How DSLR cinematography is affecting the aesthetics of motion picture Research Proposal - 1

How DSLR cinematography is affecting the aesthetics of motion picture for cinema - Research Proposal Example This is in line with the research as I will be studying the effect of one of the technologies (DSLR) in cinema aesthetics. In the research, I will review the aesthetics contained in Reverie by Vincent Laforet, which was shot using DSLR cameras. This is one of the movies that utilized DSLRs for film making instead of the conventional photography. To test this, I will shoot a short movie made of a collection of four scenes using three different media: film stock, digital camera (RAW), and DSLR (compressed). Each camera will produce four scenes under similar lighting and in the same environment. This will enable me compare the scenes and analyze the differences in their aesthetics. The comparison will involve the similarities and differences and their significance in aesthetic quality. I will also look at the limitations encountered and the ways of overcoming these limitations during production and post-production. The conclusion of the research will be a short film that will combine sequences filmed using different media. The production of this film will utilize pro-consumer software, which will be essent ial for proving that independent filmmakers can utilize DSLRs when making movies. This will also prove that DSLR is a professional film making tool and can help filmmakers become professionals. The major part of the film will be shot using DSLR and will be combined with scenes from a film stock camera. This will be necessary for showing that the DSLR has improved the quality of movies. Davis, E. Interview. Indiewire (2011) [Viewed 29 January, 2013]. Available from:

Which branch of government should be making the decisions on Essay

Which branch of government should be making the decisions on immigration - Essay Example Since September 11th the debate on immigration has heated up with the congress discussing how to amend the policy that is to allow foreigners to reside in the US. According to Reuters it is estimated that 11 million immigrants are in the US illegally. Based on this fact, some feel that politicians in Washington are at a slower pace on the issue and whatever measures they are proposing are not effective enough. Due to this some states such as Alabama Arizona, Georgia, Indiana and Utah have gone ahead to enact their own laws in regards to immigration. This has sparked an intense debate on who should make policy decisions on immigration whether it should be the affair of the states or the federal government (Vettese). The federal immigration policy of the United States is based on the plenary power doctrine. As a fundamental characteristic of sovereignty, the legislative and the executive (political branches) enjoy great power and authority, in relation to immigration issues1. The courts in several occasions have affirmed the plenary power doctrine from the 19th century to-date, despite this, there are attempts to reduce control by the other branches of government on immigration and uphold a judicial administration system founded on the premise that foreigners have a right to migrate. The constitution does not give directions to any government branch in regards to immigration but it does put power of neutralization on the congress2. Immigration policies being a national affair as immigrants do not only go to one state but to every state, must be uniform and to make policy decisions on the subject takes a national body. This body must be able to make the laws, enforces them in a national and uniform scale. This body must also be in a position to counter check if the laws made are in line with the constitution. There is no better side of the government that can fulfill this uniformity at a national scale than the federal government. The federal government

