Why did TV spread so fast around the world Essay

Why did TV spread so fast around the world - Essay Example This has seen the rise in demand of the television. Apart from major towns with good transmission signals, it has also made its mark in small towns and villages in Africa. All television is educative television; the question is its ability to educate (Todorovic pp.117). In recent years television has proved to have a great impact on the modern generation both positively and negatively. Curbing this, many television channels operators have come up with a viewer discretion options to give options of choices depending mostly on age. The reason behind this decision is that only modification of the television is the only lasting solution (Webb, pp.170). The fact that the license to air television can be accessed by a myriad of individuals, a massive global rise has been recorded. In many nations globally, individuals can own a television channel. This gives room for individual or organizations to venture business wise. The establishments of many channels play a major role in growing the television community. This is because every persons taste is represented. In addition to that, nations globally have given the freedom of ownership of televisions: one household can own more than one television set as long they can afford it. This makes television easily accessible. Statistics indicate that, more than 50% households globally own more than one set of television (Williams, pp.30). This promotes the growing culture of TVs. Another major reason behind the global widespread of the television is the development of lifestyle and business. In regard to lifestyle, this proves that the world is turning to an ignorant free society. TV is the new source of life skills, opportunities and services. An upgrade in lifestyle definitely needs the access of a television set. The urge of acquiring a modern lifestyle, and keeping in contact in the contemporary trends drives many people to acquire a set and this grows the culture even bigger. Business development

Affordable Care Act in United States Research Paper

Affordable Care Act in United States - Research Paper Example This paper illustrates that the main idea of health care is to improve and reform health care which is of great concern to individuals. Despite how much one is earning in America, there is the need for one to set aside a particular budget that can be used when one is in poor health and thus the aim of Affordable Care Act. Insurance coverage in the companies are of benefit to individuals who work in the factories and other companies since in case of an accident or any other issue related to one health, then the insurance partners can intervene and medical expenses are covered by the insurance company or the use of Affordable Care Act. The Affordable Care Act was signed into a law by President Obama in 2010 in United States federal statute where the government had to work along with health care and education reconciliation act to represent the United States interest in health care issues. The aim of Affordable Care Act is to increases the quality and affordability of healthcare making sure that those who do not have insurance coverage can get access to health insurance and thus expand public and private insurance coverage for the United States residents. The policy aims at lowering the cost of healthcare for individuals and the government as a whole where the government will have the mandate to make sure that all the residents in the United States will have the insurance coverage, subsidies will be available and insurance exchanges that are meant to increase the insurance coverage at affordable rates. The policy requires all the insurance companies to make sure that all residents are covered with minimum standards regardless of preexisting conditions or sex. The policy requires an individual to be covered by insurance from the employer-sponsored health plan and this means that one will have two insurance coverage. Failure to pay an approved insurance policy will mean that an individual will pay a penalty of 1% on income tax and thus the residents must comply with the Affordable Care Act. The policy aim is to get more than 30 million people who are going to be enrolled in the Affordable Care Act. The policy also requires low-income earners and those families with incomes between 100% to 400% federal poverty level will be considered and thus they are going to receive federal subsidies and only if the mode of purchase is through an exchange.

