English Coursework - Titanic Essay Example for Free

English Coursework Titanic Essay Many people across the world watch films. It is so popular because it puts a story on the screen and into life so that people can see it. People watch films for the entertainment value, or are simply too lazy to read and enjoy the magic of a book. The advantages of watching a film at the cinema rather than on video is the bigger screen, and the surround sound, also the atmosphere. This all adds up and creates a bigger impact than a video. People make films to tell a story or get a message across, such as Pearl Harbour, which tells us the story of a real historical event through the eyes of a fictional love story, very much like Titanic. Or Shrek, which puts a message across through the tale. Some films are just made purely for entertainment value, or to make money, such as the Harry Potter films, that were built up from a very popular book franchise. In film they use different camera shots for different reasons, such as:- Close Up with this shot, you can see the emotion on the face of the character; they use it to show the emotion more clearly. Long Shot The use this type of camera angle to show a large shot of the set or in the case of Titanic the boat. Point of view shot These are used to show you what the character can see, a good example of this in Titanic is when Rose is stood on the end of the boat looking out to sea, Medium Shot These show the characters body and face, and are used a lot. Zoom in/out These can be used to show a long shot of the set and then zoom in to show the emotion on the characters face instead of switching from Long shot to Close-up. Panning This can be used to show a large area, or a when a character is walking. An example of this on Titanic is when they go from the back of the boat to the front. They also use Sound Effect to make what is happening sound more real, such as an explosion or band. They also use backing tracks, which can be used to emphasise the emotion a character is feeling. For example, if it was sad, they might use a love song. They use costume to show you what time something was set it, or the class of the people, particularly shown in Titanic, as Jack is very poor and Rose is rich. The characters who wear the costumes are also very important. They have to look the part and sound the part, not just be able to read the lines. They have to act the way a person of that time would. For my GCSE coursework, I will be writing a Media essay on Titanic, which was directed by James Caremon. It was made in 1997, and was the most expensive film made at the time. It won many awards, and is one of the great love stories told, based on a real historical event. The Titanic was quoted as being Titanic, wasnt just another ship, it was bigger, faster, and more luxurious than any other ship before her. She had two sister ships, The Olympic and The Britannic, all of which were owned by White Star Line, a series of very luxurious ships. It was built in Harland and Wolff Shipyard, and was 882 ft 6 inches, by 92 ft 6 inches. It had 2212 people onboard, 20 lifeboats, which only had room for 1178 people. This was because they thought that the ship was un-sinkable, and didnt think they needed more. It only had 705 survivors after it sank. The Titanic was under the control or Captain E.J Smith, a much respected Captain. Some people would not travel if the boat was not under his control. It set sail on April 10th 1912 from Cherbourg France, to Queensland Ireland, and then continued out to sea. Titanic sank at 2.20am, on April 15th. The Titanic sank because it hit an ice berg, which pierced its hull and flooded it, making it sink. Captain Smith had ignored the iceberg warnings. This was The Titanics maiden voyage. Disaster is defined as sudden or great misfortune, this means something that happens, which usually kills a lot of people, this could also be linked to tragedy, which is defined as sad event; dramatic, literature word dealing with serious, sad topic, which I think means when something bad happens, which brings sorrow, not necessarily to just one person. I think that the amount of people does alter the seriousness of a disaster because it makes it harder to cope with. A Man-Made disaster is something that man has inflicted upon itself, such as when the Twin Towers got destroyed, many people died. I think that a man-made disaster is sometimes worse that a natural one, because you cant stop a natural disaster, but to inflict one, is just wrong. I think that James Camerons depiction of Titanic is very accurate to the real event. Although he told us the story through the eyes of a romantic tale, all the facts are very accurate. The times, the date, the crew, even the people who were on board, such as John Jacob Astor who was the richest person on the ship, is in the film. All of the crew bare a striking resemblance to the real people and are names the same, particularly in the case of Captain Smith. The Real Captain E.J Smith Captain E.J Smith in the film The numbers of people that died and the ways that they died are very accurate, many people froze in the water, and other chose to go down with the ship. Also the musicians, who are in the film, go down playing, which was noted by the survivors. I think that we are told the real historical every through a love story because it gets us more involved, we can relate to the characters and it opens out emotions more when the tragedy happens. I think that the opening of a film is important because it draws the person in. In Shrek it is funny, which makes the person want to watch more, and also shows you that it is a comedy film. The titles tend to show you what type of film a film is. It also shows you what time period it is set in, and what genre it is. They usually have the theme song for the film on in the background. In the case of Titanic there is the slow adaption of the theme song playing, and the real shot filmed of the real Titanic. I think this shows you that it will be a sad film, but the pace of the music. It then switches into the film and does a panning shot of the film, to show you how big and magnificent it is. Also the reaction of the people towards it, which shows you that it is even magnificent for them, even though it is set in their time period. Setting is important, because it shows is where and when the film is set. A good example of this in Titanic, is the way the different groups of people are treated at the beginning. The rich are aloud to stroll onto the boat, with their luggage being taken care of, bringing dog and other pets. Whereas the poor have to go through lice inspections just to get on, but the rich can bring animals. This shows you how people were treated and in what time period it is set, and is typical of Edwardian England. Rose is first introduced to us twice, ages 101 and when she was younger going onboard Titanic. When she is older, I think she seems like a very normal nice old woman, mid-class and has a caring family. Whereas the younger Rose seems like a bit of a snob by the way she reacts to the Titanic when she first sees it. She is obviously very rich, and leads an upper-class life. We can tell that she is a nice person, even though she wears a snob mask at the beginning of the film, later on we find out the true her. She is shown as someone who is not afraid to ask questions, unlike many women of that time. She asks about the lifeboats and their capacities. When we first meet Jack, he is gambling in a bar. We can tell that