Research Paper Essay Example | Topics and Well Written Essays - 1500 words - 4

Research Paper - Essay Example On the same note, there had been fuel crisis when the country was hit by floods. The fuel crisis grew up to the level that people had to stand for hours in cues to get the fuel. Long lines of vehicles were seen on the fuel sources and there were also some instances of insecurity and lawlessness at some places in USA. The fuel i.e. oil and gas is one of the essential needs of the public of USA and the shortage of the fuel made people restless and agitated. On the other hand, USA had been under the drought and almost half of the country was left with no water. The reason told by the authorities concerned were that in USA there had been hot and dry summer which resulted in the drought in half of the country. Another reason which has been given is the increase in the population and estimates have shown that population of the USA has increased 99% and the use of water has increased up to 127% which has given a blow to the use of water resulting in water shortage in USA (Parry 67). 2.0 Ana lysis of the Global Food Crisis Food crisis in the country leads to chaos and ultimately the political government has to face the music. The global food crisis has hit almost every country of the world and it has hit the most to USA. USA has been under the pin of the food crisis since last year and the hot summer and dry weathers have not let the crops grow with the same ratio as they had been growing earlier and a decrease in food production is calculate to be 6.5%. The United Nations has warned of the perceived threats which might grow up after the food shortage (Citrin 27). The UN is of the view that the food crisis particularly in USA is of dire importance as the UN funded projects in the developing countries can be halted in response of this crisis. According to Gurgel, UN estimates show that the supplies throughout the world are very tight and the consumption of the food and related products is much more than the storage (34).This situation is fast consuming the stocks of the food and products. In USA, the according to UN the situation has been worsening and had there been no solutions to this crisis this issue can erupt like a menace in the country where people will find difficult to eat (Smith n.pag). 3.0 Analysis of the Global Fuel Crisis According to Hurd , there has been fuel crisis in the world in the recent times and this fuel crisis spread all over the world with in no time. The fuel like petrol and gas are among the most used objects of the economy of the world. In USA, apparently there had not been any fuel crisis but the floods in the country let the country deprive of the oil supplies and people were left on their own in driving their vehicles. Other than that, there had been the history of fuel crisis in USA back in 1970 (48). According to Christensen, the oil crisis at that time was of political nature as the Middle Eastern and the oil producing countries had imposed an embargo on the supply of the fuel to USA due to the policies of USA whi ch were not acceptable to the Middle Eastern countries (34). According to David, the fuel crisis in such a big country can wreak havoc among the nation as majority of the public is direct under the usage of the fuel in USA (n.pag). 4.0 Analysis of the Global Water Crisis According to California Department of Water Resources, water is one of the basic necessities of the population of the world and if there is the chances of the drought, then the world should look into this matter with an open eye.

Internet security Essay Example for Free

Internet security Essay These websites are MySpace and Facebook which are all popular for the users because they are social network group. When people give information about them self online, they make it easier for hackers to find people offline. So people should think carefully about who they give out their address to, what their phone number is or which school / job they go to. What potential security issues could this access cause? The potential security issue caused are that they can see people details which may include their full name, date of birth, address and even their bank account. When hackers steal information about the person they often target steal money of that person. For example if the hacker gets enough details about the person, the hacker may be able to apply for credit card or a loan the name of the owner. After the hackers have taken off with the money, this could result to the person left with bill and bad credit rating. Another example is, a person is a planning a party and post details on his MySpace page which includes his address. On the day, a stranger shows up uninvited, gatecrashes the party and destroys his house. This could happen when person gives full details about themselves online. Which law is in place in the UK to enforce how personal data is used? The current UK legislation covering data held about living individual people is the data protection 1998. This Act is a law designed protect people privacy so that data cannot be misuse. Organisations that stores personal data must take by certain rules: They must protect the data from unauthorised access. -they must not pass on the data to other organisations without the individuals permission. The data they hold must be accurate and up to date, and must not be held for longer than needed. What must a site like www. hsbc. co. uk do to comply with this law? HSBC must comply with the law data person act 1998 such as they keep personal details secure, in all circumstances. This means that organisations cannot use the data people give to them and used it for themselves. For e. g. a member of HSBC send an email to them. The company cannot use email but replying to person who bellowing to. By what methods could a hacker infiltrate a commercial web site like www.hsbc. co. uk? Hacker can infiltrate HSBC website by using other people user name as they have their information. Hacker can send key locker to users by email which is a program that tracks what users do on their computer. E. g. when users log into their HSBC website account this will automatically transfers to the hackers computer with all bank details of the users. How can websites minimise security risks to their users and data? Before Companies design websites they have to make sure that their computers system is install security software. Which prevent hackers accessing the pc network so that they cannot steal peoples data such as credit cards. Firewall: Helps to keep computer more secure. It restricts information that comes to company pc, from other pc users by network. This will give company pc more control over data on their pc and providing a line of defence against hackers or unwanted software that try to connect to companies pc by network and stealing data. The company should use a strong password on their network so that hackers cannot easily guess the password. The companies need use encrypted which is a way of making data unreadable to expect the receiver. What can users do to minimise security risks when online? Users should use software protections before going online to prevent attacks from hackers or unwanted viruses which could result the PC stop responding. Antivirus: Is a software helps protect users against viruses. Anti virus scan hidden viruses in an email messenger or web page which could damage the computer system. Anti virus helps disable the virus and prevent it from damaging users computer. So that users can surf the website safely without worrying about fraud or being attack by viruses or other threats. Spyware: Is software that hides itself somewhere on pc users collecting information about users and what they do on the internet. Users can remove spyware by installing software like Adware that will scan users pc can remove the unwanted spyware. Firewall: Is software that prevents unauthorised come into users network. So that cannot steal people privacy. Unit 21: Website Production and Management Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our AS and A Level Computer Science section. Download this essay Print Save Not the one?