Identify a CRITICAL ISSUE from the reading to write about and present Essay

Identify a CRITICAL ISSUE from the reading to write about and present arguments for and against it then take a position and logi - Essay Example Walker to aid women by testifying on the effect of the syndrome. However, the arguments by Dr. Walker are yet to gain broad and dependable scientific backing. All the alternative studies on the subject indicate otherwise. Therefore, the issue of battered child and women syndrome can only be accepted as an existing issue but not for the purposes it has been used. The issue can be addressed in a better way by enhancing the law to deal with such issues amicably, because the current situation discourages one vice and encourages another. Two wrongs can never make a right. Introduction Children and women alike have been involved in killing in the United States but justice rendered in the courts is debatable, especially to the victims’ side. Children have been convicted and found guilty of killing their parents but the courts both in first trial courts and appellate courts have considered four possible judgments: first and second-degree murder, manslaughter and acquittal on the self- defense rule. Generally, lighter sentences and even acquittal on account of self-defense dominate the judgments in all cases. In most cases, first-degree murder sentences have been reversed and lesser punitive sentences given to the defendants (Wilson, 2000). The lawyers from both sides of the divide have been making their cases in all the cases mentioned. In any case, justice is expected to be delivered to both sides. However, in all these cases, the victim is not alive to state their case whereas the perpetrators of the crimes are there to state their case. This implies that it is the prosecution case against the defense case. It can be concluded from the outcomes in most of the cases that the defense has been carrying the day in either getting lesser sentence or being acquitted altogether. Whether the decisions were based on truth or partial truth is speculative. However, does the reason of battered child or woman syndrome justify committing murder? (Malmquist, 2007) Although mur der is a subject of definition in law as it may have been applied in this case, this paper uses to refer to mere killing of one human being by the other. The arguments are both supportive of the verdicts and against the verdicts in the cases. The conclusion section gives a verdict of this paper. Pros In the first case, the Menendez boys killed their parents, and after it was found that although they were guilty of the action, they were subject of child abuse (psychosexual abuse) there was a mistrial in first trial because the jury tied two versus two on whether rule murder or manslaughter. Even though they were eventually judged for murder and given a life sentence, there was a reason why there was a mistrial. Their relationship with their parents was questionable, to the extent that they feared for their lives every minute that passed. In the second case, Jahnke was found guilty of murdering the father. However, because it was after a violent argument, the jury termed it voluntary manslaughter and not predetermined murder. Although his appeal on grounds of battered child was rejected the judgment had already factored in this aspect. In the third case, the jury found Sociz guilty of attempted manslaughter and later the boy was acquitted for what the judges termed as sympathy for child’

Organizational Structure of a Hospital You Know Essay Example for Free

Organizational Structure of a Hospital You Know Essay INTRODUCTION: For this assignment I’m choosing, Fortis Hospital at Noida, India and Krishna Nursing home at Chitradurga, Karnataka India. Fortis hospital at Noida, India is a part of Fortis healthcare group and mainly focuses on orthopaedics and neurosciences. It’s a medium sized hospital with 300 bedded facilities and about 250 full time staff. Its organisational structure has low vertical and high horizontal distribution. THE HORIZONTAL DISTRIBUTION is as follows, 1) 37 medical departments which covers different specialities.2) Other departments such as HR, marketing, finance, engineering and nursing. 3) Social specialisation, example doctors.4) Functional specialisation, example technicians and nurses. VERTICAL STRUCTURE is as follows, 1) Zonal director at the top. 2) 43 departmental heads who work under Zonal director. 3) There is team under each department which report to departmental heads. Organizational structure of fortis hospital ZONAL DIRECTOR United HR medical director Head eng marketing sales Finance head Nursing matron Team Hr Doctors Eng team Marketing team Finance team Nursing team Centralisation: Head of department control all departments and they report to the Zonal director. Each individual in the organisation has limited autonomy and financially it is highly centralised and functionally it is moderately decentralised and it has high level of standardisation of administrative task and the recruitment process is very much formalised, whereas doctors have low level of formalisation and everyone follow standard operating procedure. Hence in summary, Fortis hospital is multi-speciality hospital of medium size and its structure has high horizontal complexity but low vertical complexity and it is moderately formalised and there is not much direct impact on centralisation and has moderately flexible structure and decision making is highly formalised and moderately decentralised at operational level.