with one school and the environing country. Through surveies that have been carried out, it indicates that if a pupil has entree to a computing machine in their first twelvemonth of secondary school they are more likely to go through English and maths at GCSE.DecisionThe alterations in the civilization of instruction over the past few old ages have affected the methods of instruction. Media instruction and all of what comes with it is still developing and happening its topographic point within the course of study, it is get downing to stand out and is going something that instructor have to believe about. Media instruction is being used in all capable countries but how and why it is being used demands to be defined merely utilizing it for the interest of utilizing it, is n't a good usage of clip and resources. Students all need to be made cognizant of why they are doing the determinations that they are and how they impact their ain acquisition. There are nevertheless from my ain observations learning staffs that refuse to believe that media instruction is of import, they do non implant their lessons to utilize media of any description, even though the installations are on offer. There is off class the teaching staff that see media instruction as the ability to bring forth a ill formed PowerPoint presentation about the consequence of planetary heating. These members of staff demand to be educated in what is media literacy and media instruction and shown how to utilize it efficaciously within their lessons. We must go on to believe about whether media instruction can be used as a model for all media. Media instruction should let pupils and learning staff to develop accomplishments and apprehension of how they are take parting. Media instruction is n't a speedy hole to a deadening lesson program nor should it be used a method merely to jazz up a category. Students should go engaged in what they are making because they understand why they are making it, and how they are traveling to make it.