Teacher-Student Interaction In Classrooms

Teacher-Student Interaction In Classrooms The education system in Pakistan depicts an undesirable situation, especially the classroom environment. Teaching learning process in the country at secondary and tertiary level is too weak and our classroom environment is totally based on rote memorization. There is no provision for the development of intellectual and thinking skills among students who are given very less time for active participation and interaction. The teacher seems to be in a very dominant role in the class. Unfortunately, poorly structured classroom quickly deteriorate into a vacuous waste of time. Recent research on teaching effectiveness based on large-scale meta-analysis conducted by Walberg (1986) indicates that the seven factors are key elements of effective teaching: engaged academic learning time, use of positive reinforcement, cooperative learning activities, positive class atmosphere, higher-order questioning, cues and feedback and use of advance organizers. The system of interaction developed by Flander shows how these elements fit together in actual classroom interaction. Role of the teacher in making classroom climate conducive for learning is highly crucial. The classroom climate is built up by the pattern of interaction between teacher and students verbal exchanges, asking questions, responding and reacting. The most important factor in a classroom situation are the interactions and exchanges initiated by the teacher and students. Jackson (1968) reports that teachers are typically involved in more than 1,000 verbal exchanges with their students every day. There is a lot of talking; enough to give even the strongest vocal cords a severe case of laryngitis. Count the number of verbal exchanges teachers have with their students and the count during a classroom scene will give an idea of how much teachers talk. The present study will be designed to investigate the patterns of classroom interaction at Elementary level in the light of Flanders interaction analysis system in Khyber Pakhtunkhwa Province of Pakistan. The study will be further delimited to cities of Kohat and Peshawar. Statement of the Problem The problem taken up for investigation can be stated in precise term as à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"A Study of Teacher Student Interaction in Classrooms at Elementary Level in Khyber Pakhtunkhwaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . Objectives The objectives of the study will be To explore the patterns of classroom interaction at elementary level in the light of Flanders interaction analysis. Hypothesis About two-third of classroom time is devoted to talking at s elementary level. About two-third of the talking time, the person talking is the teacher at elementary level. About two-third of the teachers talk is direct (that is, lecturing, directing and controlling) at elementary level. Review of Related Literature Interaction between teacher and students is essential in the teaching learning process. Teacher and student both are the key elements of this process. Different educationist like Good lad, (1984) Bellack (1965) and Jackson (1968) conducted researches studies. Among these researchers, Flander (1963) conducted research on classroom interaction and developed an instrument called Flanders interaction analysis with which he was able to categorize student and teacher verbal behavior. The system tells a great deal about the nature and quality of classroom verbal interaction. As a result of applying his interaction analysis system in Classroom settings involving teachers, Flanders came up with the rule of two third. lie found that someone is talking during two third of the Classroom time. Approximately two-third of that time, the person doing the talking is the teacher. Two-third of the teachers talk is what Flanders calls direct talk. Flander suggests that this two third pattern has unfortunate consequences in that students are forced into a passive role that eventually results in negatives attitudes, lower achievement, and a general dependency on the teacher. To use the Flanders Interaction Analysis, one codes the verbal interaction in 1 in 10 categories, plots the coded data onto a matrix, and analyses the matrix. Categories for Interaction Analysis: Indirect Teachers Talk Accepts feelings. Acknowledges student-expressed emotions (feelings) in a non threatening manner. Praises or encourages and provides positive reinforcement of student contribution. Accepts or uses ideas of students and clarifies, develops, or refers to student contribution of ten non evaluative. Asks questions, solicits information or opinion (not rhetorically) Lectures, presents information, opinion of orientation; perhaps includes Gives directions supplies direction or suggestion with which a student is expected to comply. Criticizes or justifies authority and offers negative evaluation of student contributions or places emphasis on teachers authoritative position. Student talk-response, gives a response to the teachers question, usually a predictable answer. Student talk-initiation initiates a response that is unpredictable or creative in content. Silence or confusion leaves periods of silence or inaudible verbalization Pedagogical Game Bellack (1965) has analyzed verbal exchanges between teacher and student and likened them to a pedagogical game. The game is so cyclical and occurs so frequently that many teachers and students do not even know that they are playing. There are four moves: The teacher provides information, directions and introduces the topics. The teacher asks a question. The students answers the question, or tries to The teacher reacts to the students answer and provides feedback. These four steps make up a pedagogical cycle. Teachers