(http://www.hindubusinessline.com; www.fortishealthcare.com; www.hoovers.com) In contrast to the above mentioned complex structure second mentioned hospital is Krishna Nursing Home which is a small 50 bedded multispecialty hospital with a simple structure with the director at the top who is in charge of everything and there are heads of recruitment, finance and medical director who report to the director. It is mainly a vertical structure with director who has full decision making power, hence the structure has minimum decentralisation. The other staff has no autonomy.This hospital works basically on loyalty and trust and personal relationship and caters to a small population in the village Chitradurga, India. This structure is compatible with small hospitals like this. But disadvantage is that it is highly dependent on the director and is individual centric (www.healthcaremagic.com) If we compare the 2 structure in relation to, 1) Central Peripheral relations: Fortis is much bigger hospital and has separate division for each department and there is decentralisation and semi-autonomy for each department and the purchaser and provider divisions are separate. Whereas Krishna Nursing Home has no decentralisation and no autonomy for the departments and all decisions are taken by the director. 2) Links with other organisational groups: Fortis has links and tie-ups with many other smaller hospitals which refer cases to them and also has link ups with various insurance companies. Whereas Krishna Nursing Home has no tie-ups with any other hospitals and works alone and caters to a small population. 3) Internal structure: Hierarchy, as mentioned above Fortis hospital has minimal vertical but complex horizontal distribution of power so it has a flatter organisational shape which helps in effective communication and decision making and has widened collaborative links between various departments and divisions resulting in internal linking and average spans of control whereas Krishna Nursing Home has vertical structure and is fully hierarchical based and there is no internal linking between departments (Merson et.,al, 2006). CONCLUSION: Both these hospitals has completely different organisational structure but both are successful because the targeted population for both are different. While, Fortis targets higher and wider range of population and focuses on specialised services, hence has complex organisational structure. Whereas Krishna Nursing Home caters to a small population and  provides basic services and hence has a simple vertical hierarchical structure. REFERENCES: ‘Fortis Healthcare signs pact with US hospital’ online. Available at: http://www.thehindubusinessline.com/businessline/2000/10/18/stories/021851e 3.htm. (Accessed on 7 January 2013) Krishna Nursing Home (online). Available at: www.healthcaremagic.com (Accessed on 8 January 2013). Merson et.,al (2006) ‘International Public Health’, 2nd Edition, Jones and Bartlett publishers, pp;558-593. (online) Available at: www. Fortishealthcare.com.(Accessed on: 7 January 2013). (online) Available at: www.hoovers.com (Accessed on: 7 January 2013).

Committing suicide Essay Example for Free

Committing suicide Essay By the end Sybil denies all to do with Eva committing suicide. The audience has never liked her and this makes things worse.  Mrs Birling is selfish, ignorant and up tight, just like Mr Birling. He starts the same way as his wife when the inspector shows up. Mr Birling is the man of the house and is involved in most of the play. He describes himself as a hard-headed man of business and tells Eric that he should look after himself and his family, he wants Eric to be a hard-headed man of business so he can take over eventually. He likes Gerald and would prefer him as a son rather than Eric because they both think the same way. When Sheila calls off the engagement Gerald understands but Mr Birlings plans are in ruins. He had planned co-operation between Crofts limited and his own company. I dont understand why you should come here, Inspector.  Arthur doesnt like the Inspectors attitude and makes this clear. He is probably the most disliked character in this play. What he did to Eva was considered a very minor thing but she was only asking for a small raise. He dismisses what Sheila and Sybil did. At the end he too looks for ways out. Mr Birling predicts the future occasionally and every time he is wrong. We can look back on what has already happened and we know that he is wrong. The Germans dont want war. Nobody wants war  - the Titanic-she sails next week-forty six thousand eight hundred tons- forty six thousand eight hundred tons- New York in five days-and every luxury-and unsinkable  In both cases he is wrong and the next case he will probably be wrong:  theres a very good chance of a knighthood-so long as we behave ourselves  This leads to scandal, which there is a lot of in this play. This also attracts the audiences as people enjoy things to gossip about especially when there are respectable or rich people involved. Geralds affair, Eric making Eva pregnant and Alderman Meggartys nasty private life. But she became your mistress.  Yes.  And you made love again?  Yes.  Hes notorious womaniser. About Alderman Meggarty.  