he is poor and doesnt have much to his name. We can tell that he is very cunning by the way he plays cards and wins. He is shown as a very nice person who cares deeply for Rose. He doesnt seem to care about the class rules, which shows he is a true romantic because he is willing to defy those rules for love. He cares very much about Rose and her safety, even over his own. This is shown at the end, when he lets her sit on the floating table, while he stays in the water, knowing that he will freeze to death. Cal is Roses fiancà ¯Ã‚ ¿Ã‚ ½ and is introduced getting out of his very expensive car and getting his man servant to do favours for him. This shows us that he is very rich and has some power. He is shown as quite a snob, and only wants Rose as a trophy on his arm. He is selfish and hits her if she does wrong. He doesnt agree with Roses friendship with Jack, which later turns into love. Molly Brown is shown as quite a loud mouth and is not liked very much by some of the rich people because she was not brought up with money, she is what they called new money her husband struck rich recently, and they did not like this. She is shown as a very nice woman because she helps out Jack when he is going to the dinner with them. Roses Mother is shown as a snob; all she seems to care about is the way that her family is seen and how much money they have. She wants Rose to marry Cal just so she can have money again. She doesnt seem to care much about Rose or her feelings, but in the end we find out how distraught she is about Rose not getting in the lifeboat when she has the chance and shows her true feelings. Mr. Andrews in the man responsible for making the Titanic, he is so sure that it will not sick, and doesnt put enough life boats onboard. He is shown as a very kind man, who cares very much for Rose. He helps her to safety when the ship is sinking, but does not get on a lifeboat himself. I think this is because distraught about his ship sinking and by the fact that there werent enough life boats, which he decided, and now people would die because of the decision. Mr. Ismay, was the designer of Titanic, he just wanted the fame by having her in the news, he pushed the engines too hard by making them go faster and faster when they didnt need to. If the Titanic wasnt going so fast she might have been able to turn in time and not crash. Ismay is shown as a coward in the film, he is expected to go down with the ship, but instead he jumps on a lifeboat when no one is looking. The Captain is shown as a very important and respected man. Although it was Ismay who suggested going faster, is was the Captain that made it so. I think that he is depicted as quite a noble man because he goes down with the ship. Rose and Jack first properly meet at the back of the ship when Rose is about to commit suicide. He shows his caring by telling her that hell jump in after her even if it means his own death. This becomes one of the themes of the film You Jump, I Jump! Jack first sees Rose as she is looking over the railing of the upper-class deck, it is love at first site and he knows that he has to be with her. I think that this is significant, because although he doesnt know her he still wants to be with her, even thought he knows there is a vast class difference. I think the setting is significant in the places where the rich and poor are kept. The rich have expensive, luxurious rooms and a fancy dinning area, whereas the poor are kept in bunkers and have a large hall where the dance and socialise. The places where the poor are kept do not look expensive and are very dirty, and infested with rats. As the ship is sinking, it uses many shots, Long shot and close up. It uses long shots to show the ship from afar, there is not music and it is all dark. This shows the isolation of the ship and that it is very unlikely someone will arrive in time to save them. The close up shows the ships breaking apart and falling, it has very dramatic music in the background, and lots of screaming. The characters are all running around franticly and all the glamour of the ship seems to of faded. The atmosphere is created by the screams of the people, watching the ship fall apart. The emotion is created, by watching what is happening to these people, freezing to death, crying for help, desperately trying to get on a life boat. So desperate that they cut one down whilst drowning. My favourite parts of the film are where the ship sinks, and when Jack and Rose are stood on the edge of the ship. There is soft romantic music in the back ground, the main theme song, and there are close ups of their faces, showing the love on them, panning shot around them, stood on the edge, and point of view shots, where you see what Rose does on the edge of the ship. I think this sequence is important in the film because it shows that Rose doesnt care about class boundaries either, she returns to him, and still loves him, even thought he is of a low class. Also it is the last time Titanic sees daylight. I think that A Night to Remember, another depiction of the historical event, made is 1958, and directed by Roy Baker, is similar to that of Titanic. The most fundamental difference centres on exactly what question each film is answering. A Night to Remember answers the question How did the tragedy happen? whereas Titanic answers What was it like to live through it? A Night to Remember shows us The Californian, the ship that failed to answer to Titanics distress call, whereas we arent shown that in Titanic. The shots are not that different, they use the same type, but the point of view is very different, Titanic uses a 1st person narrative, whereas A Night to Remember uses the 3rd person narrative. The treatment of the passenger is similar, but I think that the people in the life boats were treated differently on Titanic than A Night to Remember. I think that the way they are treated in Titanic is more like they would be. I think that James Cameron decided to have Rose die at the end of the film because it lets her return to Jack, and that his love for her is still strong, she has finally let go of what happened. She does this by dropping the Heart of the Ocean in the ocean. I think that it shows Rose with all her pictures with her because it shows how far she has come in life, the impact that Jack had on her. It shows her riding on a Horse like a man would do at that time and various other things she wouldnt have done if she continued as she was before meeting Jack, like fly a plane. If she hadnt met Jack, she wouldnt have done any of these things. I think that the theme tune is significant, because it is titled My Heart Will Go On, I think this is saying that Roses love for Jack will continue even though he is dead, which is shown when she returns to him at the end. He is still waiting for her, and he still loves her. Even though their physical love has ended, their mental love will go o forever. I think that the film Titanic was made to retell the tragic events that happened, to make our generation live it all over again, get involved in it, be sad about it. By telling us the story, we can tell what it would have been like for someone who went through that, and we can emphasise with them more, and if a film can make someone do that, I think that it make them a better person for it. I think that the events that happened on April 14th 1912 are some of the most horrific and saddest I have ever heard of, and I think that this is a great film and it will truly be loved for generations to come.