initiate about 85 percent of the cycles, which are used over and over again in classroom interaction. Although these cycles can be found in a majority of classrooms, the quality and effectiveness of these four steps vary widely. When teachers learn to enhance and rune each of the moves of the pedagogical cycle, student achievement is increased. Doland (1985) asks Have you ever been to a class where the teacher is bombarded with the question? `I dont get what you mean. When such complaints are constant in a class, it is a sure sign that the teacher is not making effective use of an essential teaching skill: clarity and academics structure. A growing body of research makes it clear that these skills are related to student achievement. Students, therefore, need a clear understanding of what they are expected to learn and they need to be motivated to learn it. Effective structuring sets the stage for learning and typically occurs at the beginning of the lesson. Although the length of structure will vary depending on the age, ability and background of the students and difficulty of the subject matter, the following components are usually build in an effective academic structure. a. Objectives. Let the students know the objectives of each lesson. They, like the teacher, need a road map of where they are going and why. Review. Help students review prior learning before presenting new information. If there is confusion, correct each. Motivation. Create an anticipatory set that motivates students to listen to the presentation. This can be done through an intriguing question, an anecdote, a joke or interesting teaching materials. Transition. Relate new information to previously attained knowledge and experience. Provide ties and connections that will help students integrate old and new information. Clarification Break down a large body of information. Do not inundate students with too many facts. Ibis is particularly true for young children and slower learners, although it also applies to older and faster learners. Examples. Give several examples and illustration to explain main points and ideas. Directions. Give directions distinctly and slowly. If students are confused about what they are supposed to do, repeat or break information into small segments. Enthusiasm. Demonstrate personal enthusiasm for the academic content. Make it clear why the information is interesting and important. Closure. Close the lesson with brief review or summary. The majority in academic structuring takes place at the beginning of the lesson, but there may be several points throughout the lesson where sub-structuring or brief presentation of information are also necessary. Substructures initiate new pedagogical cycles and allow the discussion to continue. A clear summary or review is also important at the close of the lesson. Good questioning is at the very core of good teaching. As John Dewey (1933) said. To question well is to teach well. In the skilful use of the questions more than anything else lies the fine art of teaching. Since questioning is a key element iii guiding learning, all students should have equal access to classroom questions and academic interaction. If you want all students, and not just the quickest and most assertive, to answer questions, establish a protocol for participation and interaction. For example, make a rule that students must raise their hands and be called on before they may talk. (Donald, 1985). Although it is important to keep classroom discussion moving at a brisk pace, sometimes teachers push forward too rapidly. Slowing down at two key places during classroom discussion can usually improve the effectiveness and quality of classroom responses. In the research on classroom interaction, this slowing down is called wait time. Mary (1986) research shows that after asking a question, teachers typically wait only one second or less for a student response (wait time 1). If the response is not forthcoming in that time, teachers rephrase the question, asks another student to answer it, or answer it themselves. If teachers can learn to increase their wait time from one second to 3-5 seconds, significant improvements in the quantity and quality of student response usually will take place. There is another point in classroom discussion when wait time can be increased. After students complete an answer, teachers often begin their reaction or their next question before a second has passed (wait time 2). Once again, it is important for teachers to increase their wait time from one second to 3-5 seconds. Based on her research, Mary (1986) has determined that increasing the pause after student gives an answer is equally as important as increasing wait time. Resultantly, classroom interaction is changed in several posit ive ways. Recently, attention has been directed not only at how teachers ask questions, but also at how they respond to student answers. A study analyzing classroom interaction in more than 100 classrooms in five states found that teachers generally use four types of reactions. Praise. Positive comments about student work, such as Excellent, good job. Acceptance. Comments such as Uh-huh and Okay which acknowledge that student answers are acceptable. Remediation. Comments that encourage a more accurate student response or encourage student to think more clearly, creatively, logically. Sample remediation comments include Try again, Sharpen your answer, Check your addition, Criticism. A clear statement that an answer is inaccurate or a behavior paper) as well as comments that simply indicate an answer is not correct (Your answer to the third question is wrong) Good lad (1984) said that a snapshot of classrooms taken at random would in all likelihood show teachers talking and questioning and students listening and responding. Further, observations