Mr Birling was never liked and through the course of the play the audience likes him less and less.  I personally never thought about liking or not liking the Inspector, he is just there, putting the questions to the Birlings. He is the most assertive on the scene and the stage directions show he makes his presence felt even though Mr Birling repeats his past achievements. By the time Gerald returns from his walk he is too late to confront Mr Goole, his timing is perfect. Then Gerald tells us:  That man wasnt a police officer.  There is an element of shock and surprise but some of the audience may have guessed this. Who is he then?  That is one of many questions left open and unanswered. Most of them are about the Inspector. His name suggests something supernatural. Goole sounds like Ghoul this means, a person unnaturally interested in death. This is exactly what the Inspector is but it seems he can change the future. But just remember this. One Eva Smith is gone-but here are millions and millions and millions Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, with their suffering and their chance of happiness, all intertwined with our lives, and what we say and do. We dont live alone. We are members of the body. We are responsible for each other. And I tell you that the time will soon come when, if men will soon learn, then they will be taught it in fire and blood and anguish. Good night. The end is about the wars so he knows about the future and ends up changing it. He knows too much to be human. He already knows what has happened and is just there to make the truth come out and teach the Birlings a lesson, or else. As mentioned before he seems to be able to change the future because of what happens at the end.  The end of the play is not really the end, it is the middle because things are just getting interesting again. The biggest unanswered question is what will happen now, J.B Priestly has left this to us to think about and try to finish. The ending leaves everything wide open and open to debate and argument. It is the talking point of the whole play.  Yes? Mr Birling speaking What? -here-  That was the police. A girl has just died- on her way to the Infirmary- after swallowing some disinfectant. And a police inspector is on his way here- to ask some- questions-

How Animation Affects Children Film Studies Essay

How Animation Affects Children Film Studies Essay In today advancement of technology, television is a big part in the role of delivering information to the society. The influence of this form of media has no exception to children. Nowadays, children are growing up with television. They learn from television and trying to make sense of this system of communication. To understand what they are learning from it, the use of television and how they absorb the information are important areas to learn further about this issue. Animation as a part of television programs plays an important role to children development since animation often related to children as its target audiences. The use of cognitive skills and how they relate to many aspects inside the animation such as narrative, character, and many more influence what knowledge and skills that they acquire from watching animation. It influences their cognitive and social development with things that they are not obtained from their parents and teachers at school. This issue raises que stions such as what can children learn from watching animation, or how children with different ages and cultures make sense of it in their development process. Chapter 1: Children Learning Process 1.1 Children Cognitive Development Before talking further about content of animation that influences children learning process, it is important to study the learning process of the children itself. Jean Piaget theory about cognitive development is a good first step to understand how children get their knowledge, construct it and use it. According to Piaget, a newborn baby enters the world without basic cognitive skills and through the development as a child, he consistently trying to adapt the world around him. Constructing such an understanding is basically what cognitive development is all about. Piaget defines it as the properties of intelligence that explains why certain behaviours happened. According to Piaget there are three components that exist in cognitive development, which are function, content, and structure. Function in this case refers to broad characteristics of intellectual activity; on the other hand, content refers to what do children know, which is about raw behavioural data that is observable. In between function and content, Piaget mentioned about the existence of cognitive structure, which is the properties of intelligence that causing particular behaviours to occurs. When a child watching animation, they use their existing knowledge to make sense of the animation that they are watching, they are trying to understand what is happening in front of their eyes at the moment. Different age group has different way of seeing and perceived things because cognitive structure keep evolving as a human grow up and obtaining information through their experiences. To explore further about the age group of children and what can they absorb during those periods of time, Piaget further divided cognitive development process into four stages: Sensory-motor stage / Infancy (0-2 years) In this stage of development, a child