Investigating and Analyzing Opportunities and challenges of implementing ERP solution projects in SMBs Essay Example for Free

Investigating and Analyzing Opportunities and challenges of implementing ERP solution projects in SMBs Essay To accomplish research objectives, the mixed method approach to research will be used. Both qualitative and quantitative data will be instrumental in investigating and analyzing the opportunities and challenges of implementing ERP solution projects in SMBs. Data will be obtained from primary and secondary data, such as books and scholarly articles about theories and models in ERP planning and implementation, and the findings or outcomes of integrating ERP in SMBs in actual situations from other studies. Key individuals from performing, including ERP solutions integrators, and receiving organizations, such as CEOs in receiving organizations, will also be interviewed to gain qualitative data that will address the research goals. The field study approach will be applied to obtain qualitative and quantitative data. The analysis of the qualitative and quantitative data that will follow the contrastive approach. The number of studies that look into the actual outcomes of ERP solutions is limited and the contrastive approach to analyzing data and perceived outcomes of the study will contribute to empirical knowledge regarding the actual or practical situations that take place when implementing ERP solution projects in running and managing SMBs. The succeeding discussions will provide details on the methods and approaches that will be applied to fulfill the objectives of the research. Research Design Field Study ApproachThe field study approach of qualitative and quantitative research will be used at different stages in the study to gather data and determine the opportunities and challenges of implementing ERP solution projects in SMBs. Scholars emphasized the value of a field study design in a theory-oriented research. Schwab (2005, p. 85) noted that the field study approach is instrumental in testing theories or models. â€Å"Field studies â€Å"are frequently used to test conceptual models with a number of independent variables† (Schwab, 2005, p. 85). One primary objective of the study is to compare and contrast theories in ERP and its integration to SMB business functions and processes to actual practices and outcomes experienced by performing and receiving organizations. The field study approach will be utilized gain qualitative and quantitative data from independent variables that will consist of participants from performing and receiving organizations. The data obtained from the field study will be tested against theories and models discussed in the Literature Review. The field study approach enables the researcher to understand a phenomenon within the actual context or environment in which it occurs through direct observation or interaction with the target population. The purpose of the field study approach is aligned with the objectives of the research. The lack of existing literature is one reason that prompted the study. Gaining practical data from performing and receiving organizations through the field study approach will validate and evaluate the reliability of existing literature about the process and outcomes of ERP implementation in SMBs. Qualitative data will be obtained by conducting interviews with receiving and performing organizations. The number of participants from receiving and performing organizations will be equally divided. Five participants from receiving organizations (CEOs, CIOs, and IT managers) and five participants from performing organizations (project managers or ERP solutions integrators) will be selected as the sample population based on the availability of the participants. The formal interviews will be guided by specific themes that are aligned with the objectives of the study to address research questions. The formal interview with participants from performing organizations, including ERP solutions integrators or project managers will focus on three key areas: project controlling, project monitoring, and risk management. The interview questions will be designed to draw the practices or strategies implemented by the participants in order to control or monitor ERP projects in SMBs and techniques in risk management to prevent or address potential risks accordingly. The perceived outcomes of project managers and ERP solutions integrators will also be determined and evaluated based on the actual outcomes of ERP projects in SMBs. The quantitative data will also be obtained from performing organizations. The success of project planning, management and implementation of ERP project integrators may be determined by evaluating the various areas in ERP implementation. The project plans that were completed will be the primary source for quantitative data. The project plans and the actual outcomes of implementation will be evaluated to determine how successful ERP integrators were in accomplishing project plans for client SMBs. Information from receiving organizations will also be instrumental in validating the success of ERP project solutions and in determining the opportunities and challenges that commonly occur during the implementation process. The formal interviews with participants from the receiving organizations will focus on four areas: change management opportunities upon implementation of ERP projects, the challenges that arise during ERP implementation, the quality of the implemented solution or its alignment to the goals of the receiving organization, and the satisfaction of the receiving organization throughout the project life span. The responses from the receiving organizations will determine whether ERP project solutions implemented by performing organizations opened up opportunities for growth and development in the former and identify accompanying challenges in ERP implementation that other SMBs should be prepared for when adopting ERP in business operations. The primary data will be obtained through the field study approach. The secondary data that will primarily be used in writing the Literature Review will be obtained from the Body of Knowledge PMI, Prince2 Body of Knowledge, and professional journal works. The various theories and models in ERP implementation and how the process is integrated to SMB business practices will be the focus of research to obtained secondary data. The PMI and Prince2 will serve as the basis or standard of evaluating the efficiency and success of ERP project plans implemented in receiving organizations.