in 1000 classrooms showed that teachers interact less and less with students as they go through the grades. The elementary classroom is more interactive than the high school one; the high school classroom is more interactive than college. Most students play a more passive role in classroom interaction at the end of the schooling process than at its beginning. Ironically, interviews with students show that they are happiest when they are actively involved in their learning. Communications and Interaction Education with its correlated activities of teaching and learning involves communication as well as reciprocal interaction between the teacher and pupils, as channels of realizing its objectives. Communication is a Latin word, meaning common. Hence communication implies having common experiences with other people. The word communication means a wide variety of things to different people. The following are some of the widely accepted definitions for communication. Communication means sharing of ideas and feelings in a mood of mutuality. Communication involves interaction which encourages give and take. This provides feedback to persons involved in exchanging ideas. Communication is a process of sharing of experiences till it becomes a common possession. Effective communication is a two-way process including feedback and interaction. It is rather difficult, if not increasingly impossible, to provide children with actual first-hand experiences as the world becomes increasingly complex. Obviously, some substitute experience must be evolved and used to enable children to understand and conceptualize their world. This is the essence of communication as an integral part of teaching. Teachers Behavior and Classroom Interaction Teaching behavior is an act of the teacher which occurs in the context of classroom interaction. Teachers behave in different ways and therefore there are different types of classroom interactions. Some teachers are very strict and some are very kind and lenient. Some are witty and humorous and some are dull. There are some who are very stern and serious all the time. Certainly, the teachers behavior pattern sets the pattern of pupil behavior in a classroom. The teachers behavior tends to create an atmosphere which is described as classroom climate. We may classify the teachers classroom behavior into two categories (1) Demonstrative and (2) integrative. When a teacher talks, commands, restricts pupils freedom to talk, he is dominative. When he allows pupils to talk, ask questions, accepts their ideas and stimulates their participation in class activities, he is integrative. It is, therefore, the teachers behavior which sets the pattern for learning atmosphere or climate in the classroom. If he is generally dominant, he promotes such a climate in the class. If he is generally integrative, he aids in integrative climate. Techniques of interaction analysis have been helpful in the analysis of teaching behavior. Although only a small proportion of verbal communication is recorded, it is possible to infer about classroom events. It is possible to estimate the initiation and response on the part of the teacher and pupils and a number of other interesting features of teacher- pupils relationship. (Amidon Hunter, 1967). Interaction Analysis Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, typical system for interaction analysis will usually include: a. A set of categories, each defined clearly. A procedure for observation and a set of ground rules which govern the coding process, Steps for tabulating data in order to arrange a display, and suggestion which can be followed in some of the more common application. Classroom interaction analysis can be used for in service and pre-service education in order to help teachers improve classroom instniction. This requires some kind of objective feedback to the person who is trying to change his behavior. Classroom Interaction Technique Study of classroom had always deserved the attention of research workers and, as a result, it was in the late 1930s that the analysis of teaching behavior was used by Anderson. He was interested in developing a reliable technique for the measurement of domination and of socially integrative behavior in teachers contact with children. Although classroom observation has been there in training programmes for a long time now, objective and reliable scales of observation is of recent origin. Traditional observation relied on subjective estimates and could not be quantified. The observational techniques have mechanical devices against subjective examination by the observer. Some of the popular observation schedules were developed over the past few years (Amidon and Hough, 1970). RESEARCH METHODOLOGY RESEARCH DESIGN The study will focus on patterns of classroom interaction at Elementary level in the light of Flanders Interaction Analysis. This study will be an observational type of the descriptive method. The following procedure will be adopted for studying patterns of classroom interaction. POPULATION As the purpose of the study will be to explore the patterns of classroom interaction at Elementary level in the light of Flanders Interaction analysis, so the target population comprised all the Elementary level classrooms in Khyber Pakhtunkhwa. SAMPLE The sample of the study will be consisted of twenty-five classrooms at Elementary level. The number of observed teachers will be twenty five at Elementary level. The number of observed students will be fifteen hundred. All the twenty five classes of the above level will be selected randomly. RESEARCH INSTRUMENTS The research instrument will be Flanders Interaction Analysis for observing and measuring classroom interaction patterns. This instrument was developed by Flander (1970)and has been used extensively