is trying many things that he can feel, taste, see, smell, and hear. Through this repetitive process, he starts to build images in his brain about his surroundings. He is learning to identify things based on the interaction between the object and his five senses. He slowly learns about the existence of an object and learning to use symbolic abilities such as language. At this stage, he is still learning about object permanence. He is still unaware about the existence of an object when it is out of his sight, for example is a child who has his candy taken away from him and simply hide it will make him think that the candy is gone therefore he started crying. Pre-operational stage / toddler and early childhood (2-7 years) This stage of development a child started to learn to use symbolic images to define things and developing language ability. This is the stage where a child started to imitate other people behaviour while still having an egocentric thought. He needs a concrete physical situation to understand what is going on around him as he is not able to conceptualize abstractly in his brain. At this stage, a child is able to define an object based on one characteristic, for example is how a child at this stage will group his toys based on a type of the toys (grouping a car toys regardless of the colour of the toy or the size of it) or based on colour (grouping all red toys regardless the shape of them). Concrete-operational period (7-11 years) At this stage, a child start to lose their egocentric thought. He is able to conceptualize things and formed his logic based on his experiences to grasp the situation around him. He is able to use logic appropriately to manipulate symbols related to concrete objects, classifies objects based on their features and dimensions, and able to do abstract problem solving based on their concrete experiences. Formal-operational period (11-15 years) This last stage involves a child ability to use abstract thinking rather than concrete experiences. He is able to explain his problem solving process, able to use logical reasoning, and start to thinking about his future. Another important analysis done by Piaget is the analysis of how well a child performs on different task between each stage. These tasks analysis involves four areas of study, which are: Hidden Object This area involves object permanence as it was mentioned at the sensory-motor stage before. The term object that Piaget mentioned in his theory refers to things that an individual believed that it exist in this world and able to interact with. At the first stage, which is sensory-motor stage, an infant do not see an object as something that is exist in this world, he only perceived it as a thing that drives his reflexive action. Piaget made an experiment by putting a cloth over a toy which made the child not interested anymore to the object that being covered. A child will slowly grasp the concept of object permanence after leaving the sensory-motor stage. Conservation Regardless the space that objects stayed, the quantity of it will stay the same. This is what Piaget means by conservation in this matter. He made an experiment by presenting water inside containers to a child. He poured water into two containers with the same size and asked the child which one has more water and the child think that they have the same amount of water. When Piaget take one container and poured the water inside into a different container that is thinner and taller and presented it again to the child, the child said that the thinner and taller containers have more water compared to the one before. This example shows that a child still do not have the logic to think about the volume of an object and deceived by the physical appearance of it. As a child grow up, his logic of conservation will be developed until age 11-12 when he reached the peak of concrete operational-period, when he is able to define volume in an object. Transitive Inference Also known as Seriation, Transitive Inference is the skill to logically arrange things based on particular criteria. In this case, Piaget made an experiment by presenting wooden sticks with different length to a child and asked him to arrange them. In the end, the child was not able to arrange them based on the height of each stick and just put them randomly next to each other. Transitive Inference will evolve as a child Conservation skill evolving. By grasping the understanding of each measurement unit, a child will form logic of Transitive Inference in his head as well. Balance-Scale Task Balance scale task involves systematic understanding of physics related area. For this area of study, Piaget made an experiment by placing a bar on top of a small object and adding different weight for each end of the bar. Without considering that the length between the small object and two weights are different, child at pre-operational stage said that the side with more weight will go down. Child at concrete-operational stage struggled to use his logic to combine the two elements, distance and weight. Child at formal-operational period has the logic to decide which side will go down. Piaget uses these four areas of study to explain further about his stages of childs cognitive development. He presented relevant experiments for each category to give a clear example of childs learning process at different stages. 