Mark Test of Mirror Self-recognition | Analysis

Mark Test of Mirror Self-recognition | Analysis Critically evaluate the Mark test of mirror self-recognition as a measure of conceptual self-awareness in toddlers. When adults look in the mirror they can possibly say with confidence that they, as adults, know it is their own refection gazing back at them; it is possible that this stems from the fact that they recognise or hold a mentally represented self –image of what they usually look like, which has probably emerged from many mirror reflections, to everyday explicit beliefs which probably provides them with a representation of themselves. But can it be assumed that Mirror-Self-Recognition (MSR) of conceptual self-awareness in toddlers, can enable them to distinguish from the currently perceived reflected self-mirror image, and their mentally represented self-image (i.e. when a child looks in the mirror they know that it is themselves they are looking at), as argued by Wheeler, Donald, Stuss Tulving 1997, (also see Wheeler et al, (1997) for an in depth discussion about self-recognition and autonoetic consciousness). However, this essay will critically evaluate the Mark-Test of MSR whi ch claims that toddlers (18 to 24 months) must have a real concept of their own self-awareness when gazing into a mirror. However, there has been some controversy as to whether MSR tasks actually measures conceptual self –awareness, or are they measuring something completely different. Some of these debates surrounding MSR tasks (Lean and Rich alternative interpretations of MSR) will be explored only after briefly defining the ‘self’ and discussing the mark test of mirror self-recognition as a measure of conceptual self-awareness. Conceptual self-awareness in toddlers is perhaps one of the most widely debated issues in the literature of Developmental Psychology to date (Rochat, 2003). This is because self-awareness is the capacity to explicitly introspect about one’s own consciousness, (i.e. feelings, attitudes, opinions) and as noted by a number a researchers, introspection is a very hard concept to operationalise because they have to rely on self-reports as evidence of what they are trying to explore; especially in young children (Schooler, 2002). With that said, some attempts of introspection in regards of conceptual self-awareness, historically to the present day, have argued introspection can provide important insights of self-concept in development (implicitly, and explicitly), which can possibly provide answers as to why/and or how they develop and hold a concept of the ‘self’ (Neisser 1998; Rochat, 2004). For example, as language matures in development and a child is able to talk ab out something, they are probably consciously aware of what they are talking about (Neisser, 1998) and thus probably is able to distinguish themselves as a separate entity to the environment and others. Most relevant studies have demonstrated that toddlers begin to form a self-concept at around the ages of 18 months, and are able to distinguish much earlier that they are different from their environment, that is, their hands, legs, and fingers belong to them, whereas the table when they touch it belongs to the environment. This normally emerges in the first few months of life and is what Neisser (1998) arguably suggested, originates from two forms of ‘self’. The term ‘self’ in developmental psychology is normally divided into two levels. The first of these levels is the lower level, which is referred to as the ‘self as the subject of consciousness’ such as the knower, the experiencer, and the agent of activity. The second level is the higher and more sophisticated level, which is normally referred to as the, ‘self as the object of consciousness’, which consists of thoughts about cognition about the self (Neisser 1998). Research does not indicate that young babies (birth to 18 months of age) are explicitly aware of themselves; rather this kind of self-awareness is experiencing themselves as doing things (which are basic implicit or perceptually based aspects of the self) and as they mature and learn from their surrounding environments, from their awareness of experiencing (Neisser, 1998). This then provides them with the foundations of thinking about themselves more conceptually, which normally begins to emerge at around 18 months of age when language is more mature, and they develop an awareness that other people and objects are different from themselves, which then translates into a more conceptual self-awareness (the foundations of forming a personality) (see Neisser 1998 and Rochat, 2003). In relation to Neisser’s (1998) and Rochat’s, (2003; 2004) ideology of forming a self-concept, a number of measures from an evolutionary and biological viewpoint were developed to measure whether animals had some form of consciousness; this measure is known as ‘the mirror test of self-recognition’ and was first devised by Gallup (1970), to establish whether chimpanzees can identify with their own reflection in a mirror as an appearance of itself. Part of this procedure of the mirror test, is that the animal is usually marked with a dye, and is then usually observed to see if the animal responds in a manner that is consistent with it being aware of the dye on their own body. The frequency of how many times the animal touched the marked area is then recorded. Mark –directed behaviour might include touching the marking, trying to remove the mark with their fingers, or turning and adjusting the body for a better view in the mirror; which is generally tak en as evidence of passing the MSR task (Gallup, 1970). Similar explanations are used as a gauge of entrance of the mirror stage or the conceptual self, which is normally referred to as the belief that human infants can recognise their own