in various studies regarding classroom interaction. The items in the Flanders interaction analysis will be converted in an observation sheet called coding chart as illustrated by Gay (2000). The Flanders Interaction Analysis system and specimen of observational sheet is given below. FLANDERS INTERACTION ANALYSIS SYSTEM TEACHER TALK DIRECT INDI RECT Accepts Feelings: Accepts and clarifies the tone of feeling of the students in an unthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included. Praises or Encourages: Praises or encourages students action or behavior. Jokes that release tension, not at the expenses of another individual; nodding head and saying um hm? or go on are included. Accepts or uses ideas of students: Clarifies, builds, or develops ideas suggested by a student. As teacher brings more of his or her own ideas into play, shift to # 5. Asks Questions: Asks questions about content or procedure with the intent that the student answers. Lecturing: Gives facts or opinions about content or procedure, expresses his or her ideas, asking rhetorical questions. Giving Directions: gives directions, commands, or orders that students are expected to comply with. Criticizing or Justifying Authority: gives statements that are intended to change student behavior from unacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing in the context of what he or she is doing with extreme self-reference. Student talk-response: Talk by students in response to teacher. Teacher initiates the contact or solicits students statement Studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s talk-initiation: Talk initiated by students. If calling on student is only to indicate who may talk next, observer must decide whether student wanted to talk. Silence or confusion: Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the observer. Subject: The above observational sheet represents 90 seconds for 10 categories of FIA. Each block in observational sheet represents 3 seconds. PROCEDURE The design of the study will be observational, In order to secure data, Flanders Interaction Analysis procedure will be employed to observe classroom interaction patterns in Elementary level classrooms. The following observation procedure will be adopted: 1. In the each class of 45 minutes duration, 13.50 minutes (810 secs) will be used for observation. 13.50 minutes (810 secs) will be divided in to nine observation session. Each observation session will be for the duration of 1 .30 minutes (90 secs). One observation sheet will be used for each observation session of 90 seconds. Each observation session will constitute 30 observation periods. Each observation period will be of 3 seconds duration. The teachers behaviour in each observation period of 3 seconds will be observed, classified and recorded in the relevant block of the observation sheet till the termination of observation session of 90 seconds. Stopwatch will be used to note initiation and expiry of each observation period of 3 seconds. 9. Total time for observation in a single classroom will be 13.50 minutes DATA COLLECTION The observational session will be an interesting stage for the researcher. He will visit different classrooms, with different subject matter and with different teachers. Twenty five classes (as mentioned in sample) will be observed in a period of 3 months. DATA ANALYSIS Data collected through the above mentioned research instrument will be coded in the observation sheets. Each table will be analysed and interpreted by using percentages. In order to calculate, all the categories from category 1 to 10 will be added and the mean and standard deviation of 10 categories for 25 Elementary classes will be calculated. LITERATURE CITED Amidon E. and N. Flanders. 1967. Interaction Analysis as a Feedback System. Theory: Research, and Application. Addison-Wesley Reading, MA, USA Pp.121-140. Amidon, E. and J. Hough. 1970 Interaction Analysis: Theory, Research, and Application. Addison-wesley Reading, MA. USA Ppl 14-1 18. Amidon, E. and E. Hunter. 1967. Verbal Interaction in the Classroom: The verbal interaction category system. Addison-wesley. Reading, MA: USA P 52. Anderson, L. W. and R. B. Burns. 1989. Research in Classrooms: The study of teachers, Teaching and Instruction. Pergamon Press New York. P.101. Bellack, A. 1965. The language of the Classroom. Teacher college press, New York. Bruner, J. 1966 Towards a theory of Instruction. Cambridge, Mass, Belknap Press, Harvard University. Pp 87-99. Dewey, J. 1933. How we think. D.C.I:leath, Boston.P.266 Donald, E. 1985. Applying Research on Teacher Clarity: Journal of Teacher Education, New York.P.44-48 Flander, N. 1963. Intent, Action and Feed back, A preparation for teaching. Journal of Teacher of Education. New York. Pp25 1-260. Flander, N. 1967 Teacher Influence in the Classroom. Interaction analysis: theory, research, and application Addison-Wesley. Reading, MA:USA. Pp 103-116. Flander, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass: P.171 Flander, N, and G. Morine. 1973 The Assessment of Proper Control and Suitable learning environment. In N. L. Gage (Ed). Mandated evaluation of educators. Stanford California Center for Research and Development in Teaching. Pp 73-78 Gage, N. L. 1978. The Scientific Basis for the Art of Teaching. Teachers College Press. New York: P-287 Gay,L R. 2000. Competencies for Analysis and Application (5h ed). Educational Research. Florida International University. Pp.448-457. Goodlad, J. 1984. A Place Called Classroom. McGraw Hill Publishing Company, New York. P.387-91. Jackson, W. P. 1968. Life In Classroom. Hold, Rinehart, New YOrk.P.69. Medley and Mitzel. 1963. Observational schedule. Interaction Analysis, University Press, New Delhi P.86. Mark N. 1994. Problem Based Learning, McGraw Hill, New York. p 110.