1.2 Knowledge Representation Children and adults have a different way of seeing things. Compared to adults who see things more abstractly and conceptually, the way children seeing things are more imaginary. If both adult and children were given a brown coloured dog, different image representation will be formed in their mind. If adults will try to remember why the dog is brown by thinking what breed is the dog, children will simply remember it as a dog with brown colour. After they fully grasp the idea of object permanence when they entering pre-operational stage, they can form a mental representation inside their mind. Arietta Slade in her book Children at Play defines mental representation as ..an ability with enormous adaptive value. Out of sight no longer means out of mind, an achievement that involves a new capacity for organized psychological experiences. (1994, pp.6) She took an example of a mother and her child by saying that the mental representation of a mother can be stored in the childs mind and during the mother absent, the child will use his mental representation to take out the memory of his mothers basic visual appearance, such as the voice, the smell, or the touch. Piaget in his book defines mental representation as an ability to hold an image in a childs mind for a period beyond the immediate experience. Piaget mentioned that a child is able to form a mental representation after a year and a half during sensory-motor stage. At the later stage, which is pre-operational stage, a child takes the mental representation one step further and started to use symbols as a representation of his knowledge. A symbol can take a form of picture, written word, or spoken word. Due to their egocentric thought a child may use symbols as a representation only for their point of view. For example is an experiment called three mountain task done by Piaget and Barbel Inhelder to study the perspective view of a child. The experiment was done by laying down three models of a mountains and a child facing a direction of those models. On the other side, a doll was placed with a different point of view at those models. Then Piaget asked the child to describe the overlappi ng of those models from the dolls perspective. The existence of egocentrism was proven when a child at pre-operational period cannot differentiate their view and the doll view. At the concrete operational period, children take their symbol representation ability one step above from just using symbols as a representation, to be able to manipulate symbols with their logic. They are not seeing things only from their perspective anymore, but they still need a concrete situation to be able to use their logic to manipulate the symbol. Lastly, when they enter formal-operational stage, concrete situation is no longer needed to put logic to manipulate a symbol. They can think logically to adapt in a abstract situation. By exploring further about how children evolved in their knowledge representation as they grow up, one should have a better understanding of how they perceived things around them. Chapter 2: Children and Animation 2.1 Animation and Archetypes Before talking about archetypes in animation, it is important to get an understanding about the basic of animation. According to Paul Wells in his book Understanding Animation, animation derived from the latin verb, animare, which means to give life to and he further said that ..within the context of the animated film, this largely means the artificial creation of the illusion of movement in inanimate lines and forms. (1998, pp.10) Animation provides us with things that cannot be achieved in real life as Paul Wells further explained in his book, Animation can defy the laws of gravity, challenge our perceived view of space and time, and endow lifeless things with dynamic and vibrant properties. (1998, pp.11) Therefore, animation provides us with imagination that we cannot get from live action movie. Imagination is an important aspect in children development. When children watch an animation, they will relate themselves with the character in the animation. By putting themselves in the shoes of one of the character in the animation, their personalities are being influenced by the archetype of the character in the story. Psychologist Carl Gustave Jung defines archetypes as a result of collective unconscious, which he defines as a knowledge we are all born with, yet we are not conscious of it. Jung divided archetypes into four main forms, which are: The Shadow: The Shadow, embodies chaos and wildness of character, It is an archetype that reflects deeper elements of our mind. The Anima (male)/Animus (female): The Anima/Animus is the route of communication with collective unconscious. It represents our true self, without the mask that we use everyday. The Self: The Self is a process where all aspects are brought together as one. It unifies conscious and unconscious. Joseph Campbell in his book The Hero with a Thousand Faces defines seven archetypes in storytelling: Hero: The Hero is basically the protagonist or main character. His journey is a path from the ego, often consist of seperation from his family to a new places before going back to the hometown. Mentor: The Mentor is a character who trains the hero, represents wise quality within us Threshold Guardian: The Threshold Guardian is the heros first obstacle in his journey. Its role is to test the worthiness of the hero to