reflection in the mirror (Evans, 2005). Most academics agree that MSR implies that children must have a self- concept if they pass the mirror test, and most children start showing mark directed behaviour (i.e. trying to remove the mark) at around 18 to 24 months (Lewis Brookes-Gunn, 1979). However it can be argued that MSR stems from much simpler cognitive explanations. For example, using a Lean or a more Conservative viewpoint of MSR, both Heyes (1994) and Mitchell (1997) argue that children match their own sensations with their own visual image of with what they perceive in the mirror. This suggests that one does not need a self-concept of what one looks like. Measures to test this comes from evidence such as the ability to match visual input and kinaesthetic feedback (see Heyes, 1994 Mitchel, 1997). Likewise, Loveland (1986) argues that what MSR behaviour measures is an understanding of the reflective property of mirrors, that is, the body parts that infants cannot normally see can be explored using a mirror (for example, a child cannot normally see their face, but with a mirror they can). Loveland suggests that passing the MSR task (marks test) just shows that children have probably learned how to use a mirror to view their own body. Both Heyes and Loveland’s interpretations of MSR tasks do not really tell one much regarding self-awareness, rather all you need is ecological self-awareness (see Neisser, 1988) to pass the MSR task. As already noted earlier, Neisser (1998) argues that self-awareness develops much earlier than MSR evidence suggests. Therefore the MSR tasks is probably rather limited in explaining and validating their argument. However, there is lots of counter-evidence that does seem to suggest that you do need conceptual self-awareness or ecological self-awareness to pass the MSR. For example, Nielsen, Suddendorf, and Slaughter (2006) tested self-recognition of legs (they developed these measures as a way to measure self-conceptual awareness for appearance). Children were placed in a high chair with a tray that obscured the view of their own legs. A mirror was placed in front of their view which was angled so that the children could view only their legs. In the first of two experiments, a within subjects design was used as the leg version vs. face version. A sticker was placed either on their leg or the front of their hair. It was found that very similar numbers of children passed the leg and face task (18mths olds). This shows that leg recognition was just as easy as face recognition. However, this still leaves this question open as to whether mark directed behaviour in either conditions implies self-rec ognition of conceptual self-awareness. In other words, does this really imply that infants know what their faces look like or legs look like; so one could possibly argue what would happen if the mirror image does not match what they see? To investigate this, Nielsen et al. (2006) added another condition called the novel trousers condition. Children were placed in a high chair with integrated trousers (which they could not see). The trousers were attached to the high chair. When the child was placed in the chair their legs slipped straight into the trousers. In the test, only 13% of children recognised themselves in the novel-trousers condition. Nielsen et al. argued that therefore that children do have a self-concept of ‘this is what I look like’. This suggests that mark-directed behaviour does indicate self-recognition and must imply conceptual self-awareness. Children must have a representation of what they look like, which gets easily updated, as they did not recognise wearing those trousers, therefore not reaching for the sticker; the child thinks that the image is not themselves (Nielson et al., (2006) . So far this essay has suggested that some people do not believe that MSR guides self-awareness (which are Lean interpretations). Nevertheless, there is also some Rich interpretations. Both Lewis (2003) and Gallup (1998) believe that MSR involves more than basic interpretations of conceptual self-awareness. Both these researchers argue that MSR assesses the ability to introspect and reflect on their own mental states (beliefs, desires, pretend play and knowledge). This is more of a sophisticated form of self-awareness, than basic conceptual self-awareness, which typically represents holding a Theory of Mind (ToM) (See Premack Woodruff’s (1978) paper for an insightful analysis on whether chimpanzees hold a theory of mind). Nevertheless, Lewis (2003) argues that MSR is an early appearance of ToM, supporting the Rich interpretation of MSR; there is a relationship between pretend play which might guide ToM and MSR, which may provide some support for this idea. On the other hand, there is other bases of evidence against the Rich interpretations. For example, several animals display MSR (however none of these animals display pretend play, and none of them pass ToM (Povinelli Vonks, 2003 on chimpanzees). Moreover, children with autism spectrum disorder (ASD) also show very poor theory of own mind but they show MSR by the mental age of 18 months, demonstrating evidence against the idea. Clearly there are problems with both Rich interpretations and Lean interpretations of MSR (see Williams, 2010 for a deeper account). In conclusion the mark –test of MSR has been the subject of intense debate regarding whether a child at 18 to 24 months holds a real self-concept of self-awareness when looking into a mirror. Mark-directed behaviour has been questioned as to whether it measures conceptual self-awareness or whether it is testing something completely different. Alternative interpretations (Lean and Rich) argue that MSR does not guide self-awareness, rather mark directed behaviour can probably be explained by simpler cognitive accounts. Both