Graduation Speech: Strive to Succeed :: Graduation Speech, Commencement Address

This is it. In less than five minutes we'll be done with high school But you know I've got to say something before we go. When I moved here in eighth grade my plan was to go back to live with my Dad in Washougal to be with my friends that I had for ages. But I stayed, I got to know you guys, and heard stories about you and your life-long friends. And I even got implanted in some of your memories. Actually, in this year cheerleader ... who was it, oh Jason Jons wrote something proving this in my yearbook. This is what he wrote, "There's too much to be said here man. We've been friends sine 7th GRADE. (Eyebrows and smile.) Remember those times," apparently not, "with the bass rebels." Now Jason who are they? Something along the lines of Desperado. Then he continues to tell me how I shouldn't anything especially that which I've never experienced. But along with all the stories and memories, I learned so much more from all of you. Burke you taught me how to work hard and work with confidence, and for those that know Burke they know that confidence is not something he is in short supply of. And Josh you prov ed that white guys can bust a move. Kira showed that a smile with a laugh can move a mountain, and Randy like Einstein you have displayed that all geniuses have messed up hair dos. I mean really, one day he comes up to me pulls out a lock of hair and cuts it off with a pair of scissors and said, "Christian, you can't tell where it came from." And I didn't say it then, but I really couldn't. However, ladies and gentlemen, parents, faculty, and administration the observation that is most prevalent about this class, the thing that I have learned the most from the, is that hope is something that only dies when you give up, and it is something that will never dies in this group of people. I don't think I need to mention how many times this class, in spite of its numerous accomplishments, has emotionally hit rock bottom. But these graduates here tonight, the people that I am honored to call my class with aide of each other pick themselves up, smile, and know that tomorrow is coming with a promise, a promise that if we do not relent we will succeed.

Frankenstein Essay -- English Literature Essays

Frankenstein The novel begins in a frame narrative: Robert Walton, the captain of a ship, recounts his adventures through a series of letters to his sister back in England. Walton encounters Victor Frankenstein in the seas near the North Pole and is told his story, and the major part of the novel consists of Frankenstein's narration of his strange adventures. Victor tells Walton of his early life in Geneva and his close relationships with his cousin, Elizabeth Lavenza, who had come to live with his family when her mother died, and his friend Henry Clerval. Victor eventually goes to the university at Ingolstadt and begins to study natural philosophy and chemistry. During this time, he becomes consumed by the desire to discover the secret of life and finally succeeds. He fashions a creature out of old body parts and animates it one night. However, the creature appears so horrible that he runs away, allowing the creature to escape. Shortly afterwards, Victor is preparing to return to Geneva when he receives a letter from his father telling him that his youngest brother, William, has been murdered. Victor hurries home and, on the way, sees the monster in the woods and becomes convinced that the creature murdered William. He arrives home to find that Justine Moritz, a girl who had lived for some time in the Frankenstein household, has been accused of the murder. She is tried, condemned, and executed, despite her assertions of innocence, and Victor becomes despondent a...