start a journey. Herald: The Herald is not necessarily to be a person. Its role is to delivers a challenge to the hero to begin his journey. Shapeshifter: Often is the opposite sex of the hero, The Shapeshifters role is to delivers suspense to the story by questioning beliefs and assumptions. Shadow: The Shadow often take a role as an antagonist in the story, representing things we do not like that we want to eliminate. Trickster: The Trickster provides comedy to the story to balance its tension. The trickster often is a companion of the hero. 2.2 Narrative in Animation According to dictionary, narrative has a meaning of a story or account of events, experiences, or the like, whether true or fictitious. According to Seymour Chatman in his book Story and Discourse, Narratives are communications, thus easily envisaged as the movement of arrows from left to right, from author to audience. (1978, pp.71) So, it can be said that narrative is a form of communication from the author as a guide to the audience. Chatman tried to draw connections between narrative and how it affecting the audience by breaking down the elements in the narrative. Chatman made an analysis of narrative by detailing the clear distinction between story and discourse. Defining story and discourse is a matter of asking what and how. Story is what the animation trying to communicate, which is the content of the animation, and discourse is how the animation being communicated, which is the form of the animation. Chatman further divides story into two parts which are events and existents. Events exist because there are existents, and vice versa. Events are things that happened in the story and existents are the one who make it happen. Regarding of events, Chatman mention about naturalizing in story which is a way in which audiences come to recognize and interpret convention (1978, pp.49) An author often use Naturalizing to make the audience have a better understanding of what is happening in the event of a story. For example is when a character open and read his diary or a letter, there is background voice that highlighting what is written in it. By connecting the image and the voice, it gives the audience better understanding about that particular event in the story. While Events deal with time in the narrative, on the other hand, existents deal with space. Existents contain settings and characters in the narrative. According to Chatman, setting is the place or collection of objects in movie space that interacting in some way with the character. 2.3 Character in Animation According to Aristotle, characters in narratives have the second place in importance. It exists to fulfill the role that the event requires him or her to perform. This kind of character usually has a very specific trait assigned to them in the story. The meaning of traits according to dictionary is a distinguishing characteristic or quality, especially of ones personal nature. According to Chatman, traits are actions that becoming the label of the character in the story. According to him, character can have more than 1 trait which will creates self conflict in the story; therefore bring out the uniqueness to the character. Chatman definition of character in the narrative can be associated with Carl Jungs archetypes. Carl Jung describes archetypes as repeating patterns of thoughts and actions that re-appear again and again across people. Jung main archetypes are not in a way that each person may be classified as one, but rather we have all the basic archetypes inside us, which is the shadow that embodies chaos and wildness of character, the anima/animus which represents our true self, and the self where all aspects are brought together as one. An example of Jungs archetype can be seen in Lotso, the pink teddy bear from Toy Story 3. He has the anima archetypes at the beginning of the movie when he guiding the hero in his journey. Then as the movie progress, he started to show the shadow archetypes inside of him. 2.4 What Can Children Learn from Animation In their first year, a child is unable to grasp the concept and narrative of the animation that he watches. According to Jean Ann Wright in her book Animation Writing and Development, while an infant still unable to sits by themselves, they enjoying watching television just by paying attention to the changing patterns of light colours and sounds. Therefore, at this sensory-motor stage, animation for them is just the same as other forms of entertainment as they just paying attention to the basic forms, movement and colours. Their lacking of object permanence ability not allows them to understand the existence of a character in the movie. As they move to different stages, they start to explore the world around them. They begin to learn about language and symbols as a representation of actions. They will start to interact with things that they watch until finally they are able to grasp the content of the animation that they watch. As they enter the pre-operational stage, narratives and characters in animation start to have influences on their development. Although they still see things very literally, they start to pay attention at the setting of the event, and as they developing language ability, they will start to imitate the movement and dialog of the character in the animation, although they still unaware of the traits that the particular character possess. They