sides of the debate (Lean and Rich interpretations) also have their criticisms as some researchers argue that Lean and Rich interpretations may not be correct interpretations of MSR, as self-awareness gets updated regularly. Moreover, the ability to reflect on one’s own mental states relies on the early appearance of Theory of Mind and the relationship between pretend play, but this too has been questioned as some researchers argue that several animals also display MSR (however none display pretend play, and none pass Theory of Mind tests). Nonetheless, mirror self-recognition as a measure of conceptual self-awareness in toddlers is difficult to conclude, because although adults can reflect implicitly what they are consciously thinking, this may not be the case for children; probably conceptual self-awareness in toddlers is a gradual process. That is, the more they experience the world and the objects within it, the more they become aware of their own private and conscious thoughts; however this is hard to measure definitively using the mark-directed behaviour test. References Evans, D. (2005). From Lucan to Darwin. The literacy animal; Evolution and the nature of narrative. Northwestern University Press, 38-55. Gallup, G., G., Jr. (1970). Chimpanzees: Self-Recognition. Science 167 86-87 Gallup, G., G., Jr. (1998). Self-awareness and the evolution of social intelligence. Department of Psychology, State University of New York. Heyes. C., M. (1994). Reflections on self-recognition in primates. Anim. Behav., 47, 909-919. Lewis, M.., Brooks-Gunn, J. (1979).Social cognition and the acquisition of self. New York: Plenum Press. Lewis, M. (2002). The emergence of consciousness and its role in human development. New York Academy of sciences. Loveland, K. (1986). Discovering the Affordances of a Reflecting Surface. Developmental Review. 6, 1 -24. Mitchell, R., W. (1997). A Comparison of the Self-Awareness and Kinaesthetic-Visual Matching Theories of Self-Recognition Autistic Children and Others. Annals New York Academy of Sciences. Nielsen, M., Suddendorf, T., Slaughter, V. (2006). Mirror Self-Recognition Beyond the Face. Child Development, 77, (1) 176-185. Neisser, U. (1998). The Roots of Self-knowledge: Perceiving Self, It, and Thou. Annals New York Academy of sciences. Premack, D. G., Woodruff, G. (1978). â€Å"Does the chimpanzee have a theory of mind. â€Å" Behavioural and Brain Sciences, 1 (4) 515 -526. Povinelli, D. J., Vonk, J. (2003). The Chimpanzee minds: Suspiciously Human. Trends in Cognitive Sciences, 7 (4) 157-160. Rochat, P. (2003).Five levels of self-awareness as they unfold early in life.Consciousness and Cognition, 12(4): 717–73 Rochat, P. (2004). Origins of Self-Concept. Blackwell Publishers, LTD. Schooler, J. (2002) Re-representing consciousness: dissociations between experience and meta-consciousness. Trends Cognition. Sci. 6, 339–344 Wheeler, M., A., Stuss, D., Tulving. E. (1997). Toward a Theory of Episodic Memory: The Frontal Lobes and Autonoetic consciousness. Psychological Bullets, 121 (3) 331-354. Williams, D. (2010). Theory of own mind in autism: Evidence of a specific deficit in self-awareness. City University, London.

The Tragic Hero of Hamlet Essay -- Essays on Shakespeare Hamlet

The Tragic Hero of Hamlet    Shakespeare's play, Hamlet illustrates the tragedy of a young prince's pursuit to obtain revenge for a corrupt act, the murder of his father.  Ã‚   As the exposition unfolds, we find Prince Hamlet struggling with internal conflict over who and what was behind his father's death.   His struggle continues as he awaits the mystic appearance of a ghost who is reported to resemble his father.   Suddenly it appears, proclaiming, "Pity me not, but lend thy serious hearing / To what I shall unfold" (1.5.5-6).   The ghost continues to speak providing an important clue: "The serpent that did sting thy father's life / Now wears his crown" (1.5.38-39).   In short, this passage reveals evidence leading to the identity of whom Prince Hamlet must pursue in order to obtain revenge.   Moreover, Prince Hamlet's pursuit for revenge casts him into the role of a tragic hero, whose decision to feign madness enables the audience to see his tragic flaw, which seals his fate of destruction. Tragic heroes are characterized as the protagonists of a tragedy who begin in a state of happiness and fall into destruction.   The manner in which Prince Hamlet's happiness is affected, causing him to assume the role of a tragic hero is through the loss of his father, which drives him into a state of depression.   Also, the hasty remarriage of his mother, Queen Gertrude to his uncle, Claudius, the new king becomes significant, as he is reluctant to support this marriage.   His reluctance is portrayed later in the play as he speaks to Gertrude, saying, Look her upon this picture, and on this, The counterfeit presentment of two brothers.  Ã‚   See what a grace was seated on this brow: Hyperion's curls, the front of Jove himself, An eye like Mar... ...eare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965. Epstein, Norrie. "One of Destiny's Casualties." Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of The Friendly Shakespeare: A Thoroughly Painless to the Best of the Bard. New York: Viking Penguin, 1993. p. 332-34. Gooch, Bryan N. S. "Review of The Shapes of Revenge: Victimization, Vengeance, and Vindictiveness in Shakespeare." Early Modern Literary Studies 4.1 (May, 1998): 5.1-6   http://purl.oclc.org/emls/04-1/rev_goo6.html. Gordon, Edward J. Introduction to Tragedy. Rochelle Park, NJ: Hayden Book Co., Inc., 1973. Jorgensen, Paul A. "Hamlet." William Shakespeare: the Tragedies. Boston: Twayne Publ., 1985. N. pag. http://www.freehomepages.com/hamlet/other/jorg-hamlet.html Shakespeare, William. Hamlet. Ed. T. J. B. Spencer. New York: Penguin, 1996.