are still relating the character in the animation to them limited to what is literally shown in the movie. Their egocentric thought allows them to relate at the character in the animation in a very narrow point of view. During the Concrete operational stage, a child is now able to relate the characteristic of the character to him to an extent of what a character is being portrayed in the animation. Without his egocentric thought he is able to see the character from other point of view. For example if he watches a Aladdin, he is not only seeing Jasmine as a beautiful princess but also taking the point of view of Aladdin as a princess that want to be free and his lover. But he still need a concrete situation in the movie to help him understand the character from other point of view. And lastly during the formal operational stage, a child is now able to fully relate himself to the character in the animation. He also begins to grasp the concept and morale behind it rather than using an image representation to relate to the character. He is now able to relate himself to the character abstractly using his logic. He is now able to think what possibilities that the character might behave in the movie even i f it is not shown in any scene. Animation has the most impact at this stage, where a child can relate himself to many things from the character other than what the animation showed in the narrative. He will memorize lots of symbols regarding his surroundings. Lets take an example of how a child in formal-operational period can relate himself to violence aspect in animation. Does watching too much violence in animation will leads a child into a violent teenager? For example, a child at this stage will see a gun as a symbol of killing. But at the same time it does not necessarily cause a child to act more violently. As a gun can also symbolize justice where in the movie a hero use it to shoot the villain. It can promote a view that violence is common in everyday life, which will make them think that the world around them is a mean and dangerous place. Therefore it will create fears in their minds. Or it can create the opposite effect that having a gun will make a child feel safe. The ability of abstract thinking that a child at formal-operational period possessed will make a child have a different point of view compared to others. Conclusion By studying children learning process and how they can relate to the narrative and character in animation, it can be said that animation affects children differently according to their cognitive development level. At pre-operational and concrete-operational period, a child started to relate himself to the character in the animation limited to what is being showed in the animation. At formal-operational period, a child is no longer use image representation as much as before and able to fully relate himself to the character in the animation.

CASUAL DRESS DAYS :: Essays Papers

CASUAL DRESS DAYS INTRODUCTION Many businesses have begun using a casual dress policy on certain days. Implementing dress-down days may be an effective way to boost employee morale. The question that seems to pop up too often is whether dress-down days are a benefit or burden to the company. Many companies have adopted Friday as a casual or dress-down day, while others have made casual business attire a full-time policy. Some employees view wearing casual business clothing as an employee benefit. To others, it is a disaster. Both men and women are often confused about what "casual" means and about how to dress casually and still look professional. Some people in management positions feel employees goof off on casual dress day. This report will look at all these issues as well as a conclusion about the effectiveness of casual dress days. CASUAL DRESS DAY DEFINITION Definition and Description The definition of casual-dress days is dependent upon such variables as gender, geographic location, type of firm, and the day's activities. For instance, dressing casually for an accountant means khakis with a nice shirt. Someone who works as a high school teacher may be able to wear jeans and a nice shirt. Most businesses do not see T-shirts as an acceptable form of attire. Although it may be a casual dress day, clothing should still be neat, clean, and pressed. Clothing should not be offensive, tasteless, revealing, or sloppy. If an employee feels he or she might be underdressed, he or she probably is. Businesses That Have Casual-Dress Days Many businesses have adopted casual-dress days as a tool to boost employee morale. Management likes to use this as a benefit because it is free. Types of businesses that have casual-dress days are businesses in which employees do not have many interactions with clients. Accounting firms, insurance companies, and many corporate offices use the casual-dress policy. These businesses have casual-dress days to increase worker productivity, to have more open communication between staff and managers, cost savings to employees because casual business wear is less expensive, and improved work quality. Many companies do not have casual-dress days because there are many ways wearing casual clothing can hurt business. Employees may interpret the word casual too liberally and wear inappropriate clothing. The professional image may also be weakened if clients feel employees are too casual to be entrusted with their business.