Cave Art :: essays research papers

At the foot of a cliff in the Ardà ¨che Gorges, in south-eastern France, amateur speleologists discovered the world's oldest painted prehistoric cave. Discovered on December 18, 1994, this cave features art that dates back thirty-one thousand years. Jean-Marie Chauvet, Eliette Brunel-Deschamps and Christian Hillaire, were the amateurs who discovered the cave that has come to be known simply as the Chauvet cave. The explorers were in Vallon-Pont-d'Arc, France some thirty feet below ground. While exploring a cave, they were intrigued by a draft of air. They followed the draft to the source and discovered a cavity. This cavity then led to a vast network of galleries and rooms. The explorers were amazed. As they began to take a closer look, they saw columns of calc-spar, minerals in the walls, bones of bears. Suddenly, Eliette saw the image of a small mammoth on the wall in front of her. The adventurers were astounded. The walls began to come alive with engravings and paintings in red ochre and black. Everywhere they turned, there were these paintings that stretched hundreds of yards. The discoverers could not believe their eyes. Before them, were some three hundred horses, rhinoceros, lions, buffalo, and mammoth. Some of the animals were alone, while some were drawn in packs. And finally, all of these paintings were awakened from thousands of years of deep sleep. Jean Clottes, a specialist in cave paintings, is commissioned to appraise the cave. He was able to verify that this was genuine Paleolithic art. Everything was authentic and perfectly preserved. Now, all that needs to be done is determine the age of these masterpieces. Six months later, carbon 14 dating analysis showed that one buffalo and two rhinoceros were no less than 31,000 years old. Suddenly, the cave paintings at Vallon-Pont-d'Arc found themselveds promoted to the rack of the oldest known cave paintings to date. The Ministry of Culture is quoted as saying that these datings have revolutionized h itherto accepted concepts on the appearance of art and its development, and prove that homo sapiens learnt to draw at a very early stage.

Geography Reading Project (timeline) :: essays research papers

Geography Reading Project   Ã‚  Ã‚  Ã‚  Ã‚  This book is about a company that has figured out how to send people back in time by treating people as pieces of data. This company runs into problems when one of their time traveler shows up in the middle of a dessert and brought to a hospital and is very confusing to the resident doctor. The doctor thinks it is an abnormally and leaves it well enough alone. Meanwhile the company is very worried that one of their time travelers has been lost and showed up dead in a local hospital. Meanwhile the company sends a professor of archeology from a project back in Scotland. They send the professor back in time to the site he is working on to see how it was when it was built. But something goes horribly wrong and the professor does not return on time and at the site the other archeologists find a scroll that is from the professor but is dated form the 1400’s this all seems very mysterious. One of the representatives form the company that sent the professor back in time goes to the site in Scotland and explains what’s going on to all the other of archeologists and asks for a few volunteers to go back and bring the professor back to the present. When the volunteer’s go back they’re reappearing in front of some knight’s scares them so there two guides are killed and they are left alone in the 14th century trying to find the professor. While they are in the 14th century they prove true some of their hypothesis of what they thought that the area looked like. They go though all sorts of trouble but eventually bring the professor back and all is well. The whole story is set in Scotland and is set in the present and the past I will be describing the geographical features of the past not the present. Scotland is north of the equator and the exact longitude and latitude is 8-2 degrees longitude and 55-69 degrees latitude. This is not the exact longitude and latitude but it is as close as I could by including the whole country. Scotland is mostly in the Western Hemisphere barely the two cities Peterhead and Cruden Bay are on the right of the prime meridian so they are in the Eastern Hemisphere. The setting is lush green and almost virgin land that has not been touched by humans.

An Analysis and Study of Information Systems with Their Related Terms and Concepts

â€Å"An analysis and study of Information systems with their related terms and concepts† Deepak Sharma Research Scholar ,Mewar university Rajasthan Mob. 9639916009 E-mail: [email  protected] com Abhishek Singh Bhatanagar Student MCA, Subharti University Meerut Mob. 9897008522 E-mail: [email  protected] com Abstract: This paper is written as a weapon to know about information systems in depth. As tomorrow's managers, entrepreneurs, or business specialists, business students need to know how to use and manage information technology in today's networked enterprises and global markets.In this dynamic environment, they will rely on interconnected networks of information systems for end user collaboration, including communications and computing among end user work groups and teams, and enterprise wide computing, including communications and information processing for business operations, managerial decision making, and strategic advantage. So this paper is a great assets in kno wing about information system in brief. Keywords: information, system ,management ,DSS ,TPS etc. 1. Introduction:An Information System is any combination of information technology and people's activities using that technology to support operations, management, and decision-making. In a very broad sense, the term information system is frequently used to refer to the interaction between people, algorithmic processes, data and technology. The focus of Info Systems is on the development of solutions for business problems rather than simply describing them. 1. 1 Functions (benefits) of information Systems: 1. It helps in increasing employee productivity. . It Help users to become information’s competent, that means find it easy to organise their information, search for information, analyze their information and using old information to create new information. 3. For providing better support to managers for effective decision making. 4. Information systems strongly focus on explain ing empirical phenomena of the real world. [pic] †¢ 1. 2 Categories of Information system: 1. Transaction Processing Systems (TPS) 2. Decision Support Systems (DSS) 3. Expert Information Systems (EIS) . Management Information Systems (MIS 5. Office Automation Systems (OAS) 1. 2. 1 Transaction Processing System: It processes business transaction of the organization. A Transaction Processing System or Transaction Processing Monitor is a set of information which process the data transaction in database system that monitors transaction programs Transaction can be any activity of the organization. Transactions differ from organization to organization. For example, take a railway reservation system .Transaction processing systems provide speed and accuracy, and can be programmed to follow routines functions of the organization 1. 2. 2Decision Support Systems (DSS): Decision Support Systems (DSS) are a specific class of computerized information system that supports business and organi zational decision-making activities. A properly designed DSS is an interactive software-based system intended to help decision makers compile useful information from raw data, documents, personal knowledge, and/or business models to identify and solve problems and make decisions.Typical information that a decision support application might gather and present would be: †¢ Accessing all of your current information assets, including legacy and relational data sources, cubes, data warehouses, and data marts †¢ Comparative sales figures between one week and the next †¢ Projected revenue figures based on new product sales assumptions †¢ The consequences of different decision alternatives, given past experience in a context that is described 1. 23 Expert information systemAn expert information system with which a decision maker in the construction, or a related industry, can generate a decision record and related control instructions in a facile manner without significa nt omissions while ensuring that substantially all of the options available for making the decisions have been considered. The expert system includes a microcomputer which executes a system control program to select information units from the expertise of a data base and to concentrate individual information units until an entire decision record has been generated.The process is enhanced by a multiwindowed display which displays possible selections from the expert data base while contrasting that data with data in another window having a list of data indicating the decisions or selections already made. A display pointer with a controllable position is employed to select lines and phrases of the expert information from that portion of the data base displayed in the selection window. The selection of such information causes the line or phrase from the data base, an information unit, to be transferred to the decision record and to the display of the selected decisions window. . 2. 4 Ma nagement information system (MIS) It is the organized approach to the study of information needs of a management at every level in making operational, tactical, and strategic decisions. Its objective is to design and implement man-machine procedures, processes, and routines that provide suitably detailed reports in an accurate, consistent, and timely manner. Modern, computerized systems continuously gather relevant data, both from inside and outside the organization.This data is then processed, integrated, and stored in a centralized database (or data warehouse) where it is constantly updated and made available to all who have the authority to access it, in a form that suits their purpose. 1. 2. 5 Office automation system Office automation systems (OAS) are configurations of networked computer hardware and software. A variety of office automation systems are now applied to business and communication functions that used to be performed manually or in multiple locations of a company, such as preparing written communications and strategic planning.In addition, functions that once required coordinating the expertise of outside specialists in typesetting, printing, or electronic recording can now be integrated into the everyday work of an organization, saving both time and money. 2. Information systems for Business operations: Business operations are those ongoing recurring activities involved in the running of a business for the purpose of producing value for the stakeholders. They are contrasted with project management, and consist of processes.The outcome of business operations is the harvesting of value from assets of a business. Assets can be physical or intangible. An example of value derived from a physical asset like a building is rent. An example of value derived from an intangible asset like an idea is a royalty. The effort involved in â€Å"harvesting† this value is what constitutes business operations. Information technology plays a major role in reengineering business processes.The speed, information processing power, and ease-of-use of modern computer hardware, software, and networks can dramatically increase the efficiency of business processes, and communications and collaboration among the people responsible for their operation and management. IT is a strategic requirement for agile product development and delivery. Information systems provide the information people need to support agile operations, as well as the information built into products and services 2. 1 Information system for strategic advantage:Information systems can be used to implement a variety of competitive strategies. These include the five basic competitive strategies (differentiation, cost, innovation, growth, alliance), as well as other ways that companies can use information systems strategically to gain a competitive edge. For example: 1. Lower Costs 2. Differentiate 3. Innovate 4. Promote Growth 5. Develop Alliances 6. Improve quality and effici ency Conclusion: So finally we can conclude that information system is a greatest tool by which our organization can take more and more liberties in future to achieve their goals.It increases the accuracy and reliability of information that is much needed by today’s organizations. References: 1. â€Å"Definition of Application Landscape†. Software Engineering for Business Information Systems (sebis). Jan 21, 2009. Retrieved January 14, 2011. 2. O'Brien, J A. (2003). Introduction to information systems: essentials for the e-business enterprise. McGraw-Hill, Boston, MA 3. Alter, S. The Work System Method: Connecting People, Processes, and IT for Business Results. Works System Press, CA 4. www. google. com 5. www. sciencedaily. com 6. www. wikipedia. com [pic][pic][pic]